esolbms.weebly.com€¦ · Web viewDurante esta ronda de aprendizaje, te centrarás en cómo la elección de palabras de un autor afecta el significado y el tono de la poesía y

Name: _______________ ELA Teacher: _________

Directions for 7th Grade ELA Assignments May 11 – May 22RL 7.4 and RI 7.4

During this round of learning, you will focus on how an author's choice of words impacts the meaning and tone of poetry and text. /Durante esta ronda de aprendizaje, te centrarás en cómo la elección de palabras de un autor afecta el significado y el tono de la poesía y el texto.

1. Read and review “Poetry Terms.” You will need to refer to this document throughout this round of assignments. / Lea y revise "Términos de poesía". Usted necesitará referirse a este documento a lo largo de esta ronda de asignaciones.

2. Read "Mother to Son" by Langston Hughes and answer questions about the poem./ Lee "Madre a hijo" de Langston Hughes y responde preguntas sobre el poema.

3. Read "Can't" by Edgar Guest and answer questions about the poem. / Lee "Can't" de Edgar Guest y responde preguntas sobre el poema.

4. Complete a graphic organizer comparing the two poems. / Completa un organizador gráfico comparando los dos poemas.

5. Using the graphic organizer as a guide, write an essay in which you compare how the topic or theme is developed through figurative language in each poem./ Usando el organizador gráfico como guía, escriba un ensayo en el que compare cómo se desarrolla el tema o tema a través del lenguaje figurativo en cada poema.

6. Read the informational text, "A Dream Come True." Choose the article closest to your Lexile level./ Lea el texto informativo, "Un sueño hecho realidad". Elige el artículo más cercano a tu nivel de Lexile.

7. Answer comprehension questions about "A Dream Come True.”/ Responde preguntas de comprensión sobre "Un sueño hecho realidad".

8. Write an essay in which you use evidence from both poems and relate it to "A Dream Come True."/ Escribe un ensayo en el que uses evidencia de ambos poemas y relacionarla con "Un sueño hecho realidad".

Assignment 1Name:_____________________________________ Grade 7 ELA Assignment for May 11 – May 22

Poetry Terms1. Stanza: A unit of lines grouped together; Similar to a paragraph in short stories./

Una unidad de líneas agrupadas; Similar a un párrafo en cuentos cortos.

2. Literal Language: Means exactly what it says./ Significa exactamente lo que dice

3. Figurative Language: Is exaggerated or has a deeper meaning. You have to figure out the meaning. / Es exagerado o tiene un significado más profundo. Tienes que averiguar el significado.

4. Imagery: Representation of the five senses: sight, taste, touch, sound, and smell; Creates mental images about a poem’s subject./ Representación de los cinco sentidos: vista, gusto, tacto, sonido y olor; Crea imágenes mentales sobre el tema de un poema.

5. Simile: A comparison of two unlike things using the words like, as, than, or resembles./ Una comparación de dos cosas diferentes usando las palabras como, como, que, o se asemeja

Example: You were as brave as a lion. Example: His smile is bright like the sun.

6. Metaphor: A comparison of two unlike things without the words like, as, or other simile words. / Una comparación de dos cosas diferentes sin las palabras como, como, u otras palabras de símil.

Example: Stars are great drops of golden dew.Example: The snow is a white blanket.

7. Repetition: The repeated use of a sound, a word, a phrase, or a line that emphasizes important ideas. / El uso repetido de un sonido, una palabra, una frase o una línea que enfatiza ideas importantes.

Example: And the highwayman came riding-Riding-riding/The highwayman

came riding up to the old inn door.

8. Rhyme: The repetition of similar sounds./ La repetición de sonidos similares. Example: Candy the yams and spice the hams. Soggy beans and

tangerines.

9. Alliteration: The repetition of consonant sounds in words that are close together./ La repetición de sonidos consonantes en palabras que están juntas.

Example: Peter Piper picked a peck of pickled peppers.

10. Onomatopoeia: The use of words whose sounds echo their meaning./ El uso de palabras cuyos sonidos se hacen eco de su significado.

Example: Bam, Boom, Buzz, Roar, Woof…

Assignment 1Name:_____________________________________ Grade 7 ELA Assignment for May 11 – May 2211. Personification: Giving human qualities/traits to an inanimate object./ Dar

cualidades/rasgos humanos a un objeto inanimado. Example: Lightning danced across the sky. Example: My alarm clock yells at me to get out of bed every morning.

