11th Grade ELA - Wichita USD 259
11GradeELAthWeek of:APRIL 6THWICHITA PUBLIC SCHOOLS
9th, 10th, 11th and 12th GradesYour child should spend up to 90 minutes over the course of each day on this packet.Consider other family-friendly activities during the day such as:Help with a chore, meal,or yardworkaround the house.Listen to age appropriatepodcast and discusswith a friend.Encourage someonewith a compliment, text,or letter.Listen to a freeaudio story atstories.audible.comExplore art atText or call a friendto say hello.Journal aboutyour experiencesduring this timeframe.Mindful Minutes:artsandculture.google.com/Each day to focus on the5 senses.*All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.For students with an Individualized Education Program (IEP) who need additional support,Parents/Guardians can refer to the Specialized Instruction and Supports webpage,contact their child’s IEP manager, and/or speak to the special education provider when you arecontacted by them. Contact the IEP manager by emailing them directly or by contacting the school.The Specialized Instruction and Supports webpage can be accessed by clicking HERE orby navigating in a web browser to https://www.usd259.org/Page/17540WICHITA PUBLIC SCHOOLSCONTINUOUS LEARNING HOTLINE AVAILABLE316-973-4443MARCH 30 – MAY 21, 2020MONDAY – FRIDAY11:00 AM – 1:00 PM ONLYFor Multilingual Education Services (MES) support,please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation,disability, age, veteran status or other legally protected classifications in its programs and activities.
11th Grade English Language Arts Packet Schedule: Week 2Day 1: 750‐793 Day 2: 758‐763 Day 3: 765‐775 Day 4: 775‐786 Day 5: 787‐793WordInsight‐ Noun (pg 758)Unprecedented‐Adjective (pg 759)Escalating‐Adjective (pg 760)Optimism‐Noun (pg 760)Momentous‐Adjective (pg 761) Definition*The capacity to gain an accurate and deepunderstanding of a person or thing.*Never done before*Increasing rapidly*Hopefulness and confidence about the futureor the successful outcome of something.*(of a decision, event, or change) of greatimportance of significance, especially in itsbearing on the future.Read Aloud Accommodations are available on the specialized instruction and supports websitereferenced at the beginning of this packet.
Week 2: Read Aloud accommodationsth11 : 750-778Old Man at the Bridge https://www.youtube.com/watch?v 8aiaJnv-5uUA Fast-Changing Society11thgrade: Everyday Use: https://www.youtube.com/watch?v gFTgRPJSceU
UNIT6Ordinary Lives,Extraordinary TalesDiscuss It Which of the thoughts expressed in this videoare most similar to your own thoughts about stories?Write your response before sharing your ideas.Why Do Stories Matter? That’s LikeAsking Why You Should Eat750SCAN FORMULTIMEDIA Pearson Education, Inc., or its affiliates. All rights reserved.The American Short Story
UNIT 6UNIT INTRODUCTIONessentialquestion:What do stories reveal aboutthe human condition?WHOLE-CLASSLEARNINGOld Man at theBridgeErnest TORICAL PERSPECTIVESLITERARY HISTORYSHORT STORYFocus Period: 1950–PresentA Brief History ofthe Short StoryThe Tell-Tale HeartA Fast-ChangingSocietyEdgar Allan PoeD. F. McCourtANCHOR TEXT: SHORT STORYSHORT STORYSHORT STORYEveryday UseAn Occurrence atOwl Creek BridgeThe Man to SendRain CloudsAmbrose BierceLeslie Marmon SilkoSHORT STORYSHORT STORYThe Jilting ofGranny WeatherallAmbushAlice WalkerAlice Walker’s“Everyday Use”ANCHOR TEXT: SHORT STORYEverything Stuckto HimRaymond CarverCOMPAREMEDIA CONNECTION: Pearson Education, Inc., or its affiliates. All rights reserved.LAUNCH TEXTNARRATIVE MODELTim O’BrienKatherine Anne PorterANCHOR TEXT: SHORT STORYSHORT STORYThe LeapHousepaintingLouise ErdrichLan Samantha ChangPERFORMANCE TASKPERFORMANCE TASKWriting Focus:Speaking and Listening focus:Write a NarrativePresent a NarrativePERFORMANCE-Based Assessment PRepReview Notes for a NarrativePERFORMANCE-BASED ASSESSMENTNarrative: Short Story and Storytelling SessionPROMPT:How does a fictional character or characters respond to life-changing news?751
