advanced language arts & literature

Advanced LanguageArts & LiteratureBridgeway

COURSE DESCRIPTION

This course for students in grades 6 - 8 is designed to build strong language mechanics,grammar and essential writing skills while also providing prompting advanced literatureanalysis with the incorporation of acclaimed novel studies. Engaging extension activitiesincluded provide a dynamic stage for furthering reading comprehension and writing skillsneeded for success as students progress to future courses.

The Benjamin Franklin novel has been replaced with the Lois Lowry, Looking Back novel.Please choose to complete the activities related to the novel received in the curriculumshipment within the instructor guide.

GRADING

Please note: There are no formal assessments for this course. You may choose to utilizethe book projects, final writing pieces, and/or SkillsBook activities to monitor progress foryour student. All book project and writing evaluation resources are available as rubrics.SkillsBook answer keys are provided in the Teacher Resource book that accompaniesthis course.

RESOURCES

The resources can be found throughout the instructor guide to supplement the course andhelp the student gain a deeper understanding of the content as well as provide variety inlearning styles and expressions. Required and recommended extension activities areindicated in the suggested pacing of the instructor guide. Helpful references are alsoincluded for the course instructor.

RESOURCE LIST

• Write on Course 2020• Write on Course 2020 (8) SkillsBook• Write on Course 2020 (8) SkillsBookTeacher Edition• Looking Back: A Book of Memories byLois Lowry (Replacement for BenjaminFranklin novel)• My Brother Sam is Dead by James &Christopher Collier• The Red Badge of Courage by StephenCrane• A Raisin in the Sun by LorraineHansberry• Walk Two Moons by Sharon Creech• Elephango Resources• Suggested Pacing and ExtensionActivities• Book Projects

Day 1

TODAY'S ACTIVITIES

Set up a writer's notebook. Put a sticky note or other divider in the middle of the notebook. The front part of the notebook will be foropen-ended writing of choice and Writer's Journal activities, and the back of the notebook will be used on days focused on writing fordeveloped pieces and reading response prompts. It is very important to put the date and the lesson day that you are on as youcomplete the writing in order to keep yourself organized and able to find previous writing if needed.

Put today's date and Day 1 in the upper left-hand corner of the first page in the front of your notebook, and take some time to writeabout whatever you would like to write about.

RECOMMENDED READING & EXTENSION ACTIVITIES

Take some time to really make your writer's notebook your own; decorate it, cover it, doodle on it, whatever you want to do toshowcase your personality on the cover. View an online resource for this activity.Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

There are no formal assessments for this course. You will utilize book projects and final writing pieces for grade submission. All bookproject and writing evaluation resources are available as rubrics. SkillsBook answer keys are provided in the Teacher Resource bookthat accompanies this course.

Some students, especially early in writing development, may struggle to write or become focused on doing it right. If your student is stillstruggling to write, you can suggest a prompt, such as how do you feel about writing? What do you like or dislike about it? Your studentmay also feel more encouraged to write or share if you are keeping a notebook and modeling writing as well.

Use the Reading Response Rubric to assess your student's journal writing throughout the course. Log in to your Bridgeway LearningCenter course to view today's online resource for this activity.

Instructor resources such as graphic organizers, rubrics, outside resources, Elephango lessons and more are located in the BridgewayLearning Center. Once your student is logged into the BLC, those resources are aligned to the daily pacing provided within this guideand are a click away!

Day 2

TODAY'S ACTIVITIES

In the back of your writer's notebook, put today's date and Day 2 in the upper corner of the page and take a few minutes to list all of thetypes of writing that you can think of. In your Write on Course Handbook, look at pages vi and vii to see all of the different forms ofwriting. Compare this to the list you created. What did you think of? What were you missing? Which ones have you never heard of orread before? After looking through this list, go to pages 123-127 and read Choosing the Best Form.


Go back to the different forms of writing and select one or two that were unfamiliar to you or that you have not written yet, and do someresearch and reading to become more familiar with these forms of writing. Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

After your student has looked through the Write on Course handbook and completed the assigned reading, take some time to also showthem the Skills Book. Connect with your student about the information they read, and ask them to share what type of writing intereststhem the most, and what they believe might be most difficult and why. Use this conversation as an opportunity to assuage some ofyour student's nerves about writing and create a positive feeling about the writing that is to come.

Day 3

TODAY'S ACTIVITIES

One of the things that good writers do is write in personal journals. Read pages 129-134 in the Write On Course Student Handbook tolearn about types of journals and journal entries. Look at page 134 and choose one of the topics as a starting point, then write using thetopic you chose.


On the back of your list of questions, take some time to write about your favorite book or story. Share what it is about and why it is yourfavorite. Tuck your paper into your writer's notebook, and go back to your writing as you read the materials to see if any of it connects toyour favorite story.Learning Style: Auditory, Kinesthetic, Visual

INSTRUCTOR SUPPORT

The goal of this assignment is to give your student a starting point for writing. You may want to discuss the chosen topic.

Day 4

TODAY'S ACTIVITIES

Assemble a writing portfolio. Read Write On Course Student Handbook pages 70-73 to guide you. Make note of the things that areincluded in the portfolio on page 71. Use a file folder or something similar to collect your work. You will use the inside front cover as aworking table of contents. You will be adding writing to this portfolio during the course of this class.


Explore digital resources for creating a portfolio. Where can you house your portfolio that you can share it with parents and friends?Learning Style: Visual

INSTRUCTOR SUPPORT

Students will begin creating a writing portfolio. Review the material in the student text about creating portfolios and share with the student.

Day 5

TODAY'S ACTIVITIES

Review capitalization and punctuation rules on pages 479-499 in the Write On Course Student Handbook.

Complete pages 3-8 in the Write On SkillsBook. You may choose odds or evens. After your work is checked, go back and complete theones you didn't finish if you need extra practice.


Complete the Thoughtful Learning Punctuation minilesson. Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity. Learning Style: Visual

Watch a video about capitalization and punctuation. Log in to your Bridgeway Learning Center course to view today's online resourcefor this activity.Learning Style: Auditory, Visual

Complete the Write On 2020 punctuation practice. Log in to your Bridgeway Learning Center course to view today's online resource forthis activity. Learning Style: Visual

INSTRUCTOR SUPPORT

Review your student's work using the Teacher's Answer Key on pages 3-8. You may want to have your student complete odds orevens. After checking the answers, if they need extra practice, have them complete the ones they didn't finish. Have your student locateand identify mistakes and correct them.

Day 6

TODAY'S ACTIVITIES

**You may have received either of the novels The Autobiography of Benjamin Franklin OR Looking Back: A Book of Memories by LoisLowry. For days 6-22, choose the correct assignment for the novel you received.**

Looking Back: A Book of Memories: Read the Foreword and "How Do You Do - An Introduction". In Looking Back: A Book of Memories,the author uses pictures to help prompt her writing. Find a picture of you as a young child doing something fun or interesting. In yourwriter's journal, free write about that picture. Use your sensory words to help prompt you. Include feelings you remember and the beforeand after of the picture.

The Autobiography of Benjamin Franklin: Begin The Autobiography of Benjamin Franklin. Review the notes chart for The Autobiographyof Benjamin Franklin. As you find his accomplishments, principles/ philosophies, and errata, fill them in on the chart. Read pages 1-16.Record any found information in the chart, and any unknown words in your vocabulary notes. Complete vocabulary connections afterreading. Log in to your Bridgeway Learning Center course to view today's online resources for this activity.


Looking Back: A Book of Memories: Notice how Lois Lowry uses quotes from other novels to introduce sections of her memoir. Whatquotes are important to you? What quotes would you use? Learning Style: Auditory

The Autobiography of Benjamin Franklin: Franklin lists many jobs that the family held in his history, including smith, scrivener, dyer,tallow-chandler, joiner, bricklayer, turner, brazier, cutler, and printer. Choose one of these positions, research it, and create a flyeradvertising the position.Learning Style: Kinesthetic, Visual

Explore Elephango for activities to extend your learning.• 10242 Character Traits - Benjamin Franklin• 10238 Individuals Can Have a Great Impact on History - Benjamin Franklin (1 of 3)• 10239 Individuals Can Have a Great Impact on History - Benjamin Franklin (2 of 3)• 10240 Individuals Can Have a Great Impact on History - Benjamin Franklin (3 of 3)Learning Style: Visual, Lion, Otter, Beaver

INSTRUCTOR SUPPORT

**Your student may have received either of the novels The Autobiography of Benjamin Franklin OR Looking Back: A Book of Memoriesby Lois Lowry. For days 6-22, they will need to choose the correct assignment for the novel they received.**

Looking Back: A Book of Memories: Encourage your student to be creative and write what they feel. If your student is still struggling towrite, have them talk through their thoughts. Verbally brainstorm with them. Use pictures to help with the brainstorming process.

The Autobiography of Benjamin Franklin: Review the new information your student has recorded. Assist your student in looking up anyinformation that needs to be clarified.

Day 7

TODAY'S ACTIVITIES

Read about the Writing Process on pages 1-16 of your Write On Course Student Handbook.

Complete the Analyzing Writing Prompts and Using PAST to Understand Assignments minilessons. Log in to your Bridgeway LearningCenter course to view today's online resource for this activity.

Looking Back: A Book of Memories: No novel assignment.

The Autobiography of Benjamin Franklin: Read pages 17-31 of The Autobiography of Benjamin Franklin. Record any newaccomplishments, principles/philosophies, and errata in your chart, and add any new unknown words into your vocabulary notes.Complete vocabulary connections after reading.


Construct your own writing prompt using the PAST strategy. Learning Style: Kinesthetic

The Autobiography of Benjamin Franklin: There are three major cities discussed in this section- New York, Boston, and Philadelphia.Choose one of them and research what life was like there in the early 1700s when Franklin was there. Prepare a slideshowpresentation with images to demonstrate your learning.Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Review your student's PAST response.


Day 8

TODAY'S ACTIVITIES

Read pages 17-22 in your Write On Course Student Handbook to understand the Traits of Writing. Use page 18 - Quick Guide - Traitsto analyze a piece of writing.

Read about Parts of a Sentence on pages 526-527 of your Write On Course Student Handbook. Pay close attention to subjects andpredicates and compound subjects and compound predicates.

Complete pages 65-68 in your Write On Course SkillsBook. You may choose odds or evens to complete. After your work is checked,go back and complete the ones you didn't finish if you need extra practice.

In the front part of your writer's notebook, label the next clean page with today's date and Day 8. Use the book you are currently readingfor this course as inspiration for your writing today. Allow your writing to move in whatever direction you are thinking, but try to sustainyour writing time for at least twenty minutes.


Complete pages 3-4 in the Write on Course SkillsBook. The Next Step Journal entry can be written in the back of your writer'snotebook. In the top corner of the page, be sure to include the date and Day 8.Learning Style: Kinesthetic

INSTRUCTOR SUPPORT

For the SkillsBook assignments, you may want to have your student complete odds or evens first, then check from the answer key onpages 65-68. After checking those odds or evens, you may want to assign the rest, depending on if your student needs extra practice.

You may want to have your student analyze a sample from Thoughtful Learning. See what your student notices as flaws. Help point outobvious issues with the main features. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.

If your student is struggling to begin writing, allow him or her a few minutes to get going. If more than 5 minutes passes and yourstudent has not begun writing, provide some suggested writing prompts to start. Consider the following prompt. Do you have an error inyour own life you would like to go back and correct? Write about it.

Use the SkillsBook Teacher's Edition answer key pages 3-4 to check your student's answers if they complete the extension activity.

Day 9

TODAY'S ACTIVITIES

Read pages 528-529 in your Write On Course Student Handbook about Phrases and Clauses.

Complete pages 69-74 in your Write On Course SkillsBook. You may choose odds or evens to complete. After your work is checked,go back and complete the ones you didn't finish if you need extra practice.

Looking Back: A Book of Memories: Read 1962 on pages 53-54.

The Autobiography of Benjamin Franklin: Read pages 32-45. Record any new accomplishments, principles/philosophies, and errata inyour chart, and add any new unknown words into your vocabulary notes. Complete vocabulary connections after reading.


The Autobiography of Benjamin Franklin: Benjamin Franklin mentions many friends that he acquired during this time, some of whichbecame prominent members of society. Spend some time researching one of these men and write a one-page report on who they areand what they did. Learning Style: Kinesthetic

If you're building a house, would you use only cheap material to build it? You wouldn't use only one dull color to paint a portrait. Thesame is true of writing: one kind of sentence can be booooring!Explore Elephango for an activity to extend your learning. • 13017 Types of Sentences and ClausesLearning Style: Visual, Lion, Otter, Beaver, Golden Retriever

INSTRUCTOR SUPPORT

Check your student's work on pages 69-74 using the Teacher's SkillsBook Answer Key. If your student needs extra practice, have themcomplete the ones they didn't previously finish and check again.

Looking Back: A Book of Memories: Discuss the 1962 entry from Lois Lowry's book. What do you notice about the entry?


Day 10

TODAY'S ACTIVITIES

Read pages 80-81 and 529-530 in your Write On Course Student Handbook about Types and Kinds of Sentences.

Complete pages 75-82 in your Write On Course SkillsBook. You may choose to do odds or evens. After your work is checked, go backand complete the ones you didn't finish if you need extra practice.

Looking Back: A Book of Memories: Read 1941 on pages 57-58 and Absolute Innocence on pages 63-66.