12. Hyperbole: An extreme exaggeration.Example: I walked a million miles to get here. Example: This backpack weighs a ton.


Mother to SonBY LANGSTON HUGHES

Well, son, I’ll tell you:Life for me ain’t been no crystal stair.1

It’s had tacks in it,And splinters,

And boards torn up,And places with no carpet on the floor—

Bare.But all the time

I’se been a-climbin’ on,And reachin’ landin’s,And turnin’ corners,

And sometimes goin’ in the darkWhere there ain’t been no light2.

So boy, don’t you turn back.Don’t you set down on the steps’Cause you finds it’s kinder hard.

Don’t you fall now—For I’se still goin’, honey,

I’se still climbin’,And life for me ain’t been no crystal stair.

“Mother to Son” Text-

Dependent Questions1 La vida no fue fácil para mí2 He estado escalando, y llegar a los aterrizajes, y dando la vuelta a las esquinas, y a veces ir en la oscuridad donde no hay luz

Assignment 2Name:_____________________________________ Grade 7 ELA Assignment for May 11 – May 22Directions: Use the poem to answer each question in complete and thoughtful sentences. /Utilice el poema para responder a cada pregunta en oraciones completas y reflexivas.

1. In the poem, who is the speaker talking to and what is the speaker talking about? /¿Con quién está hablando el orador y de qué está hablando el orador?

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2. What does the speaker compare her life to? What type of figurative language is this?/ ¿Con qué compara la oradora su vida? ¿Qué tipo de lenguaje figurativo es éste?_______________________________________________________________________________

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3. What does the phrase “Life for me ain’t been no crystal stair” mean in the poem? /¿Qué significa en el poema la frase "La vida para mí no ha sido una escalera de cristal"?

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4. How does the speaker describe her life in the first 7 lines of the poem? What do the “tacks”, “splinters”, and “boards torn up” represent or symbolize?/ ¿Cómo describe el orador su vida en las primeras 7 líneas del poema? ¿Qué representan o simbolizan las "tachas", las "astillas" y las "tablas desgarradas"?

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5. In contrast with the metaphor above, what would a “crystal stair” represent?/ En contraste con la metáfora anterior, ¿qué representaría una "escalera de cristal"? _______________________________________________________________________________

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6. What is the theme or message of the poem?/ ¿Cuál es el tema o mensaje del poema? _______________________________________________________________________________

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7. Which phrase or line best captures the message in the poem? Explain why you think the way you do. ¿Qué frase o frase captura mejor el mensaje en el poema? Explica por qué piensas de la manera en que lo haces._______________________________________________________________________________

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Assignment 3Name:_____________________________________ Grade 7 ELA Assignment for May 11 – May 22Read the poem “Can’t” and answer the questions below.

Can’t by Edgar Guest

Can’t is the worst word that’s written or spoken;1

Doing more harm here than slander and lies;On it is many a strong spirit broken,And with it many a good purpose dies.It springs from the lips of the thoughtless each morning

5And robs us of courage we need through the day:It rings in our ears like a timely-sent warningAnd laughs when we falter and fall by the way3.

Can’t is the father of feeble endeavor, 9The parent of terror and half-hearted work;It weakens the efforts of artisans clever,And makes of the toiler an indolent shirk.It poisons the soul of the man with a vision, 13It stifles in infancy many a plan;It greets honest toiling with open derisionAnd mocks at the hopes and the dreams of a man.

Can’t is a word none should speak without blushing;

“Can’t” - vocabulary

slander – n. (or v.) false and damaging statements about someone/declaraciones falsas y dañinas sobre alguien

falter – v. to lose strength or momentum, to hesitate, to waver/ para perder fuerza o impulso, para dudar, para vacilar

feeble – adj. weak/ débilendeavor – n. (or v.) an attempt to achieve a goal, a try/ un intento de lograr una meta, un intento

artisan – n. a skilled worker who makes things by hand/ un trabajador calificado que hace las cosas a manotoiler – n. someone who works hard/ alguien que trabaja duroindolent – adj. lazy/perezososhirk – n. (or v.) someone who doesn’t do what they are responsible for getting done/ alguien que no hace lo que es responsable de hacerstifle – v. to suffocate, to smother, to oppress, to keep down/ para sofocar, para asfixiar, para oprimir, para mantener abajoderision – n. insults, taunts, mocking, making fun of/ insultos, burlas, burlas, burlas, burlas de

utter – v. to say/ decir blight – v. (or n.) to ruin, to wreck/ a la ruina, a destrozar

3 Suena en nuestros oídos como una advertencia de envío oportuno Y se ríe cuando flaqueamos y caemos por el camino

Assignment 3Name:_____________________________________ Grade 7 ELA Assignment for May 11 – May 2217To utter it should be a symbol of shame;Ambition and courage it daily is crushing;It blights a man’s purpose and shortens his aim.Despise it with all of your hatred of error; 21Refuse it the lodgment it seeks in your brain;Arm against it as a creature of terror,And all that you dream of you some day shall gain.