UNIT6INTRODUCTIONUnit GoalsThroughout this unit, you will deepen your perspective on how stories explorethe human condition by reading, writing, speaking, listening, and presenting.These goals will help you succeed on the Unit Performance-Based Assessment.SCALERate how well you meet these goals right now. You will revisit your ratingslater when you reflect on your growth during this unit.12345NOT AT ALLWELLNOT VERYWELLSOMEWHATWELLVERYWELLEXTREMELYWELLREADING GOALS12345123451234512345 Analyze narratives to understand howauthors order the action, introduce anddevelop characters, and introduce anddevelop multiple themes. Expand your knowledge and use ofacademic and concept vocabulary.WRITING AND RESEARCH GOALS Write a narrative text that uses effectivenarrative techniques to develop fictionalexperiences, events, and characters.LANGUAGE GOALS Make effective style choices regardingfigurative language and dialect. Demonstrate an understanding offrequently confused words, passivevoice, and sentence fragments. STANDARDSLanguageAcquire and use accurately generalacademic and domain-specific wordsand phrases, sufficient for reading,writing, speaking, and listening atthe college and career readinesslevel; demonstrate independencein gathering vocabulary knowledgewhen considering a word or phraseimportant to comprehension orexpression.SPEAKING AND LISTENING GOALS Collaborate with your team to build onthe ideas of others, develop consensus,and communicate. Integrate audio, visuals, and text topresent information.752 UNIT 6 ORDINARY LIVES, EXTRAORDINARY TALESSCAN FORMULTIMEDIA Pearson Education, Inc., or its affiliates. All rights reserved. Conduct research projects of variouslengths to explore topics and clarifymeaning.
ESSENTIAL QUESTION: What do stories reveal about the human condition?Academic Vocabulary: Narrative TextUnderstanding and using academic terms can help you read, write, andspeak with precision and clarity. Here are five academic words that will beuseful to you in this unit as you analyze and write fictional narratives.Complete the chart.1. Review each word, its root, and the mentor sentences.FOLLOW THROUGHStudy the words in this chart,and mark them or their formswherever they appear inthe unit.2. Use the information and your own knowledge to predict the meaningof each word.3. For each word, list at least two related words.4. Refer to a dictionary or other resources if needed.WORDMENTOR SENTENCEScolloquial1. When I was studying Spanish,I learned formal termsmore easily than colloquialexpressions.ROOT:-loqu“speak”; “say”1. Is the protagonist of the storyreally a talking dog?ROOT:2. In this movie, the protagonistmust defeat a politician whohas a sinister goal. Pearson Education, Inc., or its affiliates. All rights reserved.tensionROOT:1. News of an importantannouncement increased thelevel of tension at school.-tens“stretch”2. What tension I felt as my turnto speak drew close!resolution1. In the play’s resolution, thethief is caught and takento jail.ROOT:-solv“loosen”2. The two sides in the disputereached a surprising andimaginative resolution.epiphany1. That epiphany changed mylife because it made my careerchoice clear.ROOT:-phan-/-phen“show”RELATED WORDScolloquially; colloquialism2. I love how the poet combinescultured diction with EDICT MEANING2. At the end of the story, Juliahas an epiphany, but we aren’tsure if she will act on thatinsight.Unit Introduction 753
UNIT6INTRODUCTIONLAUNCH TEXT NARRATIVE MODELThis selection is an example ofa narrative text. It is a fictionalnarrative because it is narrated bya character and describes eventsthat did not actually happen. Thisis the type of writing you willdevelop in the Performance-BasedAssessment at the end of the unit.As you read, look closely atthe author’s use of details anddialogue. Mark words and phrasesthat suggest the personalities ofthe narrator and the old man, aswell as the tension of the situationin which they meet.Old Man at the Bridge1234567An old man with steel rimmed spectaclesand very dusty clothes sat by the side ofthe road. There was a pontoon bridge acrossthe river and carts, trucks, and men, womenand children were crossing it. The muledrawn carts staggered up the steep bankfrom the bridge with soldiers helping pushagainst the spokes of the wheels. The trucksground up and away heading out of it alland the peasants plodded along in the ankledeep dust. But the old man sat there withoutmoving. He was too tired to go any farther.It was my business to cross the bridge,explore the bridgehead beyond and find outto what point the enemy had advanced. I didthis and returned over the bridge. There werenot so many carts now and very few peopleon foot, but the old man was still there.