The Autobiography of Benjamin Franklin: Read pages 46-top of 60 of The Autobiography of Benjamin Franklin. Record any newaccomplishments, principles/philosophies, and errata in your chart, and add any new unknown words into your vocabulary notes.Complete vocabulary connections after reading.


The sun is shining. The sun is shining! The sun is shining? What is different about those sentences and their meanings? Whatchanged? Learn how to end a sentence correctly to get across what you mean!Explore Elephango for an activity to extend your learning. • 11969 Changing Sentences from One Type to AnotherLearning Style: Visual, Otter

INSTRUCTOR SUPPORT

Check your student's work on pages 75-82 of the Teacher's SkillsBook Answer Key. If your student needs extra practice, have themcomplete the ones they didn't previously finish and check again.

Looking Back: A Book of Memories: Discuss the two entries from Lois Lowry's book. What is the PAST Strategy for Lois's work?

The Autobiography of Benjamin Franklin: Review the new information your student has recorded. Assist your student in looking up anyinformation that needs to be clarified. Ask your student if they see any connections between Franklin's accomplishments,principles/philosophies, and, errata. You may want to lead him or her with questions such as the following. Do you think that one mightinfluence the other? For example, could an errata help shape a principle? Do you see any evidence of this yet?

Day 11

TODAY'S ACTIVITIES

Read about Sentence Combining on pages 88-89 of your Write On Course Student Handbook.


Read about Biographical Stories on pages 158-160 in your Write On Course Student Handbook. Choose a figure to write a biographicalstory about. Use the Biography Research organizer to help you organize your story. Log in to your Bridgeway Learning Center courseto view today's online resource for this activity.


Writer's journal -Words, words, words, there are so many words in the English language! Did you know that many of those words wereadopted from other languages? Find 10 words (you can look them up in the dictionary, ask your family, or Google) that came fromanother language and were adopted into the English language. Then choose 2 of those words to brainstorm about including what thosewords' meanings make you think, feel, etc. Learning Style: Auditory, Visual

Complete pages 5-10 in the Write on Course SkillsBook. You do not need to complete the Next Step Journal entries on these pages.Learning Style: Visual

INSTRUCTOR SUPPORT

Check your student's work on pages 83-88 by using the same pages of the Teacher's SkillsBook Answer Key. If your student needsextra practice, have them do the ones they didn't previously finish and check again.

Ask your student who she/he chose to do a Biographical Story about. Check their progress on the Biography Research graphic organizer.

If your student is struggling to begin writing, allow him or her a few minutes to get going. If more than 5 minutes passes and yourstudent has not begun writing, provide some suggested writing prompts to start.

Use the SkillsBook Teacher's Edition answer key to check pages 5-10 if your student completed the extension activity.

Day 12

TODAY'S ACTIVITIES

Review Sentence Combining on pages 88-89 of your Write On Course Student Handbook.


Complete Gathering Details on page 159 of your Write On Course Student Handbook for your Biographical Story. Add information to theBiography Research graphic organizer you began on Day 11.




The Autobiography of Benjamin Franklin: Create a list of virtues you would like to live by like Benjamin Franklin did. Try to name at leastfive virtues and describe how they should be upheld. Learning Style: Kinesthetic, Visual

This lesson is good. It will help you. You will learn. It's about sentence length. This is important. Enough boredom! Learn how to writesentences that are more interesting and fun for your readers!Explore Elephango for an activity to extend your learning. • 12619 Sentence Fluency: Sentence LengthLearning Style: Visual, Lion, Beaver

INSTRUCTOR SUPPORT

Check your student's work on pages 89-92 of the Teacher's SkillsBook Answer Key. If your student needs extra practice, have them dothe ones they didn't previously finish and check again.

Check your student's detail gathering on the Biography Research graphic organizer.


Day 13

TODAY'S ACTIVITIES


Develop the first draft of your Biographical Story as described page 160. Use the information gathered on your Biography Researchgraphic organizer you began on Day 11.




Complete pages 99-100 in the SkillsBook. Learning Style: Visual

The Autobiography of Benjamin Franklin: View copies of Poor Richard's Almanack. Then choose a section of the Almanack and createyour own. View an online resource for this activity.Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Review your student's work on pages 93-98 of the Teacher's SkillsBook Answer Key. If your student needs extra practice, have themdo the ones they didn't previously finish and check again.

Review your student's first draft of their Biographical Story.



Day 14

TODAY'S ACTIVITIES

Read pages 82-87 in your Write On Course Student Handbook to learn about sentence problems/variety.

Complete pages 101-104 in your Write On Course SkillsBook. You may choose to complete odds or evens. When you finish checkingyour work, go back and complete the ones you didn't finish if you need extra practice.

Revise and edit your Biographical Story using the directions on page 159 of your Write On Course Student Handbook.




Complete the Fixing Fragments minilesson. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity. Learning Style: Visual

The Autobiography of Benjamin Franklin: Benjamin Franklin shares his many invention ideas and much of his creations came out of aneed for something. Brainstorm some ideas of inventions that would help you in your daily life and get to work on building that invention!Learning Style: Kinesthetic

INSTRUCTOR SUPPORT

Check the work from pages 101-104 in the Teacher's SkillsBook Answer Key. If your student needs extra practice, have them do theones they didn't do previously and check again.

Review your student's Biographical Story progress.

The Autobiography of Benjamin Franklin: Review the new information your student has recorded. Assist your student in looking up anyinformation that needs to be clarified. Ask your student if he or she sees any connections between Franklin's accomplishments,principles/philosophies, and, errata. You may want to lead them with questions such as the following. Do you think that one mightinfluence the other? For example, could an errata help shape a principle? Do you see any evidence of this yet?

Day 15

TODAY'S ACTIVITIES

Review pages 82-87 to learn how to identify and correct run-on sentences.

Read about using rubrics on pages 23-28 of your Write On Course Student Handbook. Use the Narrative rubric in the online resourcesto self-assess your story. Complete a Response Sheet like on page 27 for your rubric assessment of your Biographical Story. Log in toyour Bridgeway Learning Center course to view today's online resource for this activity.

Complete pages 105-108 in the Write On Course SkillsBook, choosing odds or evens. When your work has been checked, you may goback and complete the others if you need extra practice.

Looking Back: A Book of Memories: Read Literary Games on pages 143-146, Dogs One More Time on pages 157-161, and Books andButterflies on pages 163-165.

The Autobiography of Benjamin Franklin: No novel assignment.


Complete pages 11-18 in the Write on Course SkillsBook. You do not need to complete the Next Step Journal entries on these pages.Use the coinciding pages in the Write on Course Student Handbook if you need additional help. Learning Style: Visual

INSTRUCTOR SUPPORT

After checking their SkillsBook on pages 105-108, have them complete the others if they need additional practice.

Discuss your student's rubric response sheet with them. Do you agree or disagree with their ratings and responses? You may want touse Thoughtful Learning Writing Assessment for Students to help them self-assess. You may also want to read Gerard Dawson's HelpStudents Self-Assess Their Writing to help you learn how to help them. Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity.


Day 16

TODAY'S ACTIVITIES

Reread page 83 in your Write On Course Student Handbook.

Complete pages 109-112 in the Write On Course SkillsBook. You may choose odds or evens to complete. After checking your work,you may go back and complete the others if you need additional practice.

Learn how to build paragraphs by reading pages 91-102 in your Write On Course Student Handbook.

Analyze your Biographical Story for Ideas and Organization as shown on the Paragraph Checklist on page 102 of your Write OnCourse Student Handbook. Make any necessary changes to your paragraphs.




Writer’s journal: Think about a book you have read in the past that has made a profound impact on you – it can be a book you reallyloved, a book whose situation or character you empathized with, or a book that really made you think about something. Write about thatbook and its impact!

Complete Forming a Focus minilesson. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity. Learning Style: Visual

The Autobiography of Benjamin Franklin: Benjamin Franklin describes the building of a fort at Gnadenhut. Go back into the book to findthe details of the fort. Then use this information to create a model of the fort that was built. Learning Style: Kinesthetic

INSTRUCTOR SUPPORT

After checking their SkillsBook on pages 109-112, you may want to have them complete the others if they need extra practice.

Review your student's paragraphs for Ideas and Organization. Discuss any changes they made.


Day 17

TODAY'S ACTIVITIES

Reread pages 82-82 in your Write On Course Student Handbook.

Complete pages 113-116 in the Write On Course SkillsBook. You may choose either odds or evens. After your work is checked, youmay go back and complete the opposite if you need extra practice.

Review page 102 in your Write On Course Student Handbook. Edit your Biographical Story for Voice and Word Choice.


The Autobiography of Benjamin Franklin: Read pages 121-136 of The Autobiography of Benjamin Franklin. Record any newaccomplishments, principles/philosophies, and errata in your chart, and add any new unknown words into your vocabulary notes.Complete vocabulary connections after reading. Reflect on your notes and vocabulary, and discuss what opinions you have formedabout Benjamin Franklin based upon this information.


Complete the Adjusting Your Writing Voice minilesson. Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

After checking their SkillsBook pages 113-116, you may have them do the others if they need additional practice.

Review your student's paragraphs for Voice and Word Choice. Discuss any changes they made.

The Autobiography of Benjamin Franklin: Review the new information your student has recorded. Assist your student in looking up anyinformation that needs to be clarified. Encourage your student to share what they have learned about Benjamin Franklin and ask him orher to reflect on why the autobiography stops when it does. Refer back to the timeline and show your student how much more Franklinaccomplished after this, and prompt your student to theorize what caused the autobiography to conclude when it does.

Day 18

TODAY'S ACTIVITIES

Review page 102 in your Write On Course Student Handbook. Edit your Biographical Story for Sentence Fluency and Conventions.

Complete pages 117-122 in the Write On Course SkillsBook.

Looking Back: A Book of Memories: : Read Sadness on pages 171-176, Squeak on pages 223-225, and Literature in My Life on pages257-259.

The Autobiography of Benjamin Franklin: No novel assignment.


Writers Journal: Write a short story that is set in the modern day, but use at least ten archaic words correctly within your story. Use yourvocabulary list with definitions and connections to help make your choices. Share your story with your instructor.Learning Style: Auditory, Kinesthetic, Visual

Tell about visiting a bakery without describing smells, or a car race without describing action. Your story would be booooorrrrring! Learnto use sensory words to make your stories live for readers!Explore Elephango for an activity to extend your learning. • 12889 Writing Process: Narrative EssayLearning Style: Visual, Lion, Beaver

INSTRUCTOR SUPPORT

Review your student's paragraphs for Sentence Fluency and Conventions. Check their SkillsBook pages 117-122.

Day 19

TODAY'S ACTIVITIES

Read pages 154-157 in Write on Course about phase autobiography. Then complete the steps from the book in order to complete yourown phase autobiography. Your final copy should be published on clean paper and placed your portfolio.

Complete and submit your final copy of your Biographical Story. Use the Narrative Essay Rubric to self-evaluate. Log in to yourBridgeway Learning Center course to view today's online resource for this activity. Make goals to improve for your next writing. Whatare three things you could do better?


Share your phase autobiography with your friends and family.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Evaluate your student's Biographical Story using the Narrative rubric. Compare your evaluation with their self-evaluation. What pointsdid you score the same; what points did you score differently? Discuss these points with your student. Log in to your BridgewayLearning Center course to view today's online resource for this activity.

Day 20

TODAY'S ACTIVITIES

Read pages 29-40 in your Write On Course Student Handbook on Prewriting.

Review Nouns on pages 531-532 of the Write On Course Student Handbook.

Complete pages 125-128 of the Write On Course SkillsBook. You may choose either odds or evens. After your work is checked, youmay go back and complete the opposite if you need extra practice.

Watch short video about plot diagram. You can stop the video at 4:10. Read about plot on pages 264-265 in Write on Course. Createyour own plot diagram for the short story Dealing with Ceiling Fans on pages 266-267 of Write on Course. Can you see any similaritiesbetween your plot diagram and the pattern of organization for phase autobiographies? Share your thinking with your instructor. Log in toyour Bridgeway Learning Center course to view today's online resource for this activity.

Begin the book project for Autobiography of Benjamin Franklin OR Looking Back: A Book of Memories. Use the Advanced LanguageArts and Literature Book Project Options to choose an idea for your project. Finish your plot diagram and your literature tracker. Log into your Bridgeway Learning Center course to view today's online resource for this activity.


Use the elements of plot that you included in your diagram to create a comic strip of Dealing with Ceiling Fans. You can draw the comicby hand or create it online.Learning Style: Kinesthetic

That writing assignment is creeping up on me, and I think I'm experiencing some type of writer’s block! As with any journey, the path towriting success begins with one small step, and this is it!Explore Elephango for an activity to extend your learning. • 12998 Steps in the Writing Process: Conquer Your Writing Slump with the Prewriting StepLearning Style: Auditory, Visual, Otter

INSTRUCTOR SUPPORT

Check SkillsBook pages 125-128. If your student needs additional practice, have them complete the ones they didn't already.

Discuss Prewriting with your student and its importance.

Instruct your student to read the pages in Write on Course before trying to fill in the plot diagram. Inform your student that if he or she isstuck, think about what part of the story is the climax, because once that has been identified the other parts of the plot fall into place.