Can’t is the word that is foe to ambition, 25An enemy ambushed to shatter your will4;Its prey is forever the man with a missionAnd bows but to courage and patience and skill.Hate it, with hatred that’s deep and undying, 29For once it is welcomed ’twill break any man;Whatever the goal you are seeking, keep tryingAnd answer this demon by saying: “I can.”

foe – n. enemy/enemigoambush – v. (or n.) to make a surprise attack on/ para hacer un ataque sorpresa en prey – n. (or v.) an animal that is hunted and killed for food/ un animal que es cazado y asesinado por comida

1. Do you see any structure in the poem “Can’t”? Write yes or no. If yes, give examples.

special shape?

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4 Can’t es la palabra que está en contra de la ambición, atacará y romperá su voluntad


# of stanzas?

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rhyme scheme?

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other?

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2. Can you find any literary elements? Write yes or no. If yes, give examples.(check Poetry Terms)

imagery? _____________________________________________________________simile? _______________________________________________________________

metaphor? ____________________________________________________________ personification? ________________________________________________________

alliteration? ___________________________________________________________repetition? ____________________________________________________________onomatopoeia? ________________________________________________________other? _______________________________________________________________

3. Personification is giving human characteristics to nonhuman things/ está dando características humanas a las cosas no humanas. What is personified in this poem?

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Assignment 3Name:_____________________________________ Grade 7 ELA Assignment for May 11 – May 224. What does “can’t” do? List the actions/verbs in stanzas 1 and 2 that show how the word “can’t” is personified./ ¿Qué hace "no"? Enumere las acciones/verbos en las estrofas 1 y 2 que muestran cómo se personifica la palabra "no se puede".

Doing more harm than slanders and lies rob of us courage we need through the day

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5. In stanza 3, lines 21-23, what 3 things are you told to do to “can’t”? List the actions/verbs.

1. _____________________________ 2. ________________________ 3. ________________________

6. In stanza 4, line 28, the word “can’t” “bows but to courage and patience and skill.” What does the word “bows” mean in this context? Explain what this line means./ ¿Qué significa la palabra "arcos" en este contexto? Explicar lo que significa esta línea __________________________________________________________________________________________________

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7. What is the author’s tone? How does the author’s tone contribute to the author’s message?/ ¿Cuál es el tono del autor? ¿Cómo contribuye el tono del autor al mensaje del autor?

Assignment 3Name:_____________________________________ Grade 7 ELA Assignment for May 11 – May 22__________________________________________________________________________________________________

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8. What is the message, or lesson or theme, of this poem? How does personification help develop this theme?/ ¿Cuál es el mensaje, o lección o tema, de este poema? ¿Cómo ayuda la personificación a desarrollar este tema? ___________________________________________________________________________________________________________________

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Shall I compare thee…Compare and ContrastPoem Title “Mother to Son” “Can’t”

ImageryWhat is the primary visual image?/ ¿Cuál es la imagen visual principal?

Figurative languagePrimary example(s) of figurative language / Ejemplo(s) primario(s) de lenguaje figurativo(s)

Word ChoiceDescriptive words, phrasesWords with strong connotations/Palabras descriptivas, frases Palabras con fuertes connotaciones

ToneWhat is the author’s attitude toward his subject?/ ¿Cuál es la actitud del autor hacia su tema?


ThemeWhat is the author’s message?/¿Cuál es el mensaje del autor?


After Reading Responses Directions: After reading, completing your organizer, and answering questions about “Mother to Son” and “Can’t,” respond to the question below in complete and thoughtful sentences. You will type your response under the question, and your response should include multiple paragraphs and textual evidence from each poem. Después de leer, completar su organizador y responder preguntas sobre "Madre a Hijo" y "No puedo", responda a la siguiente pregunta en oraciones completas y reflexivas. Usted escribirá su respuesta bajo la pregunta, y su respuesta debe incluir varios párrafos y evidencia textual de cada poema.