“Where do you come from?” I asked him.“From San Carlos,” he said, and smiled.That was his native town and so it gavehim pleasure to mention it and he smiled.“I was taking care of animals,” he explained.“Oh,” I said, not quite understanding.754 UNIT 6 ORDINARY LIVES, EXTRAORDINARY TALES89101112131415“Yes,” he said, “I stayed, you see, takingcare of animals. I was the last one to leave thetown of San Carlos.”He did not look like a shepherd nor aherdsman and I looked at his black dustyclothes and his gray dusty face and his steelrimmed spectacles and said, “What animalswere they?”“Various animals,” he said, and shook hishead. “I had to leave them.”I was watching the bridge and the Africanlooking country of the Ebro Delta andwondering how long now it would be beforewe would see the enemy, and listening all thewhile for the first noises that would signalthat ever mysterious event called contact, andthe old man still sat there.“What animals were they?” I asked.“There were three animals altogether,” heexplained. “There were two goats and a catand then there were four pairs of pigeons.”“And you had to leave them?” I asked.“Yes. Because of the artillery. The captaintold me to go because of the artillery.”SCAN FORMULTIMEDIA Pearson Education, Inc., or its affiliates. All rights reserved.Ernest Hemingway
ESSENTIAL QUESTION: What do stories reveal about the human condition?16171819202122232425“And you have no family?” I asked,watching the far end of the bridge where afew last carts were hurrying down the slopeof the bank.“No,” he said, “only the animals I stated.The cat, of course, will be all right. A cat canlook out for itself, but I cannot think whatwill become of the others.”“What politics have you?” I asked.“I am without politics,” he said. “I amseventy-six years old. I have come twelvekilometers now and I think now I can go nofurther.”“This is not a good place to stop,” I said.“If you can make it, there are trucks up theroad where it forks for Tortosa.”“I will wait a while,” he said, “and thenI will go. Where do the trucks go?”“Towards Barcelona,” I told him.“I know no one in that direction,” he said,“but thank you very much. Thank you againvery much.”He looked at me very blankly and tiredly,then said, having to share his worry withsome one, “The cat will be all right, I am sure.There is no need to be unquiet about the cat.But the others. Now what do you think aboutthe others?”“Why they’ll probably come through itall right.” Pearson Education, Inc., or its affiliates. All rights reserved. 2627282930313233343536“You think so?”“Why not,” I said, watching the far bankwhere now there were no carts.“But what will they do under the artillerywhen I was told to leave because of theartillery?”“Did you leave the dove cage unlocked?”I asked.“Yes.”“Then they’ll fly.”“Yes, certainly they’ll fly. But the others.It’s better not to think about the others,”he said.“If you are rested I would go,” I urged.“Get up and try to walk now.”“Thank you,” he said and got to his feet,swayed from side to side and then sat downbackwards in the dust.“I was taking care of animals,” he saiddully, but no longer to me. “I was only takingcare of animals.”There was nothing to do about him. Itwas Easter Sunday and the Fascists wereadvancing toward the Ebro. It was a grayovercast day with a low ceiling so theirplanes were not up. That and the fact thatcats know how to look after themselveswas all the good luck that old man wouldever have. WORD NETWORK FOR ORDINARY LIVES, EXTRAORDINARY TALESVocabulary A Word Networkis a collection of words relatedto a topic. As you read the unitselections, identify words relatedto the human condition and addthem to your Word Network.For example, you might begin byadding words from the Launch Text,such as family. For each word youadd, add a related word, such as asynonym or an antonym. Continueto add words as you complete thisunit.family relativesTHE HUMANCONDITIONTool KitWord Network ModelOld Man at the Bridge 755