Day 21

TODAY'S ACTIVITIES

Read about Feature Stories on pages 245-248 of your Write On Course Student Handbook. What kind of feature story could you writebased on an event in your life? Begin your Feature Story and complete your first draft. You may use the Graphic Organizer for the 5W's and an H on page 35.

Continue working on your book project for The Autobiography of Benjamin Franklin or Looking Back: A Book of Memories.


Writer’s journal - Conflict! There are a lot of different views about conflict – it is a major theme in this novel. Brainstorm: What aredifferent types of conflict we have as individuals and as groups or what are ways of settling conflict?Learning Style: Visual

Complete the 5 W's and an H minlesson. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.Learning Style: Visual

Generally, we like to be specific when referring to names of people, places, and things. It is common to use the proper names of things.Learn how to use nouns to make your writing more interesting!Explore Elephango for an activity to extend your learning. • 12426 Nouns: Review Part ILearning Style: Visual, Lion, Beaver

INSTRUCTOR SUPPORT

Review your student's Feature Story first draft and check for progress on their book project.

Day 22

TODAY'S ACTIVITIES

Review your Feature Story using the Revising and Editing Checklist. Log in to your Bridgeway Learning Center course to view today'sonline resource for this activity. Prepare your work for publishing.

Complete and submit your book project for The Autobiography of Benjamin Franklin or Looking Back: A Book of Memories.

Preview My Brother Sam is Dead. What are your predictions?


Have you ever read a story or watched a show and said, "Oh, I know what's going to happen next!"? That's a prediction! Learning howto follow clues like a detective will make you a better reader!Explore Elephango for activities to extend your learning. • 10174 Making PredictionsLearning Style: Visual, Lion, Otter, Beaver, Golden Retriever

Parents get tired of a child asking "Why?" Teens replace "Why?" with "So what?" When enjoying literature in any form, asking thosequestions leads to deeper understanding. Learn how from Carl and Ray!• 10855 Reading Strategy: Here's What. So What?Learning Style: Visual, Otter, Beaver, Golden Retriever

INSTRUCTOR SUPPORT

Review and discuss your student's Feature Story.

Evaluate your student's book project for The Autobiography of Benjamin Franklin or Looking Back: A Book of Memories using theAdvanced Language Arts and Literature Book Project Rubric.

Discuss the predictions about My Brother Sam Is Dead.

Day 23

TODAY'S ACTIVITIES

Read about Writing on pages 41-46 in your Write On Course Student Handbook. Review pages 533-535 in your Write On CourseStudent Handbook to learn about pronouns.

Complete pages 131-136 in your Write On Course SkillsBook. You may choose either odds or evens. After your work is checked, youmay go back and complete the opposite if you need extra practice.

"Sir, it's worth dying to be free." Think about what this quote might mean to you or what might happen in this section of the book wherethis quote is found. Read pages 1-13 in My Brother Sam Is Dead and begin completing the plot diagram and filling in the My BrotherSam is Dead notes. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.


This first chapter establishes the primary setting of the story. Sketch the tavern and barn where Tim and his family live and work basedon the details provided in Chapter One. Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Use the Teacher's Edition of the SkillsBook to check your student's pages 131-136. If your student needs additional practice, have themcomplete the ones they haven't already done.

Have your student share the short summary of the first set of pages. Check to make sure the summary focuses on the facts of thestory, though through discussion they should be encouraged to share opinions.

Day 24

TODAY'S ACTIVITIES

Read pages 103-114 in your Write On Course Student Handbook to learn about writing essays. Read page 536 in your StudentHandbook to review Intensive and Reflexive Pronouns.

Complete page 137 in your Write On Course SkillsBook.

"Have you ever seen a dear friend lying in the grass with the top of his skull off and his brains sliding out of them like wet oats?" Thinkabout what this quote might mean to you or what might happen in this section of the book where this quote is found.

Read pages 14-22 in My Brother Sam Is Dead and continue completing the plot diagram and notes organizer.


How are you at working with pronouns yourself? Would you call yourself an expert or would others take that title themselves? Learn thedifference between two important pronouns with interactive tests!Explore Elephango for an activity to extend your learning. • 12006 Review Reflexive and Intensive PronounsLearning Style: Visual, Golden Retriever

INSTRUCTOR SUPPORT

Check page 137 in the SkillsBook using page 137 in the Teacher's Edition. Discuss writing essays.

Check your student's plot diagram to see if they've filled in the background information.

Day 25

TODAY'S ACTIVITIES

Read pages 439-450 in your Write On Course Student Handbook to learn how to think critically.

Complete pages 139-141 in your Write On Course SkillsBook to practice with pronouns and antecedents.

"I wished she hadn't asked me that question. I didn't want to answer it. In fact, I didn't know how to answer it." Think about what thisquote might mean to you or what might happen in this section of the book where this quote is found. Read Chapter 2 in My BrotherSam is Dead. Continue completing your plot diagram.


Complete the Using 5 Critical Thinking Strategies minilesson. Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity.Learning Style: Visual

Learn more about antecedents. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check pages 139-141 in the SkillsBook by using the Teacher's Edition pages 139-141.

Check to see that your student is completing the plot diagram. At this point, they should be able to fill out the setting, characters, andexposition.

Day 26

TODAY'S ACTIVITIES

Learn about writing Cause-Effect essays by reading pages 184-188 in the Write On Course Student Handbook.

Complete pages 143-145 in your Write On Course SkillsBook to practice with pronoun shifts and indefinite pronouns.

"It was too nice a day to worry about things." Think about what this quote might mean to you or what might happen in this section of thebook where this quote is found. Read Chapter 3 in My Brother Sam is Dead. Continue completing your plot diagram and add to yournotes for this chapter.


Read a sample cause and effect essay and compare it with the one in the Student Handbook. Log in to your Bridgeway LearningCenter course to view today's online resource for this activity. Writer’s journal - Tell your story – what has your life been like? Wherehave you lived? Siblings? Interests? Friends? Hobbies? Foods?Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT


Discuss causes and effects with your student using things familiar and interesting to your student. For example, if they like baking, askthem what would be the effect of not preheating the oven?

Check to see your student is completing the plot diagram and active reading assignments. After today, just check for completion. Theymay not add something to the plot diagram every day.

Day 27

TODAY'S ACTIVITIES

Review verb tenses on page 540 of the Student Handbook.

Complete pages 147-150 in your Write On Course SkillsBook. You may choose either odds or evens. After your work is checked, youmay go back and complete the opposite if you need extra practice.

Complete prewriting on your cause-effect essay by referring to page 186 in your Write On Course Student Handbook. One possibletopic would be the Causes and Effects of the Revolutionary War. You can choose any cause and effect from your reading or theRevolutionary War.


Complete the Analyzing with a Cause-Effect Chart minilesson. Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Check your student's plot diagram to see if they're filling it in as they go and completing active reading assignments along the way. Whatare the important events in the story?

Check your student's pages 147-150 by using the Teacher's Edition of the SkillsBook pages 147-150. If they need additional practiceafter discussing missed answers, have them complete the ones they didn't finish.

Check the prewriting for the Cause-Effect essay. They should choose a topic that relates to the Revolutionary War.

Day 28

TODAY'S ACTIVITIES

Review Irregular Verbs on page 541 and Transitive and Intransitive Verbs on page 542.

Complete pages 151-154 in your Write On Course SkillsBook.

Gather details for your Cause-Effect Essay by referring to page 186 in your Write On Course Student Handbook. You may want to usea Topics Chart. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.

"I leveled the Brown Bess at his stomach and I said, 'Don't come any closer, Sam, or I'll shoot you.'" Think about what might happen inthis section of the book based on the quote. Read Chapter 4 in My Brother Sam is Dead. Continue completing your plot diagram.


Tim mentions reading about the details of the war in the Connecticut Journal and the Rivington's Gazette. Take a trip to your local libraryand ask to view the oldest newspapers on file. Compare these newspapers with the one from the lesson.Learning Style: Visual

Research the Brown Bess gun, then create a set of instructions for new militia members on how to use the weapon. Log in to yourBridgeway Learning Center course to view today's online resources for this activity.

Transition, transportation, transient, transmogrifications - everyday(?) words that signify action. So, what are transitive verbs? Learn touse them properly with online quizzes and written practice!Explore Elephango for an activity to extend your learning. • 11794 Recognizing Transitive and Intransitive VerbsLearning Style: Visual, Golden Retriever

INSTRUCTOR SUPPORT

Check their pages 151-154 in the SkillsBook using pages 151-154 in the Teacher's Edition.

Check your student's cause-effect details.

Check that your student is completing the plot diagram.

Check pages 151-154 in the SkillsBook using pages 151-154 in the Teacher's Edition.

Day 29

TODAY'S ACTIVITIES

Review pages 84-85 in your Write On Course Student Handbook.

Complete pages 155-158 in your Write on Course SkillsBook about subject-verb agreement.

Write the first draft of your Cause-Effect essay.

"But still, I envied Sam, and I wished I were old enough to do something glorious, too." Think about what might happen in this section ofthe book based on the quote. Read Chapter 5 in My Brother Sam is Dead. Continue completing your plot diagram and add to yournotes for this chapter.


What happens when two people doesn't agree? Does you agrees that something seem odd about these sentences? Like all friends,subjects and verbs must agree, and you'll learn to spot and avoid mistakes!Explore Elephango for an activity to extend your learning. • 12623 Sentence Fluency: Subject-Verb AgreementLearning Style: Visual, Lion, Beaver

INSTRUCTOR SUPPORT

Check pages 155-158 in the Write On Course SkillsBook Teacher's Edition.

Check the Cause-Effect essay first draft. Have your student read it aloud to identify their own errors. Ask your student to identify thepattern of organization used on page 185.

Check that your student is making progress on the plot diagram.

Day 30

TODAY'S ACTIVITIES

Complete pages 159-160 in your Write On Course SkillsBook to review subject-verb agreement.

Revise and edit your first draft for subject-verb agreement issues and for appropriate use of transition words. Use page 187 forguidance.

"I felt sort of bad about it; it was lying, and lying was a sin, and so was going against your father." Think about what might happen inthis section of the book based on the quote. Read Chapter 6 in My Brother Sam is Dead. Continue completing your plot diagram andadd to your notes for this chapter.


Duz this sentnce botherr yoU? It should, because it's filled with mistakes, and you would wonder if the rest would be worth reading.Learn to edit your work with tools that remove those nasty errors!Explore Elephango for an activity to extend your learning.• 13009 Steps in the Writing Process: Make a Clean Sweep with the Editing StepLearning Style: Visual, Beaver

INSTRUCTOR SUPPORT


Make sure your student's essay has correct subject-verb agreement.

Check your student's plot diagram for progress.

Day 31

TODAY'S ACTIVITIES

Learn about verbals on page 543 of your Write On Course Student Handbook.

Complete pages 161-164 in your Write On SkillsBook. You may choose either odds or evens. After your work is checked, you may goback and complete the opposite if you need extra practice.

Use pages 59-64 in your Write On Course Student Handbook to revise and edit your essay.

"He had a bad cut on his head which was still bleeding and another smaller one over his eye." Think about what might happen in thissection of the book based on the quote. Read Chapter 7 in My Brother Sam Is Dead. Continue completing your plot diagram and add toyour notes for this chapter.


Writer’s journal - Based on the choices Tim made in the novel, what did he value most. What do you value the most? Why?Learning Style: Visual

When is a verb not exactly a verb? When it's a verbal. What is a verbal? It's a gerund. And a participle. And an infinitive. OK, enoughconfusion! Read on to understand how versatile verbs can be!Explore Elephango for an activity to extend your learning. • 12568 Verbs: VerbalsLearning Style: Visual, Lion, Beaver

INSTRUCTOR SUPPORT


Review your student's revising and editing.

Check your student's plot diagram.

Day 32

TODAY'S ACTIVITIES

Read pages 65-77 in your Write On Course Student Handbook.

Prepare and submit the final draft of your cause-effect essay. Self-evaluate your Cause-Effect essay by using the Explanatory Rubric.Log in to your Bridgeway Learning Center course to view today's online resource for this activity.

Would you be a Loyalist? Read Chapter 8 in My Brother Sam Is Dead to see what Tim thinks. Continue completing your plot diagramand do the active reading assignment for this chapter.


Think about all that has happened to Tim, and create a list of feelings that Tim might be having based upon his experiences.Learning Style: Visual

INSTRUCTOR SUPPORT

Evaluate your student's Cause and Effect the essay by using the Explanatory Rubric. Log in to your Bridgeway Learning Center courseto view today's online resource for this activity.

Check the plot diagram and active reading assignments for progress. They should be periodically adding details.

Day 33

TODAY'S ACTIVITIES

Read pages 135-138 in your Write On Course Student Handbook about Learning Logs. What classes could you use Learning Logs in?

Learn about adjectives on pages 544-545 in your Write On Course Student Handbook.


"I was too scared even to cry; I just felt frozen and unable to move or think of what I should do next." Think about what might happen inthis section of the book based on the quote. Read Chapter 9 in My Brother Sam is Dead. Continue completing your plot diagram andadd to your notes for this chapter.


Create a learning log for at least one of your other subjects. Learning Style: Visual

INSTRUCTOR SUPPORT

You may want to have your student create a Learning Log for math, science, or social studies.


Ask your student which quote they would use to entice someone else to read this section of the book. Check your student's progress ontheir plot diagram.