Question 1: “Mother to Son” and “Can’t”What common topic or theme is developed in each text? How did each poet use figurative language to develop the theme? Use evidence from both poems to support your ideas./ ¿Qué tema o tema común se desarrolla en cada texto? ¿Cómo utilizó cada poeta el lenguaje figurativo para desarrollar el tema? Usa evidencia de ambos poemas para apoyar tus ideas.

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Assignment 5Name:_____________________________________ Grade 7 ELA Assignment for May 11 – May 22____________________________________________________________________________________________

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Directions: Read the informational text, “A Dream come True.” NOTE: All three articles are on the

same topic. Choose the ONE that is closest to your Lexile level. (You only need to read ONE article, not

three.)

Lexile 840L – "A dream come true": Actress who uses wheelchair wins Tony Award By Washington Post, adapted by Newsela staff on 06.14.19

Ali Stroker accepts the award for best performance by an actress in a featured role in a musical for "Rodgers & Hammerstein's Oklahoma!" at the 73rd annual Tony Awards at Radio City Music Hall in New York City on June 9, 2019. Photo by: Charles Sykes/Invision/AP

It was "a dream come true" to be nominated for a Tony Award, Ali Stroker said on the evening of June 9. A few hours later, she won. She made history as the first actor who uses a wheelchair to receive a Tony Award.

The awards are given for Broadway theater shows in New York City.

Assignment 5Name:_____________________________________ Grade 7 ELA Assignment for May 11 – May 22Stroker Dedicated Her Award To Kids With DisabilitiesThe audience for the awards ceremony at New York's Radio City Music Hall gave Stroker a standing cheer when her name was announced. She won as best supporting actress in a musical. She had a role in the revival of the Rodgers and Hammerstein show "Oklahoma!" Richard Rodgers and Oscar Hammerstein II were songwriters. Their work became famous in Broadway shows and movies. Stroker then came out onto the stage. Her voice was full of emotion. She dedicated the award to "every kid who is watching tonight who has a disability, who has a limitation or a challenge, who has been waiting to see themselves represented in this arena."

"You are," she declared.

Performing Makes Stroker Feel FreeThe New Jersey native was paralyzed5 in a car crash when she was 2 years old. She is 31 years old now. Stroker began performing in musical theater when she was 7 years old. She played the title role in her friend's backyard show of the musical "Annie."

"When I began to sing, I just felt so free. There was like no limitation," she said. "I was used to people staring at me, being a little girl in a wheelchair. But being onstage and the way people were looking at me, it was so different. And I knew that was what I wanted to do with the rest of my life."

Stroker acted and sang throughout her childhood. She attended New York University's TischSchool of the Arts. Later, she had roles in television's "Glee" and theater shows such as "Promises, Promises."

In 2015, she performed in "Spring Awakening." That made her the first person in a wheelchair to appear on Broadway.

Stroker's role as Ado Annie in the revival of "Oklahoma!" earned her the history-making Tony award. On June 9, her words rang out beyond Radio City Music Hall. A mother in Kentucky shared a video on social media site Twitter of her child who is 6 years old and uses a wheelchair. The child was watching Stroker's speech and saying, "That's me!"

More Accessibility For Performers With DisabilitiesIn her speech, Stroker thanked her friends. She described them as "best friends who have held my hands and pulled me around New York City for years, helping me." She also thanked her parents "for teaching me to use my gifts to help people."

After her win, the actress appeared in front of journalists backstage. They asked her how to make Broadway and theater more accessible. Her reply involved ways to get around theaters.

"The theaters for the house, where all the audience comes in, that is all made accessible," Stroker said. However, the backstages are not.6 "So I would ask theater owners and producers to really look into how they can begin to make the backstage accessible, so performers with disabilities can get around."

Directions: Read and circle the correct answer for the following multiple choice questions about “A Dream Come True.”

5 paralizada6 La casa, donde todo el público entra y disfruta, se hace accesible, pero los backstages no son


Questions for the text, Dreams come True – Ali Stroker becomes First Actor in a Wheelchair to Win Tony Award

1. Stroker is quoted as saying, “When I began to sing, I just felt so free. There was like no limitation.” /Stroker se cita diciendo: "Cuando empecé a cantar, me sentí tan libre. No había como ninguna limitación. What does she mean when she uses the word free?