UNIT6INTRODUCTIONSummaryWrite a summary of “Old Man at the Bridge.” Remember that a summary isa concise, complete, and accurate overview of a text. It should not include astatement of your opinion or an analysis.Create an Alternate Ending Consider this statement by the narratornear the end of “Old Man at the Bridge”: There was nothing to bedone for him. Discuss how you might rewrite the story’s ending so thatsomething could be done for the old man. With a small group, brainstorm for ways in which the narrator might dosomething for the old man, after all. Record the two options that yourgroup likes best.Option 1:Option 2: Choose the option that you think would better communicate a messageabout the human condition—about human nature or situations that arepart of human experience. Frame your group’s idea for an alternate ending: We think that anending in whichwould show thatis part of the human condition.756 UNIT 6 ORDINARY LIVES, EXTRAORDINARY TALES Pearson Education, Inc., or its affiliates. All rights reserved.Launch Activity
ESSENTIAL QUESTION: What do stories reveal about the human condition?QuickWriteConsider class discussions, the video, and the Launch Text as you think aboutthe prompt. Record your first thoughts here.PROMPT: Howdoes a fictional character or characters respond tolife-changing news? Pearson Education, Inc., or its affiliates. All rights reserved. EVIDENCE LOG FOR THE HUMAN CONDITIONReview your QuickWrite.Summarize your initial idea inone sentence to record in yourEvidence Log. Then, record detailsfrom “Old Man at the Bridge”that connect to your idea.Prepare for the PerformanceBased Assessment at the endof the unit by completing theEvidence Log after each selection.Title of Text:CONNECTION TO PROMPTDate:TEXT EVIDENCE/DETAILSHow does this text change or add to my thinking?ADDITIONAL NOTES/IDEASDate:Tool KitEvidence Log ModelSCAN FORMULTIMEDIAUnit Introduction 757
OVERVIEW: WHOLE-CLASS LEARNINGESSENTIAL QUESTION:What do stories reveal aboutthe human condition?As you read these selections, work with your whole class to explore how shortstories provide insights into what it means to be human.From Text to Topic For one family, conflict over an heirloom highlights individualstrengths and weaknesses, and suggests different ways of valuing the past. For onefather and daughter, a present moment opens a window to a poignant memory. Forone woman, a series of anecdotes reveals her mother’s extraordinary character. As youread these stories, consider the understanding of human nature that informs eachone—how it reveals qualities that we equate with the human condition, regardless oftime or place.Whole-Class Learning StrategiesThroughout your life, in school, in your community, and in your career, you willcontinue to learn and work in large-group environments.Review these strategies and the actions you can take to practice them as you workwith your whole class. Add ideas of your own for each step. Get ready to use thesestrategies during Whole-Class Learning.STRATEGYACTION PLANListen actively Eliminate distractions. For example, put your cellphone away. Record brief notes on main ideas and points of confusion. Clarify by askingquestions If you’re confused, other people probably are, too. Ask a question to help yourwhole class. Pearson Education, Inc., or its affiliates. All rights reserved. Ask follow-up questions as needed. Monitorunderstanding Notice what information you already know, and be ready to build on it. Ask for help if you are struggling. Interact and shareideas Share your ideas and offer answers, even if you are unsure. Build on the ideas of others by adding details or making a connection. 758 UNIT 6 ORDINARY LIVES, EXTRAORDINARY TALESSCAN FORMULTIMEDIA
CONTENTSHISTORICAL PERSPECTIVESFocus Period: 1950–PresentA Fast-Changing SocietyThe years that span the middle of the twentieth centurythrough the beginning of the twenty-first century weremarked by unprecedented changes in society andtechnology. Americans related to each other in new waysand enjoyed the benefits of scientific progress.ANCHOR TEXT: SHORT STORYEveryday UseAlice WalkerHow can family keepsakes stir up tensions formembers of different generations? m edia connection: Alice Walker’s “Everyday Use”ANCHOR TEXT: SHORT STORYEverything Stuck to HimRaymond CarverA father’s visit with his adult daughter evokesmemories of early parenthood.ANCHOR TEXT: SHORT STORY Pearson Education, Inc., or its affiliates. All rights reserved.The LeapLouise ErdrichWhat unexpected benefits might result fromhaving a mother who was a trapeze artist?PERFORMANCE TASKWRITING FOCUSWrite a NarrativeThe Whole-Class readings introduce you to characters with various motivations.After reading, you will write a story of your own, using an element of a story in thissection as a model.Overview: Whole-Class Learning 759