Day 34

TODAY'S ACTIVITIES

Read to learn how to take notes on pages 463-468 in your Write On Course Student Handbook.

Complete pages 167-168 in your Write On Course SkillsBook about adjectives.

"You couldn't say that I was really an adult, but I wasn't a child anymore, that was certain." Think about what might happen in thissection of the book based on the quote. Read Chapter 10 in My Brother Sam is Dead. Continue completing your plot diagram and addto your notes for this chapter.


Watch a TED talk about something that interests you and take notes according to pages 463-468 in the Write On Course StudentHandbook. Learning Style: Visual

INSTRUCTOR SUPPORT


Check to make sure your student is working on the plot diagram.

Day 35

TODAY'S ACTIVITIES

Read pages 249-254 in your Write On Course Student Handbook to learn how to write a news story.

Complete pages 169-170 about adjectives in your Write On Course SkillsBook.

Read Chapter 11 in My Brother Sam is Dead. Continue completing your plot diagram and do the active reading assignment for thischapter. What quote from this section would entice someone to read it?


Look online for a news article. Analyze it for the 5 W's. Log in to your Bridgeway Learning Center course to view today's onlineresources for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Discuss news writing and what makes an interesting news article. You may also want to discuss journalism ethics like opinion vs. fact.

Check pages 169-170 in the SkillsBook by using the same pages in the Teacher's Edition.

Check your student's plot diagram and active reading assignments for progress.

Day 36

TODAY'S ACTIVITIES

Read Chapter 12 in My Brother Sam is Dead. Continue completing your plot diagram and add to your notes for this chapter. What quotefrom this section would entice someone to read it?


Explore what medicine and doctors were like during the Revolutionary War. Then create a T-chart that compares medicine of the 1700sto the medicine of today. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Check your student's plot diagram.

Day 37

TODAY'S ACTIVITIES

Use page 252 in your Write On Course Student Handbook to construct a 5 W's chart for your News Story. Think about the eventscovered in My Brother Sam Is Dead or another one from the Revolutionary War. Use one of those events to write your News Story.


Read Chapter 13 in My Brother Sam is Dead. Continue completing your plot diagram and do the active reading assignment for thischapter. What quote from this section would entice someone to read it?


Use a 5 W's Chart to gather details. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check pages 173-174 in the SkillsBook by using the same pages in the Teacher's Edition.

Check for the 5 W's completion.

Check your student's plot diagram and active reading assignments for progress.

Day 38

TODAY'S ACTIVITIES

Use page 253 in your Write On Course Student Handbook to write a first draft of your News Story.

Read Chapter 14 in My Brother Sam is Dead. Continue completing your plot diagram and add to your notes for this chapter. What quotefrom this section would entice someone to read it?

Begin the book project for My Brother Sam is Dead. Use the Advanced Language Arts and Literature Book Project Options to choosean idea for your project. Finish your plot diagram and your literature tracker. Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity.


Watch an evening news program to see if you can identify the 5 W's and an H. Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Look over the first draft of your student's news story. You may want to have them read it aloud to see if they can identify any errors.

Review your student's plot diagram.

Day 39

TODAY'S ACTIVITIES

Use page 254 in your Write On Course Student Handbook to create a headline for your News Story.

Read the Epilogue and How Much of This Book Is True? in My Brother Sam is Dead.

Continue working on your book project for My Brother Sam is Dead.


Newspapers and pamphlets played an important part in the Revolutionary War and the events leading up to it. Explore some of themost popular papers. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Discuss the headline with your student. You may want to use an online newspaper to look at some different headlines.

Check your student's progress on the plot diagram and the book project.

Day 40

TODAY'S ACTIVITIES

Revise and edit your News Story.

Read the After Words in My Brother Sam Is Dead. Review your plot diagram. Share your work with your instructor, and explain to themwhat the climax of the story is, and why the falling action and resolution are so short.

Complete and submit your book project for My Brother Sam is Dead.


Explore the newspapers of the Revolutionary War. How have they changed? Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Discuss the changes your student made to their news story in the revising and editing process.

Evaluate your student's book project for My Brother Sam is Dead using the Advanced Language Arts and Literature Book Project Rubric.

Day 41

TODAY'S ACTIVITIES

Read Chapter 1 of The Red Badge of Courage, completing the annotated questions as you go. You will need to complete a characteranalysis for Henry Fleming, Wilson (the Loud Soldier), Jim Conklin (the Tall Soldier), Lieutenant Hasbrouk, and the Tattered Soldier.Use the Red Badge Of courage Character Map to gather details about these characters as you read. Log in to your Bridgeway LearningCenter course to view today's online resource for this activity.


Writer’s journal - Think about the word conscience. How would you define the word conscience? Why is feeling guilty an uncomfortableexperience? How can having a guilty or troubled conscience interfere with a person’s daily life? Learning Style: Auditory, Visual

Fictional characters in novels are not real, but they wouldn't be very interesting if they didn't seem real and different! Using onlinesources and projects, analyze how characters connect to stories!Explore Elephango for an activity to extend your learning. • 10061 Build Your Character! Discovering Characters in Fiction LiteratureLearning Style: Visual, Lion, Beaver

INSTRUCTOR SUPPORT

Discuss the Red Badge of Courage Chapter 1 with your student. What do you know about the Civil War? Ask your student theQuestions for Critical Viewing on page xxiii. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.

Day 42

TODAY'S ACTIVITIES

Use the Explanatory Rubric to self-assess your News Story. Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity.

Read Chapter 2 of The Red Badge of Courage and complete the annotated questions as you go. Continue working on your charactermap.


Read the Historical Context of The Red Badge of Courage on page x. Learning Style: Visual

INSTRUCTOR SUPPORT

Use the rubric to assess your student's News Story. Compare their assessment with yours. What are the differences? Collaborate tocreate goals for the next writing assignment.

Check your student's character maps for any additions. They won't finish them completely but should be making some progress as theygo along. Also check for completion of the annotated questions. You may want to choose a few questions to complete or let themchoose which ones to complete.

Day 43

TODAY'S ACTIVITIES

Prepare your News Story for publishing. You may wish to explore some online tools to make it look authentic. Place your News Story inyour portfolio.

Read Chapter 3 The Red Badge of Courage and complete the annotated questions as you go. Continue working on your character map.


What do you imagine war is like? If you were in Henry Fleming's position, how would you feel about the battle about to take place?Learning Style: Visual

INSTRUCTOR SUPPORT

Help your student research to find places to create an authentic looking newspaper.

Check your student's character maps for any additions. They won't finish them completely but should be making some progress as theygo along. Also check for completion of the annotated questions.

Day 44

TODAY'S ACTIVITIES



Broadcast journalists write news stories the same way newspaper journalists do. How would you write your news story for a TV newsprogram? Record your News Story in a podcast or video. Learning Style: Auditory, Kinesthetic, Visual

INSTRUCTOR SUPPORT


Day 45

TODAY'S ACTIVITIES



Look through the Words for Everyday Use. Circle five words you want to incorporate into your everyday language. How can you usethem?Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT


Day 46

TODAY'S ACTIVITIES

Read about prepositions on page 547 in your Write On Course Student Handbook.

Complete page 175 in your SkillsBook.

Read how to prepare a speech on pages 417-426 in your Write On Course Student Handbook. You'll use this information later.



Writer’s journal - War – free write. Think about the wars that the United States has been in (you have already studied 2 in this course).Then free write about the topic. There is no wrong or right – just your impressions, thoughts, ideas.Learning Style: Visual

What's your position on prepositions? Do you know what they do and how to use them? If you have the space and time, you can learnto pre-position these words in a phrase to relate words to each other!Explore Elephango for an activity to extend your learning.• 12462 Prepositions: 7th GradeLearning Style: Visual, Lion, Beaver

INSTRUCTOR SUPPORT

Check page 175 of the SkillsBook using the Teacher's Edition page 175.

Ask your student what they learned about making speeches. What do they think the most important information was?


Day 47

TODAY'S ACTIVITIES

Learn how to build arguments by reading pages 193-198 in your Write On Course Student Handbook.



Use the clues from the story to see if you can come up with a more specific location for the setting. Where might this story have takenplace? What makes you think this might be the location? Share your arguments and thinking with your instructor. Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Ask your student to use pages 193-198 to argue for something they've really been wanting. What are some techniques they learnedthat they can use in their daily life?


Day 48

TODAY'S ACTIVITIES

Read pages 210-213 in your Write On Course Student Handbook to learn to write a Problem-Solution letter.



Choose one of the characters from the story and create a caricature to demonstrate some of the traits and interests based on what youhave read in the story. Learning Style: Kinesthetic, Visual

Writing is writing, math is math, history is history. What does one have to do with the other? The common thread is that all subjects dealwith proof and persuasion. So, you'd better learn the OREO!Explore Elephango for an activity to extend your learning. • 12324 Persuasive Writing Across the CurriculumLearning Style: Auditory, Visual, Lion, Beaver

INSTRUCTOR SUPPORT


Day 49

TODAY'S ACTIVITIES

Think about a problem that one of the characters in The Red Badge of Courage faces or one of the issues of the Civil War. How canthey solve the problem? Use page 212 to select a problem and gather details about the problem, using the text or other source as areference. Record your information on a Problem-Solution Chart. Log in to your Bridgeway Learning Center course to view today'sonline resource for this activity.



Use the Problem and Solution chart to help you solve a problem in your house, neighborhood, city, state, or country. Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Check for completion of the Problem-Solution chart.


Day 50

TODAY'S ACTIVITIES

Write the first draft of your Problem-Solution letter using page 213 in your Write On Course Student Handbook to guide you.



When you ask for something major, someone may answer, "Why?" You need to be prepared to answer with good, solid reasons! Learnhow to write powerful persuasive pieces that work better than hypnosis!Explore Elephango for an activity to extend your learning.• 12756 Paragraphs: Persuasive ParagraphLearning Style: Visual, Lion, Beaver

INSTRUCTOR SUPPORT

Check the first draft of the Problem-Solution Letter. What changes could your student make? What errors can they self-identify?


Day 51

TODAY'S ACTIVITIES

Revise and edit your Problem-Solution letter. Use page 213 in your Write On Course Student Handbook and the Revising and EditingChecklist to guide the process. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.



Writer’s journal - Stream of Consciousness writing – pick a quiet place and give yourself about 5 minutes to calm your mind. Then startwriting. Whatever comes into your mind, write it down. It doesn’t matter what the topic, it doesn’t have to be in complete sentences –just write anything that comes to mind.Learning Style: Auditory, Visual

"Words mean things." That seems obvious, but the right choice of words when writing isn't always so clear. Watch practical videos, readsome classic excerpts, and develop a more prodigious vocabulary!Explore Elephango for an activity to extend your learning.• 10798 What's in a Word?Learning Style: Visual, Lion, Otter

INSTRUCTOR SUPPORT

Check for revisions and editing. What changes did they make?


Day 52

TODAY'S ACTIVITIES

Use the Persuasive Rubric to self-evaluate your Problem-Solution Letter. Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity. Add your letter to your portfolio.



What was it all about? Explore the Civil War. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.Learning Style: Visual

INSTRUCTOR SUPPORT

Assess your student's Problem-Solution Letter using the rubric. Compare with your student's assessment. Discuss the differences andsimilarities.


Day 53

TODAY'S ACTIVITIES



What happens to people who deserted in the Civil War? Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT


Day 54

TODAY'S ACTIVITIES

Learn about using interjections and conjunctions on pages 548-549 in your Write On Course Student Handbook.

Complete page 176 in the Write On Course SkillsBook.

Read about Taking Tests on pages 469-477 in your Write On Course Student Handbook.



Complete the Forming a Focus minilesson. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.Learning Style: Visual

What are interjections? Watch Schoolhouse Rock's Interjections to learn more! Log in to your Bridgeway Learning Center course toview today's online resource for this activity.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Check page 176 in the SkillsBook by using page 176 in the Teacher's Edition.


Day 55

TODAY'S ACTIVITIES


Read about responding to a persuasive prompt on pages 219-221 in your Write On Course Student Handbook.



Have you watched a TV show featuring a lawyer? They use persuasive techniques all the time. Read how! Log in to your BridgewayLearning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT


Day 56

TODAY'S ACTIVITIES


Practice responding to a persuasive prompt: Imagine that Henry’s desertion has been discovered and his commanding officer wishes totry him in a military court to see if he can be punished for his actions. You have been hired as Henry’s defense attorney. What wouldyou say to defend him? Log in to your Bridgeway Learning Center course to view today's online resource for this activity.



Writer’s journal - Think about the word conscience. How would you define the word conscience? Why is feeling guilty an uncomfortableexperience? How can having a guilty or troubled conscience interfere with a person’s daily life? Learning Style: Auditory, Visual

What are functions of conjunctions? Watch Schoolhouse Rock's Conjunction Junction. Log in to your Bridgeway Learning Centercourse to view today's online resource for this activity.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Give your student a time limit to write the answer to the persuasive prompt. Generally, most tests allow for 40-60 minutes. Have yourstudent plan how they will use the time.


Day 57

TODAY'S ACTIVITIES

Complete pages 181-182 in your Write On Course SkillsBook to practice with subordinating conjunctions.

Use the Argument rubric to self-assess your persuasive prompt. Log in to your Bridgeway Learning Center course to view today'sonline resource for this activity. Add your persuasive prompt to your portfolio.