A. restrictedB. independent and ableC. free of costD. limited and confined

2. Ali Stroker was paralyzed from a car crash at two years old. What kind of connotation does the word paralyzed usually have? Remember, when you are analyzing the connotation of a word, you are thinking about the kinds of feelings and/or ideas the word normally brings./ ¿Qué tipo de connotación suele tener la palabra paralizada? Recuerda, cuando estás analizando la connotación de una palabra, estás pensando en los tipos de sentimientos y/o ideas que la palabra normalmente trae

A. positiveB. negativeC. neutral (neither positive nor negative)

3. In Stroker’s acceptance speech she thanks her parents “for teaching me to use my gifts to help people.”/ En el discurso de aceptación de Stroker agradece a sus padres "por enseñarme a usar mis dones para ayudar a la gente. What do you think Stroker means by “gifts?”

A. talentsB. valuable objects she possessesC. failuresD. new beginnings

4. Towards the end of the article, a news reporter asks Stroker how to “make Broadway and theater more accessible to people with disabilities.”/ un reportero le pregunta a Stroker cómo "hacer Broadway y el teatro más accesibles para las personas con discapacidades. What does the word accessible mean?

A. unattainableB. narrow-mindedC. scrutinizedD. available


After Reading ResponseDirections: After reading, completing your organizer, and answering questions about “Mother to Son”, “Can’t”, and “A Dream Come True” respond to the question below in complete and thoughtful sentences. You will write your response under the question, and your response should include multiple paragraphs and textual evidence from each source. Instrucciones: Después de leer, completar su organizador y responder preguntas sobre "Madre a Hijo", "No se puede" y "Un sueño hecho realidad" responda a la pregunta a continuación en oraciones completas y reflexivas. Escribirá su respuesta bajo la pregunta, y su respuesta debe incluir varios párrafos y evidencia textual de cada fuente.

Question 2: “Mother to Son”, “Can’t”, and “A Dream Come True”Discuss how the metaphor of the staircase used in “Mother to Son” and the poet’s use of personification in “Can’t” can be applied to the story of Ali Stroker. What does the speaker in each poem say to do when things get difficult? Do you think Ali Stroker does this? Use evidence from all 3 texts to support your ideas. Analicen cómo la metáfora de la escalera utilizada en "Madre a hijo" y el uso del poeta de la personificación en "No se puede" se puede aplicar a la historia de Ali Stroker. ¿Qué dice hacer el orador de cada poema cuando las cosas se ponen difíciles? ¿Crees que Ali Stroker hace esto? Utilice la evidencia de los 3 textos para apoyar sus ideas.

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Assignment 8Name:_____________________________________ Grade 7 ELA Assignment for May 11 – May 22 After Reading – Extension Activities Después de leer – Actividades de extensiónChoose one or two Elija uno o dos “Mother to Son” 1.a) Make a list of concrete objects you might compare to life./ Haz una lista de objetos concretos que podrías comparar con la vida.

b) Using “Mother to Son” as a model, write your own advice poem, creating an extended metaphor from one thing on your list./ Usando "Madre a Hijo" como modelo, escribe tu propio poema de consejo, creando una metáfora extendida de una cosa de tu lista.

OR

c) Using a similar voice, in poetic form, write a response to the mother from the son’s point of view./ Usando una voz similar, en forma poética, escribe una respuesta a la madre desde el punto de vista del hijo. 2.a) Look up the definition of “dialect” in a dictionary. / Busque la definición de "dialecto" en un diccionario. b) Explain three words or phrases in this poem that are examples of dialect./ Explique tres palabras o frases de este poema que son ejemplos de dialecto. “Can’t” Edgar Guest personifies the word “Can’t.” Choose another word to personify, and create a similar poem to Guest’s. Use Guest’s poem as a model, and follow his phasing and rhyme scheme. (hint: you can find rhyming words online at https://www.poetry4kids.com/rhymes/)

Edgar Guest personifica la palabra "No se puede". Elige otra palabra para personificar y crea un poema similar al de Los Huéspedes. Utilice el poema de Guest como modelo y siga su esquema de eliminación gradual y rima. (pista: puedes encontrar palabras que riman en línea en https://www.poetry4kids.com/rhymes/)

Example: Love is the best word that’s written or spoken; Doing more good than harm,

It’s not just a toss away token,Nor a cheap ten-cent charm. It springs from the lips of the caring each morning,And gives us the courage we need through the day…

https://www.poetry4kids.com/rhymes/

Documents

esolbms.weebly.com€¦ · Web viewDurante esta ronda de aprendizaje, te centrarás en cómo la elección de palabras de un autor afecta el significado y el tono de la poesía y