You take this lesson you will learn you studied hard if you were tired. Learn how to take a sentence like that and fix it usingsubordinating conjunctions! You will play a game and complete fill-ins!Explore Elephango for an activity to extend your learning. • 11898 Conjunctions: SubordinatingLearning Style: Visual, Lion

INSTRUCTOR SUPPORT

Check pages 181-182 of the SkillsBook by using the Teacher's Edition pages 181-182.

You may want to use the Answering Prompts on Writing Tests resource at Write On to help you assess. Additionally, have your studentassess their own writing. Discuss the similarities and differences and have your student explain why they assessed themselves the waythey did.


Day 58

TODAY'S ACTIVITIES

Review comma usage on pages 482-483 of your Write On Course Student Handbook.

Complete pages 15-16 in your SkillsBook.



Explore more about commas. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check pages 15-16 in the SkillsBook by using pages 15-16 in the Teacher's Edition.


Day 59

TODAY'S ACTIVITIES

Learn more usage of commas on pages 484-485 of your Write On Course Student Handbook.




Read The Open Boat by Stephen Crane. How is this similar to and different from The Red Badge of Courage? Are there similarthemes? Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT



Day 60

TODAY'S ACTIVITIES

Learn more about commas on pages 484-485 of your Write On Course Student Handbook.

Complete pages 11-12 in your Write On SkillsBook.

Read Chapter 20 of The Red Badge of Courage and complete the annotated questions as you go. Continue working on your charactermap. Complete the Active Reading Assignment for Chapters 13-20.


Explore the Civil War. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check your student's character maps for any additions. They won't finish them completely but should be making some progress as theygo along. Also check for completion of the annotated questions. Check your student's Active Reading assignment.

Day 61

TODAY'S ACTIVITIES

Read about editorials and cartoons on pages 255-261 of your Write On Course Student Handbook.

During the Civil War, the U.S. Congress passed the Conscription Act, which forced all men between 20 and 45 to register and possiblybe drafted into the military. Do you agree or disagree with this? Gather your details and form your opinion statement, using pages258-259 to guide you.



Writer’s journal - What do sports and wars have in common?Learning Style: Visual

Explore editorials of the Civil War. What do they have in common? What loaded language do you see? Log in to your BridgewayLearning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check for details and the opinion statement.


Day 62

TODAY'S ACTIVITIES

Use your opinion statement from Day 61 to organize your argument and write the first draft of your editorial using pages 259-260 inyour Write On Course Student Handbook to guide you.



Explore real cartoons of the Civil War. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Discuss the editorial with your student. Have them explain it if the stance is not clear. If it's not clear, ask them what they can do tomake it more clear to a reader or viewer.


Day 63

TODAY'S ACTIVITIES

Revise and edit your editorial using the Revising and Editing Checklist to guide you. Log in to your Bridgeway Learning Center courseto view today's online resource for this activity.


Begin the book project for Red Badge of Courage. Use the Advanced Language Arts and Literature Book Project Options to choose anidea for your project. Finish your plot diagram and your literature tracker. Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity.


Create a cartoon to go with your editorial.Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Ask your student which revisions and edits they made and why.


Day 64

TODAY'S ACTIVITIES

Prepare and publish your final draft of your editorial. Use the Persuasive Rubric to self-assess your editorial. Log in to your BridgewayLearning Center course to view today's online resource for this activity. Add your editorial to your portfolio.


Continue working on your book project for Red Badge of Courage.


Research Stephen Crane's life. How did his life experiences lead to him writing The Red Badge of Courage?Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Check your student's character maps for any additions. They won't finish them completely but should be making some progress as theygo along. Also check for completion of the annotated questions and progress on their book project.

Day 65

TODAY'S ACTIVITIES

Review your annotated questions.

Complete a character analysis for Henry Fleming, Wilson (the Loud Soldier), Jim Conklin (the Tall Soldier), Lieutenant Hasbrouk, andthe Tattered Soldier. Use the information collected on your character maps for these characters. Log in to your Bridgeway LearningCenter course to view today's online resource for this activity.

Complete and submit your book project for Red Badge of Courage.


Compare and contrast what you learned about the Revolutionary War and the Civil War. Log in to your Bridgeway Learning Centercourse to view today's online resource for this activity.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Evaluate your student's book project for Red Badge of Courage using the Advanced Language Arts and Literature Book Project Rubric.

Day 66

TODAY'S ACTIVITIES

Read about writing business letters on pages 344-349 of your Write On Course Student Handbook. Who can you write a letter to?


Your choice! Pick something to read for at least 30 minutes today. Choose one of the 100 Reader Response Prompts to respond toyour reading. Log in to your Bridgeway Learning Center course to view today's online resource for this activity. Begin completing a PlotDiagram for the novel.


Look at some business letters and identify the parts of the letter as on page 345. Learning Style: Visual

How did technology shape the Civil War? Do you think technological advancement is a good thing or a bad thing in this case? Argueyour point to a instructor. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Check pages 13-14 in the SkillsBook using the same pages in your Teacher's Edition.

Help your student select a person or business to write to. They may want to write to a congressperson or a local government officialregarding something they care about. They may also want to write the author of the book they're currently reading. Review yourstudent's reader response.

Day 67

TODAY'S ACTIVITIES

Complete the Prewriting and First Draft of your business letter, using page 346 in your Write On Course to guide you. You may want touse the online Letter Generator. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.

Continue reading your choice novel for at least 30 minutes today. Choose one of the 100 Reader Response Prompts from the Day 66resources to respond to your reading. Continue completing the plot diagram for your novel.


Explore writing business letters at the Purdue OWL lab. Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check your student's first draft and reader response.

Day 68

TODAY'S ACTIVITIES

Revise and edit your letter using the Revising and Editing Checklist to guide you. Prepare a final copy, and use pages 348-349 toprepare the envelope and mail it. You may get a response! Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity. Add a copy of your letter to your writing portfolio.



Compare and contrast the friendly letter and business letter. Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity.Learning Style: Visual

Use the online Letter Generator to write a friendly letter to someone. Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Check your student's Revising and Editing checklist and final draft, as well as the reader response. Help them mail the letter.

Day 69

TODAY'S ACTIVITIES

Read about writing proposals on pages 342-343 in your Write On Course Student Handbook. What is a project you'd like to undertake?Maybe you'd like to propose your parents get you something special. What can you propose to do to get that?




Check out the Young Entrepreneurs course from the U.S. Small Business Administration. Log in to your Bridgeway Learning Centercourse to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Discuss with your student what kind of proposal they may want to make.

Check pages 17-18 in the SkillsBook by using the same pages in your Teacher's Edition.

Check your student's reader response. You may want to respond back in writing.

Day 70

TODAY'S ACTIVITIES

Complete the Prewriting and first draft of your proposal as on page 343 of your Write On Course Student Handbook.




Explore Young Entrepreneurs Business Proposal Writing video. Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check the first draft of the proposal for completion.


Check your student's reader response. You don't need to grade it, but it will give you insight into your student's reading.

Day 71

TODAY'S ACTIVITIES

Revise and Edit your proposal, using the Revising and Editing checklist to help you. Prepare your final draft. Add your final draft to yourportfolio.




Writer’s journal - Evaluation – What have you learned about evaluating yourself? Why is it important to stop and conduct aself-evaluation every once in a while? Look through your portfolio and evaluate your work so far. What are your strongest writing skills?What skills do you need to work on during this next semester?Learning Style: Visual

INSTRUCTOR SUPPORT

Review your student's reader response.


Review the final draft of the proposal with your student. Discuss the feasibility of the plan.

Day 72

TODAY'S ACTIVITIES

Read pages 65-77 in your Write On Course Student Handbook to start preparing your portfolio for review. Create a table of contents, asshown on page 71 of your Write On Course Student Handbook.


INSTRUCTOR SUPPORT

Choose which kind of portfolio you want your student to create, based on the types on page 70 of the Write On Course StudentHandbook.

Check the reader response.

Day 73

TODAY'S ACTIVITIES

Create a cover sheet for each piece of writing in your portfolio, as shown on page 73 of your Write On Course Student Handbook.



Where can you publish your work? Look on pages 74-77 of your Write On Course Student Handbook for ideas.Learning Style: Visual

INSTRUCTOR SUPPORT

Check on your student's progress with their portfolio and the reader response.

Day 74

TODAY'S ACTIVITIES

Create a reflective essay or letter that discusses your portfolio story, as shown on page 72 of your Write On Course Student Handbook.



You may want to video or audio record your reflective essay or letter as an introduction to your portfolio. Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Prompt your student through a discussion of the novel they are currently reading by asking them questions such as, "How would youdescribe the characters? Do they remind you of any other characters that you have read about in other stories? What are some ideasthat come from this novel that connect to other things you have read?"

Day 75

TODAY'S ACTIVITIES

Present your portfolio to your instructor and your family if possible.


Share your portfolio with extended family, as well. You've worked hard, and you should be proud!Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Evaluate your student's writing pieces in their portfolio and offer feedback.

Day 76

TODAY'S ACTIVITIES

Read pages 369-386 of your Write On Course Student Handbook to learn about reading nonfiction. Read a nonfiction article of yourchoice and choose a graphic organizer from pages 373-385 to take notes on.

Begin Walk Two Moons. Print the Walk Two Moons Literature Tracker. Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity. Read Chapters 1-2 and fill in the literature connections. Begin completing the plot diagram.


Writer’s journal - TRUTH – what does this word mean? Why is it important? What other thoughts come to mind when you think of truth?What is the opposite? How do you know?Learning Style: Visual

Sal begins the novel stating that she is a country girl at heart. Research and write about what you think this might mean.Learning Style: Visual

INSTRUCTOR SUPPORT

Check the progress on the Literature Tracker and plot diagram. Check their graphic organizer.

Day 77

TODAY'S ACTIVITIES

Complete the Reading on the Internet activity. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.

Read Chapters 3-4 of Walk Two Moons add information to your Literature Tracker. Continue completing the plot diagram.


Create a map of Sal's neighborhood based on the information you have read so far. Who lives in which houses in relation to oneanother?Learning Style: Kinesthetic, Visual

Create your own graphic to accompany the non-fiction article you wrote about yesterday.Learning Style: Kinesthetic

INSTRUCTOR SUPPORT

Check your student's progress on the Literature Tracker and plot diagram. Check the Reading on the Internet activity.

Day 78

TODAY'S ACTIVITIES

Watch a video about symbols. Log in to your Bridgeway Learning Center course to view today's online resource for this activity. Drawfive symbols for Sal.

Read pages 397-404 to learn how to read graphics.

Read Chapters 5-6 of Walk Two Moons and add information to your Literature Tracker. Continue completing the plot diagram.


Sal mentions Gardenias and Black-Eyed Susans. Research what these flowers look like, and then go for a walk and see if you can findthese or other similar-looking flowers in your community.Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Ask your student to show you the symbols and explain how each is a symbol for Sal.

Check your student's progress on the literature tracker and plot diagram.

Day 79

TODAY'S ACTIVITIES

Complete the Creating Pie Charts minilesson. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.



The Hiddles plan to visit the Black Hills and the Badlands. Explore these places. What can you research about those places?Learning Style: Visual

Using the same information as in the minilesson, create a pie chart using a spreadsheet like Google Sheets or Microsoft Excel.Learning Style: Visual

INSTRUCTOR SUPPORT

Check the created pie chart.

Check your student's progress on the Literature Tracker and plot diagram.

Day 80

TODAY'S ACTIVITIES

Read about using information on pages 351-353 in your Write On Course Student Handbook.

Watch an online resource for primary and secondary sources. Complete a Venn diagram comparing primary and secondary sources.Log in to your Bridgeway Learning Center course to view today's online resource for this activity.



Do you trust news you heard from someone who heard it from someone who . . . You get the idea. Primary sources from witnessesprovide the best evidence, and you will learn from football and Atari!Explore Elephango for an activity to extend your learning. • 11070 Primary vs. Secondary SourcesLearning Style: Visual, Otter, Golden Retriever

INSTRUCTOR SUPPORT

Ask your student to tell you how primary and secondary sources are alike and different.

Check your student's progress on the Literature Tracker and plot diagram.

Day 81

TODAY'S ACTIVITIES

Read pages 354-356 in your Write On Course Student Handbook to learn about evaluating sources. Use the Checklist for EvaluatingSources to evaluate some websites. Log in to your Bridgeway Learning Center course to view today's online resources for this activity.



Writer’s journal - My Bucket List – places I want to visit! It’s as simple as that – make a list of all the places you would like to visit andthen number them in order of the most to least desired.Learning Style: Visual

The Hiddles visit Pipestone National Monument. Research this monument and see what you can learn about it!Learning Style: Visual

INSTRUCTOR SUPPORT

See if your student can identify the valid source. How can they tell which are valid and which are not?

Check your student's progress on the Literature Tracker and Plot Diagram.

Day 82

TODAY'S ACTIVITIES

Read pages 357-361 in your Write On Course Student Handbook about using the internet efficiently and effectively. Be sure to try theword search on page 359 out. What do you notice?



Learn more about effective search strategies. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Check your student's progress on the Literature Tracker and Plot Diagram. Ask your student to find something for you on the Internet,then ask them what search strategies they used.

Day 83

TODAY'S ACTIVITIES

Learn how to use the Internet safely by reading pages 362-364. Make a list of all the ways you stay safe on the Internet.



Listen to an example of birdsong by researching for it. Then go for a walk or sit outside and see if you can hear any birds. Compare themusic that each bird makes.Learning Style: Auditory, Kinesthetic, Visual

INSTRUCTOR SUPPORT

Ask your student to show you their Internet safety list. Discuss the safety measures you take in your house.


Day 84

TODAY'S ACTIVITIES

Learn to create Research Reports by reading pages 301-315 in your Write On Course Student Handbook. Brainstorm possible researchtopics related to Walk Two Moons.



Both Chanhassen and Salamanca are names that have ties to the Seneca nation. Chanhassen is the Seneca word for a Sugar Mapletree, and Salamanca is the only city in the world that is located entirely on an Indian reservation (owned by the Seneca). Discuss withyour instructor how this information ties into the novel.Learning Style: Auditory

INSTRUCTOR SUPPORT

Discuss the possible research topics with your student.


Day 85

TODAY'S ACTIVITIES

Read pages 486-487 in your Write On Course SkillsBook.




Sal's mom shares many Native American stories in order to pass on the culture. Read some of the Native American legends and see ifyou can find some common themes. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Use the Teacher's Edition of the SkillsBook to check pages 29-30.


Day 86

TODAY'S ACTIVITIES

Review pages 486-487 in your Write On Course SkillsBook.




In your writer’s journal - Road Trip! Describe a road trip you have taken. Why did you take the trip? How did you pass the time? Whataffected you most during that journey?Learning Style: Visual

Just as the students did in Sal's class, take a few minutes (without thinking too deeply) and draw a picture that represents your soul.Then share what it represents with your instructor.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Use the Teacher's Edition of the SkillsBook to check pages 31-32.


Day 87

TODAY'S ACTIVITIES




Sal mentions the short story The Murders in the Rue Morgue by Poe. Read the story and share your feelings about it with yourinstructor. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT


Day 88

TODAY'S ACTIVITIES

Review pages 301-302 in your Write On Course Student Handbook. Choose a topic for your research and complete a Topic web.



Many popular sites of London were mentioned, such as Buckingham Palace and Big Ben. Explore the sites of London for yourself. Login to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT


Day 89

TODAY'S ACTIVITIES

Read pages 293-296 to learn to summarize, paraphrase, and quote. Summarize Walk Two Moons so far. Choose three sentences youread today to paraphrase.



The family seems disappointed when they visit Mount Rushmore. Take a little time to explore the monument to form your own opinion.Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check your student's paraphrasing. You may want to teach them the rule of three - no three words exactly the same in the same orderfrom the text. Ask them to verbally give you the summary.


Day 90

TODAY'S ACTIVITIES


Complete pages 19-20 and 37-38 in your SkillsBook.

Read Chapters 29-30 of Walk Two Moons andadd information to your Literature Tracker. Continue completing the plot diagram.


Learn more about braille and how blind people use it to read. Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check pages 19-20 and 37-38 by using your Teacher's Edition of the SkillsBook.


Day 91

TODAY'S ACTIVITIES

Review page 303 and gather information for your research. As you gather information, remember to summarize, paraphrase, or quoteas you learned on pages 293-296.



In your writer’s journal - ME! Create a word web with your name in the center. In the next ring, write words that describe how you thinkpeople perceive you. In the outer ring, write words that describe yourself as you really are.Learning Style: Visual

INSTRUCTOR SUPPORT

Review your student's gathered information. You may want to have them double check and make sure they followed the rule of three.


Day 92

TODAY'S ACTIVITIES

Read pages 297-300 to make sure you understand how to avoid plagiarism. Check over your gathered information. Make sure youdidn't plagiarize anything.



Explore Yellowstone National Park and see Old Faithful erupt! Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Ask your student to define plagiarism and tell examples of what is plagiarism and what is not.


Day 93

TODAY'S ACTIVITIES

Refer to page 304 in your Write On Course Student Handbook to organize and outline your information.



Fear of riding in a car is known as amaxophobia. Learn more about this very real fear. Log in to your Bridgeway Learning Centercourse to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check your student's progress on the Literature Tracker and Plot Diagram.Review the outline for the research report.

Day 94

TODAY'S ACTIVITIES

Refer to page 305 in your Write On Course Student Handbook to write the first draft of your research paper.



Ben goes to visit his mom in a psychiatric ward. Explore what that would look like and some reasons why she might have been there.Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Have your student read the first draft aloud. See if they can catch any errors.


Day 95

TODAY'S ACTIVITIES

Refer to page 306 to give credit for your information. You'll want to create an MLA Works Cited page like on pages 308-310.



"You took the words right out of my mouth!" Without permission, that's plagiarism, or stealing! Using video, a style manual, and articles,learn how to correctly cite information from other sources!Explore Elephango for an activity to extend your learning. • 10479 Research Phase Four: Understanding Plagiarism and Citing SourcesLearning Style: Auditory, Visual, Lion, Beaver

Explore the science and medicine behind a stroke. Log in to your Bridgeway Learning Center course to view today's online resource forthis activity.

INSTRUCTOR SUPPORT

Creating a Works Cited page can be difficult. You may want to have your student use the Citation Generator at EasyBib. Log in to yourBridgeway Learning Center course to view today's online resource for this activity.


Day 96

TODAY'S ACTIVITIES

Review page 307 to revise your research paper. Use the Research Essay rubric to self-evaluate your work. Log in to your BridgewayLearning Center course to view today's online resource for this activity.



In your writer’s journal - Opinions – right or wrong. Think about Opinions in general and specifically about your opinions. Have you everformed an opinion that was wrong? Has anyone else ever formed an opinion about you that was wrong?

INSTRUCTOR SUPPORT

Use the Research Essay rubric to evaluate your student's work. Discuss what improvements can be made. Log in to your BridgewayLearning Center course to view today's online resource for this activity.


Day 97

TODAY'S ACTIVITIES

Read pages 494-495 in the Write On Course Student Handbook.

Complete pages 21-22 in the SkillsBook.

Prepare and submit the final draft of your Research Paper.

Read Chapter 44 of Walk Two Moons and add information to your Literature Tracker. Continue completing the plot diagram.


Working with singular and plural possessive nouns can be a bit tricky. That little letter "s" can make a little mess! It really is not thathard, and when you complete this lesson you will "own" this!Explore Elephango for an activity to extend your learning. • 12428 Nouns: Singular and Plural PossessiveLearning Style: Visual, Lion, Otter

INSTRUCTOR SUPPORT

Check pages 21-22 by using your Teacher's Edition of the SkillsBook.


Day 98

TODAY'S ACTIVITIES

Review pages 494-495 in the Write On Course Student Handbook. Complete pages 23-24.

Finish your plot diagram and your literature tracker.

Begin the book project for Walk Two Moons. Use the Advanced Language Arts and Literature Book Project Options to choose an ideafor your project. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.


Take the Define Contractions in Grammar practice quiz located in the online resources. Log in to your Bridgeway Learning Centercourse to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check pages 23-24 by using the Teacher's Edition of the Write On SkillsBook.


Day 99

TODAY'S ACTIVITIES

Review pages 494-495 and complete pages 25-26 in the SkillsBook.

Continue working on your book project for Walk Two Moons.


Complete the Using Apostrophes in Contractions and Possessives minilesson. Log in to your Bridgeway Learning Center course toview today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check pages 25-26 in the SkillsBook by using your Teacher's Edition.

Check your student's progress on the book project.

Day 100

TODAY'S ACTIVITIES

Complete and submit your book project for Walk Two Moons.


Record your Project Presentation to share with family and friends. Alternatively, invite them over for a Book Project Party to show themin person.Learning Style: Auditory

INSTRUCTOR SUPPORT

Evaluate your student's book project for Walk Two Moons using the Advanced Language Arts and Literature Book Project Rubric.

Plan for choice reading that begins next week. You may want to help your student pick out a book from the library or bookstore orAmazon.

Day 101

TODAY'S ACTIVITIES

Use the Revising and Editing checklist for editing to edit your research report.

Your choice! Pick something to read for at least 30 minutes today. Choose one of the 100 Reader Response Prompts to respond toyour reading. Begin the plot diagram for your choice novel.


In your writer’s journal - Write about a time when you felt awesome. What happened? What do you think you learned about yourself inthat moment?Learning Style: Visual

INSTRUCTOR SUPPORT

Review your student's checklist and research report. Discuss the changes they made and why.

Read your student's response. You may want to respond by asking a question and opening up a written dialogue with your student.

Day 102

TODAY'S ACTIVITIES

Learn about dashes, parentheses, and hyphens on pages 488-489 of your Write On Course Student Handbook.


Prepare the final copy of your research report. Self-assess your report using the Research Essay rubric. Log in to your BridgewayLearning Center course to view today's online resource for this activity. Add your research report to your portfolio.

Continue reading your choice novel for at least 30 minutes today. Choose one of the 100 Reader Response Prompts to respond to yourreading. Continue completing the plot diagram for your novel.


Pick a speech to listen to from the 100 Top Speeches at American Rhetoric. Think about what makes the speech good. Log in to yourBridgeway Learning Center course to view today's online resource for this activity.Learning Style: Auditory, Kinesthetic, Visual

INSTRUCTOR SUPPORT


Evaluate the Research Report using the Research Essay rubric. Compare your evaluation with your student's. Log in to your BridgewayLearning Center course to view today's online resource for this activity.


Day 103

TODAY'S ACTIVITIES

Learn how to prepare a speech by reading pages 417-426 in your Write On Course Student Handbook. How can you turn yourexplanatory research report into a speech? Decide on your purpose as on page 418.

Complete pages 35 in your SkillsBook.



Choose another speech and decide what kind of attention-getting beginning the speechwriter used. Refer to page 420 in your Write OnCourse Student Handbook. Learning Style: Visual

INSTRUCTOR SUPPORT

You may want to discuss speeches and what makes a good one.

Check page 35 by using the Teacher's Edition of the SkillsBook.


Day 104

TODAY'S ACTIVITIES

Organize your speech and create an attention-getting introduction by using page 420 in your Write On Course Student Handbook.



You're ready to take on the challenge of getting up in front of an audience and giving a speech. Great! Now, what should you say?Learn the art of writing a great speech!Explore Elephango for an activity to extend your learning. • 13391 How to Write a Great SpeechLearning Style: Auditory, Visual, Lion, Otter

INSTRUCTOR SUPPORT

Have your student tell you about their attention introduction and tell you why they chose to begin their speech that way.


Day 105

TODAY'S ACTIVITIES

Write a convincing middle and strong ending to your speech by using page 421 in your Write On Course Student Handbook.



Would you love to stand up in front of a big crowd and give a speech? Or would you rather have a tooth pulled? Ever wonder howsome people can make it look so easy? Here's your chance to find out!Explore Elephango for an activity to extend your learning. • 13390 No-Fear Public SpeakingLearning Style: Auditory, Visual, Lion, Otter

INSTRUCTOR SUPPORT


Day 106

TODAY'S ACTIVITIES

Revise and edit your speech by using page 424 in your Write On Course Student Handbook.

Review the spelling rules on page 503 in your Write On Course Student Handbook.

Complete page 36 in your SkillsBook.



In your writer’s journal - A pun is a joke that makes a play on words by using words that sound similar. It can also use differentmeanings of a word to make the saying funny. Examples of puns: • Why are fish so smart? Because they live in schools.• Insect puns bug me.• Pencils could be made with erasers at both ends, but what would be the point?Try writing some puns of your own. Hint: It can help to start by making a short list of words that sound alike or similar, like see and sea, and then think of common phrasesthat use these words. What happens when you trade one word for another?Learning Style: Visual

INSTRUCTOR SUPPORT

Ask your student to explain the changes they made in their speech.

Check page 36 in the SkillsBook by using the Teacher's Guide page 36.


Day 107

TODAY'S ACTIVITIES

Use pages 425-426 to create a multimedia presentation for your speech.

Review pages 504-510 in your Write On Course Student Handbook. Make sure that you've spelled the commonly misspelled wordscorrectly in your speech and multimedia presentation.



You have a great idea you want to share with the world! Only you need a way to present it and make sure it's available wherever yougo! Google Slides lets you make a creative show (and not lose it!).Explore Elephango for an activity to extend your learning. • 11026 How to Use Google Slides - Google EssentialsLearning Style: Visual, Lion, Otter

INSTRUCTOR SUPPORT


Ask your student to highlight some of the commonly misspelled words in their speech.

Assist your student in finding options for their multimedia presentation.

Day 108

TODAY'S ACTIVITIES

Learn to practice viewing skills by reading pages 427-434 in your Write On Course Student Handbook.

Choose a TED talk to watch and write a one sentence summary.



Build connections between your choice novel and other stories or novels you have read. Can you think of other books that have asimilar plot, setting, character, or theme? Share your connections with your instructor.Learning Style: Auditory

INSTRUCTOR SUPPORT


Work with your student to find an interesting TED talk. You may want to watch it together and discuss what made it a good or bad one.

Day 109

TODAY'S ACTIVITIES

Learn about writing techniques and terms on pages 115-121. Make a list of them and try to find them in your student choice novel.

Practice with italics and quotation marks on pages 37-38 in your Write On Course SkillsBook.



Writing techniques are also called literary elements. You may want to create a notebook just for literary elements. Log in to yourBridgeway Learning Center course to view today's online resource for this activity.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Help your student find examples of literary techniques by discussing movies. Each time you watch a movie, discuss the theme and plotand characters, etc.

Check pages 37-38 by using the Teacher's Edition of the SkillsBook.


Day 110

TODAY'S ACTIVITIES

Review your speech. Are there any changes you'd like to make? Practice delivering your speech.




Choose another TED talk and practice evaluating a speech. Use the speech rubric located in the online resources. Log in to yourBridgeway Learning Center course to view today's online resource for this activity.Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Stress to your student that practicing a speech makes it fluent and more effective.

Check your student's pages 39-40 by using your SkillsBook Teacher's Guide.


Day 111

TODAY'S ACTIVITIES

Present your speech. Self-evaluate by using the Speech rubric. Log in to your Bridgeway Learning Center course to view today's onlineresource for this activity.



In your writer’s journal - Listening – reflect back on today’s class, what you know about listening, why its important to listen, thedifference between hearing and listening, and famous sayings about listening. Brainstorm and fill a page with words and phrases aboutlistening.Learning Style: Visual

Record your speech like you are giving a TED talk. What have you seen that would make it more effective?Learning Style: Auditory

INSTRUCTOR SUPPORT

Evaluate your student's speech using the Speech rubric. Compare your results with your student's. Discuss the differences. Log in toyour Bridgeway Learning Center course to view today's online resource for this activity.


Day 112

TODAY'S ACTIVITIES

Learn to become a better listener by reading pages 435-438 in your Write On Course SkillsBook.



Think you can't draw? Use what you learn to sketchnote one of the examples they list on the site. Log in to your Bridgeway LearningCenter course to view today's online resource for this activity.Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Ask your student what they think stands in the way of them being a better listener.


Day 113

TODAY'S ACTIVITIES

Learn to become a better group member by reading pages 457-462 in your Write On Course SkillsBook.



Sketchnote the main skills listed for working in groups: Listening, Observing, Cooperating, Clarifying, Responding, and ResolvingConflicts.Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT


Pick a topic you and your student disagree on. Have a discussion using pages 460-461 to guide you.

Day 114

TODAY'S ACTIVITIES

Learn about the different elements of fiction by reading pages 387-396 in your Write On Course Student Handbook. Who is theprotagonist of your choice novel? Who is the antagonist?



View the online resources for this course to explore the Elements of Fiction. Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT


Talk about protagonists and antagonists using a movie your family enjoys.

Day 115

TODAY'S ACTIVITIES

Learn how to capitalize correctly by referring to pages 496-497 of your Write On Course Student Handbook.




When you read the newspaper, do you find errors? Ever wish you could correct them? Jake's story is a mess, and you can learn to fixthe proper nouns with online practice and rewriting the story!Explore Elephango for an activity to extend your learning. • 10308 Capitalization of Proper Nouns - ReviewLearning Style: Visual, Golden Retriever

INSTRUCTOR SUPPORT

Check pages 41-42 in the SkillsBook by using your SkillsBook Teacher's Edition.


Day 116

TODAY'S ACTIVITIES

Begin preparing for a book trailer for your choice novel. View the online resources for this course for a planner to help you organizeyour project. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.



In your writer’s journal - Quest: Imagine you must go on a questto find a cure for your friend’s mysterious disease, an ancient relic, or some other object that is very important? Who do you bring withyou on this quest, and what will you do to succeed?Learning Style: Visual

Watch a trailer for the movie version of your upcoming novel, A Raisin in the Sun. What do you think the main conflict is? Log in to yourBridgeway Learning Center course to view today's online resource for this activity.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Discuss your student's plan to make the book trailer.


Day 117

TODAY'S ACTIVITIES

Learn how to analyze literature by reading pages 223-234 in your Write On Course Student Handbook.

Continue working on your book trailer.



Parents get tired of a child asking "Why?" Teens replace "Why?" with "So what?" When enjoying literature in any form, asking thosequestions leads to deeper understanding. Learn how from Carl and Ray!Explore Elephango for an activity to extend your learning. • 10855 Reading Strategy: Here's What. So What?Learning Style: Visual, Lion, Beaver

INSTRUCTOR SUPPORT

Look at page 225 in the Write On Course Student Handbook with your student. Discuss one of the writing topics with them regardingtheir current student choice novel. They won't be doing a literary analysis just yet, but get them ready to start thinking about the analysis.


Day 118

TODAY'S ACTIVITIES

Review capitalization rules on pages 498-499 in the Write On Course Student Handbook.

Complete pages 43-46 in your Write on Course SkillsBook.



View a PowerPoint presentation for more practice with capitalization. Log in to your Bridgeway Learning Center course to view today'sonline resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT



Day 119

TODAY'S ACTIVITIES

Read about conventions on pages 500-502 in the Write On Course Student Handbook. Practice with plurals and spelling on pages47-48 in the SkillsBook.

Put the final touches on your book trailer.



Check out the 7 Elements of an Effective Book Trailer. Which of these does your book trailer include? Log in to your BridgewayLearning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check your student's work on pages 47-48 of the SkillsBook by referring to the same pages in your Teacher's Edition.


Day 120

TODAY'S ACTIVITIES

Complete your book trailer. Share with friends and family. Use the rubric found in the online resources to self-evaluate your book trailer.Log in to your Bridgeway Learning Center course to view today's online resource for this activity.

Practice with abbreviations and numbers on pages 49-50 in your SkillsBook.


Publish your book trailer. How many people can you get to read the book?Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Evaluate your student's book trailer by using the rubric found in the online resources. Compare your results with your student's. Discussthe differences. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.

Day 121

TODAY'S ACTIVITIES

Practice mechanics on pages 51-52 in the SkillsBook.

Read the helpful tips on how to read a play. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.

Look through the cast of characters for A Raisin in the Sun and think about how these characters might be connected.

Read Langston Hughes's poem, Harlem. How it might apply to the play A Raisin in the Sun?


In your writer’s journal - $10,000! What would you spend the money on? (Don’t forget to include taxes!).Learning Style: Kinesthetic, Visual

INSTRUCTOR SUPPORT

Discuss the poem, Harlem, with your student. What similes do you see in the poem? Discuss the cast of characters of A Raisin in theSun. How might they be connected?

Day 122

TODAY'S ACTIVITIES

Learn how to think creatively by reading pages 451-456 in your Write On Course Student Handbook.

Read about Using the Right Word on pages 511-513 in your Write On Course Student Handbook.

Complete pages 53-54 in the SkillsBook.

Read pages 23-39 in Act I, Scene I. Add information to the A Raisin in the Sun Conflict Tracker. Begin completing the plot diagram.Log in to your Bridgeway Learning Center course to view today's online resource for this activity.


Watch the trailer for the 1961 movie before getting started reading.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Check pages 53-54 in your student's SkillsBook by using the same pages in your Teacher's Edition.

Review your student's progress on the A Raisin in the Sun Conflict Tracker and the plot diagram.

Day 123

TODAY'S ACTIVITIES

Learn to write stories by reading pages 263-272 in your Write On Course Student Handbook.

Learn to use the right word by reading pages 514-517 in your Write On Course Student Handbook. Complete page 55 in the SkillsBook.

Read the rest of Act I, Scene I and add any information about conflict to your tracker sheet. Continue completing the plot diagram.


Explore the Digital Public Library's Primary Source Set for A Raisin in the Sun. Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Check page 55 in your student's SkillsBook by using the same pages in your Teacher's Edition.

Discuss the story writing process with your student. What could he or she write about? What kind of stories do you both like?


Day 124

TODAY'S ACTIVITIES

Continue learning to use the right words by reading pages 518-521 in the Write On Course Student Handbook. Complete page 56 inthe SkillsBook.

Choose a short-story type from page 272 and use the Guidelines on pages 268-269 to create a character, form a conflict, andconstruct a plot.

Read pages 54-66 in Act I, Scene II (up until Travis enters) and add any information about conflict to your tracker sheet. Continuecompleting the plot diagram.


Read about Lorraine Hansberry's childhood and life. How do you think that led her to writing this play? What similarities do you see inher family and the Youngers? What differences? Log in to your Bridgeway Learning Center course to view today's online resource forthis activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check page 56 in your student's SkillsBook by using the same page in your Teacher's Edition.

Ask your student if he or she is having any difficulty beginning with the short story.


Day 125

TODAY'S ACTIVITIES

Continue learning to use the right word by reading pages 522-525 in the Write On Course Student Handbook.


Write the first draft of your story, using page 270 in your Write On Course Student Handbook to guide you.

Read the rest of Act I, Scene II and add any information about conflict to your tracker sheet. Continue completing the plot diagram.


Read about housing and race in Chicago. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check pages 57-58 in your student's SkillsBook using your Teacher's Edition.

Ask your student to share the short story first draft with you. Ask them to see if there are changes that can or should be made.


Day 126

TODAY'S ACTIVITIES

Review using the right word on pages 511-525 in your Write On Course Student Handbook. Practice by completing pages 49-50 in yourSkillsBook.

Revise and edit your short story using the Revising and Editing Checklist.

Read pages 76-86 in Act II, Scene I (up until George exits) and add any information about conflict to your tracker sheet. Continuecompleting the plot diagram.


In your writer’s journal - Being Different – Use the word different to help you write a reflection on what it means to be different. Is this apositive or a negative thing? Learning Style: Visual

INSTRUCTOR SUPPORT

Review pages 49-50 in the student's SkillsBook by using the same pages in the Teacher's Edition.

Check for your student's revised and edited short story. What changes did they make?


Day 127

TODAY'S ACTIVITIES

Review using the right word on pages 511-525 in your Write On Course Student Handbook.


Prepare and submit the final draft of your short story. Self-evaluate using the rubric. Log in to your Bridgeway Learning Center courseto view today's online resource for this activity. Add your short story to your portfolio.

Read the rest of Act II, Scene I and add any information about conflict to your tracker sheet. Continue completing the plot diagram.


Investigate places to submit your short story for publishing or contest entries. What could you win?

INSTRUCTOR SUPPORT


Evaluate your student's short story by using the rubric. Compare your results with your student's and discuss. Log in to your BridgewayLearning Center course to view today's online resource for this activity.


Day 128

TODAY'S ACTIVITIES

Review using the right word on pages 511-525 in your Write On Course Student Handbook.


Review pages 223-224 and 226-227 to prepare yourself for writing your literary analysis. You'll be analyzing A Raisin in the Sun.

Read Act II, Scene II and add any information about conflict to your tracker sheet. Continue completing the plot diagram.


View an essay in response to a poem. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Check pages 61-62 by using the same pages in your Teacher's Edition.

Ask your student what they noticed after reading the literary analysis. What lessons did they learn about writing them?


Day 129

TODAY'S ACTIVITIES

Use the Ideas Chart and pages 225 and 228-229 of the Write On Course Student Handbook to identify your topic ideas and identify anelement to analyze. You may want to choose one of the starters/questions on page 225.

Read pages 110-119 in Act II, Scene III (up until Lindner exits) and add any information about conflict to your tracker sheet. Continuecompleting the plot diagram.


Oh, no! You've been asked to write a paper about a book you just read. No fair copying from the back of the jacket! Choosing a topiccan be tricky but these steps will make the process easier for you!Explore Elephango for an activity to extend your learning. • 12878 Writing About Literature: Picking a TopicLearning Style: Visual, Beaver

INSTRUCTOR SUPPORT

Check the Ideas Chart for completion and discuss the contents with your student. Have him or her evaluate the ideas on the chart.


Day 130

TODAY'S ACTIVITIES

Gather details for your Literary Analysis, using pages 230-231 in your Write On Course Student Handbook.

Read the rest of Act II, Scene III and add any information about conflict to your tracker sheet. Continue completing the plot diagram.


Complete the Punctuating Dialogue minilesson. Log in to your Bridgeway Learning Center course to view today's online resource forthis activity.Learning Style: Visual

When a snack machine has as sign that says, "Out of order," that's a sign that the machine doesn't work. When the details in yourwriting are out of order, that means the piece is not going to work!Explore Elephango for an activity to extend your learning. • 12879 Writing About Literature: Organizing Your InformationLearning Style: Visual, Beaver

INSTRUCTOR SUPPORT

Check for your student's Literary Analysis details.


Day 131

TODAY'S ACTIVITIES

Prepare the first draft of your Literary Analysis using pages 232-233 of the Write On Course Student Handbook. Use the rubric to guideyour writing.

Read pages 131-140 in Act III (until Walter enters from outside) and add any information about conflict to your tracker sheet.


In your writer’s journal - Deep beneath the city, you discover an old sewer tunnel. Drawn in by the sound of low whispers (or is it thesound of machinery?), you decide to see what’s around the bend. Where does the tunnel lead and what do you discover?Learning Style: Kinesthetic, Visual

You've got a topic to write about, but you want to make sure it makes sense and is easy to read. An introduction without a proper bodyis like introducing The Invisible Man: there's nothing there!Explore Elephango for an activity to extend your learning. • 12880 Writing About Literature: Drafting Body ParagraphsLearning Style: Visual, Beaver

How would a dog function without a head and a tail? How do you catch a fish's attention? An essay without an introduction andconclusion and hook is just as odd and ineffective, so learn to use them!Explore Elephango for an activity to extend your learning. • 128821 Writing About Literature: Drafting Introduction and Conclusion Paragraphs Learning Style: Visual, Beaver

INSTRUCTOR SUPPORT

Have your student explain how the rubric was used to prepare the first draft.


Day 132

TODAY'S ACTIVITIES

Revise and edit your Literary Analysis using the Revising and Editing Checklist.

Read the rest of Act III and add any information about conflict to your tracker sheet. Continue to complete the plot diagram.


Great essays don't just pour out of great authors like fresh water from a tap; they revise their work just like water is purified before youget it. Learn why and how to revise and purify your work!Explore Elephango for an activity to extend your learning. • 12882 Writing About Literature: RevisionLearning Style: Visual, Beaver

INSTRUCTOR SUPPORT

Check for revisions of your student's Literary Analysis.


Day 133

TODAY'S ACTIVITIES

Prepare and submit the final draft of your Literary Analysis. Self-evaluate using the Literary Analysis Rubric. Log in to your BridgewayLearning Center course to view today's online resource for this activity.

Review your conflict tracker chart and complete the last column if any conflict has been resolved. Finish up your plot diagram.

Begin the book project for A Raisin in the Sun. Use the Advanced Language Arts and Literature Book Project Options to choose anidea for your project. Finish your plot diagram and your literature tracker. Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity.


Look for a video of A Raisin in the Sun performance. One of the best is the movie from 1961. Log in to your Bridgeway Learning Centercourse to view today's online resource for this activity.Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Use the discussion questions found in the online resources to discuss the play with your student. Log in to your Bridgeway LearningCenter course to view today's online resource for this activity.

Check your student's conflict tracker chart and plot diagram for completion.

Evaluate your student's Literary Analysis by using the Literary Analysis rubric. Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity.

Day 134

TODAY'S ACTIVITIES

Read pages 273-276 in your Write On Course Student Handbook about writing plays.

Rewrite a scene or part of a scene from A Raisin in the Sun changing it to how you wished it'd gone.

Continue working on your book project for A Raisin in the Sun.


It is a lot of fun to watch the characters on stage in a play. You can write your very own play! You will write and perform a play usingdialogue and actions to tell a story to an audience.Explore Elephango for an activity to extend your learning. • 10390 Writing PlaysLearning Style: Auditory, Kinesthetic, Visual, Otter

INSTRUCTOR SUPPORT

Discuss with your student what kind of changes he or she would make to a scene. Look over the rewritten scene. Ask your student howhe or she could revise it to make it better.

Day 135

TODAY'S ACTIVITIES

Revise and edit your rewritten scene using the writing and editing checklist. Prepare it for publishing. Log in to your Bridgeway LearningCenter course to view today's online resource for this activity.

Complete and submit your book project for A Raisin in the Sun.


Complete the playwriting exercises. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.Learning Style: Visual

INSTRUCTOR SUPPORT

Read the scene with your student aloud. How would this rewritten scene change the outcome of the play? Would it make a largerimpact or smaller one?

Evaluate your student's book project for A Raisin in the Sun using the Advanced Language Arts and Literature Book Project Rubric.

Day 136

TODAY'S ACTIVITIES

Learn about reading and writing poetry, using pages 277-291 in your Write On Course Student Handbook. Draw what you see whenyou read the poems on page 281.

Begin to create your Themed Poetry Project. You'll need to write a poem a day for the next ten days. You may choose any form ofpoetry from pages 288-291, but you need to make sure they are all on the same theme. You can only choose a particular form once. Atthe end, you'll create a book with all your poetry. You may create your book on paper by hand or electronically (with Word, PowerPoint,Sway, Google Slides, Docs, or other electronic means).


Writers journal - A limerick is a type of rhyming poem that has 5 lines and is usually humorous. Read this poem by the famous writerEdward Lear and then try making your own limerick.

There was an Old Man with a flute,A serpent ran into his boot;But he played day and night,Till the serpent took flight,And avoided that man with a flute."Learning Style: Visual

INSTRUCTOR SUPPORT

You may want to have your student close his or her eyes and listen while you read page 281 or have them draw as you are readingaloud.

Day 137

TODAY'S ACTIVITIES

Read Introduction to Poetry. Is this good advice for how to read poetry? Why or why not?

Write one poem for your Themed Poetry Project.


How would you like to turn a grocery list into a work of art? You are a poet and don't know it! Use some great online examples andyour own creative mind to make imaginative poems out of simple lists!Explore Elephango for an activity to extend your learning. • 10785 Writing List PoemsLearning Style: Auditory, Visual, Lion, Otter

INSTRUCTOR SUPPORT

Discuss reading poetry with your student. Is it more important to enjoy or understand? Why?

Day 138

TODAY'S ACTIVITIES

Answer the Apply Your Knowledge Questions on page 280 in your Write On Course Student Handbook about this poem.



There once were some students at home -- who learned how to write a good poem -- the poems were so funny, their parents said,“Honey -- you’ve tickled my old funny bone!Explore Elephango for an activity to extend your learning. • 10889 A Hint on HumorLearning Style: Auditory, Visual, Lion, Otter

INSTRUCTOR SUPPORT

Discuss the poems with your student. Check your student's answers on the Apply Your Knowledge Questions.

Make sure your student is adding to the Themed Poetry Project.

Day 139

TODAY'S ACTIVITIES

Answer the Apply Your Knowledge Questions on page 280 in your Write On Course Student Handbook about this poem.

Read Jabberwocky by Lewis Carroll. He also wrote Alice in Wonderland. Log in to your Bridgeway Learning Center course to viewtoday's online resource for this activity.



Few art forms affect our emotions like songs and poems. Music and words set the tone for a piece, which is part of its message. Listento a popular song and read and hear poems, then write your own!Explore Elephango for an activity to extend your learning. • 10894 Identifying Tone in PoetryLearning Style: Auditory, Visual, Otter

INSTRUCTOR SUPPORT

Check your student's Apply Your Knowledge answers.

Discuss Jabberwocky with your student. How does Lewis Carroll use language in this poem? What poetry techniques do you see?


Day 140

TODAY'S ACTIVITIES

Read Mother to Son. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.



If you think all poetry has to rhyme, you are in for a surprise! Some very famous writers, like Whitman, use Free Verse, and you willlearn about it through videos, worksheets, and personal practice!Explore Elephango for an activity to extend your learning. • 10895 A Few Words on Free VerseLearning Style: Visual

INSTRUCTOR SUPPORT

Discuss Mother to Son with your student. How does Langston Hughes use language in this poem? What poetry techniques do yousee?


Day 141

TODAY'S ACTIVITIES

Read Nothing Gold Can Stay by Robert Frost. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.



You are familiar with song lyrics. Even without music, they are still rhythmic and expressive. That is lyric poetry! Let some videoteachers, interactives, and Mr. Poe teach you to write lyric poetry!Explore Elephango for an activity to extend your learning. • 10865 A Line on LyricLearning Style: Auditory, Visual, Lion, Otter

INSTRUCTOR SUPPORT

Discuss the poem with your student. What does this poem mean? What poetry techniques do you see?


Day 142

TODAY'S ACTIVITIES

Read the Secret Heart by Robert Peter Tristram Coffin.



Everyone likes a good story, or narration! Stories can be more interesting when written in poetic form. Learn the technique from abatter named Casey and some clever videos, then write your own poem!Explore Elephango for an activity to extend your learning. • 10860 A Number on NarrativeLearning Style: Auditory, Visual, Lion, Otter

INSTRUCTOR SUPPORT



Day 143

TODAY'S ACTIVITIES

Read Naming Myself by Barbara Kingsolver. Log in to your Bridgeway Learning Center course to view today's online resource for thisactivity.



Quatrains, couplets, abab. What do they mean? Shakespeare used them in writing sonnets! Sonnets are expressive lyric poems, andyou will read two, watch informative videos, and even write your own!Explore Elephango for an activity to extend your learning. • 10905 A Section on SonnetsLearning Style: Auditory, Visual, Lion, Otter

INSTRUCTOR SUPPORT



Day 144

TODAY'S ACTIVITIES

Read Mr. Nobody by Anonymous. Log in to your Bridgeway Learning Center course to view today's online resource for this activity.



Have you ever read a poem and thought you were reading a whole other language? Poems are often written using figurative language.This lesson is going to assist you with analyzing this poetic code!Explore Elephango for an activity to extend your learning. • 11083 I Know Why the Caged Bird SingsLearning Style: Auditory, Visual, Otter

INSTRUCTOR SUPPORT



Day 145

TODAY'S ACTIVITIES

Read Dylan Thomas's poem Do Not Go Gentle Into That Good Night. Log in to your Bridgeway Learning Center course to view today'sonline resource for this activity.



What makes a story about a bird so fascinating? Edgar Allan Poe used powerful literary techniques to make The Raven the creepiestbird of all time! With videos and links, learn to write your own poem!Explore Elephango for an activity to extend your learning.• 10760 Quoth the Raven ... Nevermore!Learning Style: Auditory, Kinesthetic, Visual, Otter

INSTRUCTOR SUPPORT



Day 146

TODAY'S ACTIVITIES

Write your last poem for your Themed Poetry Project. Wrap up the Poetry Project by adding all your poems to your paper book or yourelectronic book. You should add illustrations and make it as attractive as possible.


Writer’s journal - Final Portfolio Reflection – What are the 4 areas where you feel you became much stronger, better this year. Explain.Learning Style: Visual

INSTRUCTOR SUPPORT


Make sure your student is adding to the Themed Poetry Project

Day 147

TODAY'S ACTIVITIES

Read pages 65-77 in your Write On Course Student Handbook to start preparing your portfolio for final review. Update your table ofcontents, as shown on page 71 of your Write On Course Student Handbook.

Your choice! Pick something to read for at least 30 minutes today. Choose one of the 100 Reader Response Prompts to respond toyour reading.


Think about some other pieces of literature that you have read outside of this course. Can you think of any that you believe should beincluded in your class? Create an argument for why a piece should be included or removed, and share your argument with yourinstructor. Learning Style: Auditory, Kinesthetic, Visual

INSTRUCTOR SUPPORT

Choose which kind of portfolio you want your student to create, based on the types on page 70 of the Write On Course StudentHandbook.

Check the reader response.

Day 148

TODAY'S ACTIVITIES

Create a cover sheet for each piece of writing in your portfolio as shown on page 73 of your Write On Course Student Handbook.

Continue reading your choice novel for at least 30 minutes today. Choose one of the 100 Reader Response Prompts to respond to yourreading.


Where can you publish your work? Look on pages 74-77 of your Write On Course Student Handbook for ideas.

INSTRUCTOR SUPPORT

Check on your student's progress with their portfolio and the reader response.

Day 149

TODAY'S ACTIVITIES

Create a reflective essay or letter that discusses your portfolio story, as shown on page 72 of your Write On Course Student Handbook.



You may want to video or audio record your reflective essay or letter as an introduction to your portfolio. Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Prompt your student through a discussion of their choice novel by asking them questions such as, How would you describe thecharacters? Do they remind you of any other characters that you have read about in other stories?

Day 150

TODAY'S ACTIVITIES

Present your portfolio to your instructor and your family if possible.



Share your portfolio with extended family, as well. You've worked hard and you should be proud!Learning Style: Auditory, Kinesthetic, Visual

INSTRUCTOR SUPPORT

Continue your discussion of your student's current novel by asking them questions such as, what are some ideas that come from thisnovel that connect to other things you have read?

Day 151

TODAY'S ACTIVITIES

Think about some other pieces of literature that you have read outside of this course. Can you think of any that you believe should beincluded in your class? Create an argument for why a piece should be included or removed,

Read pages 228-231 and begin the steps of the prewriting process, which include gathering details, finding direct quotes, andorganizing your thinking.


Share your thoughts about your argument with your instructor. Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Provide your student with organizational support. Suggest that your student use index cards or an outline to help keep thoughtsorganized. If your student is having a hard time connecting one of the books to the arguments, he or she could discuss why this book isan outlier, or misnomer, of the collection. What is most important is that he or she finds support for his or her thinking.

Day 152

TODAY'S ACTIVITIES

Read pages 232-233 and complete the steps of writing the rough draft of your argument.


Take a little time to think about all of the activities you completed this year. What changes would you make or what would make youwant to keep everything the same? Take this opportunity to make your voice heard for future changes!Learning Style: Auditory

INSTRUCTOR SUPPORT

Encourage your student to use the notes and outlines to stay organized in their writing. Remind them that they can also still go back intothe books at this time if needed.

Day 153

TODAY'S ACTIVITIES

Read the bottom of page 233 and use the checklist as your revise and edit.


Create a short commercial/endorsement for this literature course. Share what you like about your learning! Learning Style: Auditory, Kinesthetic, Visual

INSTRUCTOR SUPPORT

Review the checklist with your student to make sure they have completed all of the revisions and edits needed.

Day 154

TODAY'S ACTIVITIES

Using your revisions and edits, complete a final copy of your argument. Use the response rubric on page 234 of the Write on CourseStudent Handbook to assess your piece. Both you and your instructor should review the piece with the rubric and then compare yourresults. Add your argument to your portfolio.


Review the pieces in your writing portfolio from this year. Assess the pieces with your instructor. Discuss what you think is better inyour writing at the end of the year and what piece you most enjoyed writing and why. Learning Style: Auditory, Visual

INSTRUCTOR SUPPORT

Discuss the results of the rubric with your student and be sure to give clear feedback about what was done well in the writing piece andwhat may need to be refocused.

advanced language arts & literature

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