HISTORICAL PERSPECTIVES FOCUS PERIOD: 1950 –PRESENTA Fast-Changing SocietyHistory of the PeriodThere is more recognition now that things are“ changing,but not because there is a politicalmove to do it. It is simply a result of theinformation being there. Our survival won’tdepend on political or economic systems. It’sgoing to depend on the courage of the individualto speak the truth, and to speak it lovingly andnot destructively.”—Buckminster Fuller, architect and inventorhas taught me that you cannot“ [E]xperiencevalue dreams according to the odds of theircoming true. Their real value is in stirring withinus the will to aspire.”—Sonia Sotomayor, Supreme Court Justicework and love, I would add two other“ Beyondingredients that give meaning to life. First,to fulfill whatever talents we are born with.However blessed we are by fate with differentabilities and strengths, we should try to developthem to the fullest. . . . Second, we should tryto leave the world a better place than when weentered it.”—Michio Kaku, futurist, theoreticalphysicist, and authorChasing the American Dream By the 1950s,postwar America was “on top of the world” withpride and confidence in its position as a worldpower. The nation had a booming economy anda booming population. As a result of a strongjob market and the availability of federal loansto returning soldiers and other service personnel,Americans purchased houses in record numbers.More than eighty percent of new homes were insuburbs, which became the new lifestyle norm—achange made possible by the rise of “car culture.”The Age of Aquarius Elected president in 1960,John F. Kennedy spearheaded new domestic andforeign programs, known collectively as the NewFrontier. Among these initiatives was the goalof landing an American on the moon and theestablishment of the Peace Corps, an overseasvolunteer program. A national spirit of optimismturned to grief, however, when Kennedy wasassassinated in 1963.The escalating and increasingly unpopular war inVietnam elicited wav
Everyday Use Alice Walker MEDIA CONNECTION: Alice Walker’s “Everyday Use” ANCHOR TEXT: SHORT STORY Everything Stuck to Him Raymond Carver ANCHOR TEXT: SHORT STORY The Leap Louise Erdrich uniT 6 LITERARY HISTORY A Brief History of the Short Story D. F. McCourt c OMP a R e SHORT STORY An Occurrence at Owl Creek Bridge Ambrose Bierce SHORT .
Wichita. KS 6721S Wichita, KS 67219 Wichita, KS 67226 Wichita, KS 67226 Wichita, KS 67206 Wichita, K5 67206 Topeka, KS 66604 Lawrence, KS 66047 Lene.a, KS 66220 wlchlla, kS 67206 Wichlla, KS 67206 Wichita, KS 67230 Wichita, KS 67230 Lawrence, K5 66044 Grand Island, NE 68801 Topeka, KS 66611-1617 WIchita, K5 67106 Topeka, KS 66603 WichIta, KS 67226
EUR/USD JPY/USD GBP/USD AUD/USD CAD/USD CHF/USD JPY/EUR GBP/EUR CHF/EUR SEK/USD CAD/EUR AUD/EUR AUD/GBP CAD/GBP CHF/GBP JPY/GBP NOK/EUR NOK/GBP NOK/USD NZD/EUR NZD/GBP NZD/USD SEK/GBP INR/USD MXN/USD SGD/EUR SGD/GBP SGD/USD ZAR/GBP ZAR/USD R 2 Emerging, mean R2 0.22 Developed and less liquid, mean R 0.38 Developed and liquid, mean R 0.44
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ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
log_id str_nbr str_frac str_dir str_name str_suff str_suff_dir str_unit zip_code 26424 1027 w 11th st 1 90731 34116 1027 w 11th st 10 90731 34113 1027 w 11th st 2 90731 34114 1027 w 11th st 3 90731 34115 1027 w 11th st 4 90731 34121 1027 w 11th st 5 90731 34117 1027 w 11th st 6 90731 34118 1027 w 11th st 7 90731 34119 1027 w 11th st 8 90731
Equities USD 439bn total assets under management U.S. Equity U.S. Equity USD 439bn 57% Emerging Markets & Asia Pacific Equity USD 196bn 25% International Equity Group USD 141bn 18% Core USD 100bn 23% Value USD 143bn 32% Structured USD 66bn 15% Growth USD 130bn 30%
cash australian dollar aud 22.830 0.75 17.14 usd cash norwegian krone nok 10.230 0.12 1.19 usd cash mexican peso (new) mxn 0.010 0.05 0.00 usd cash south korean won krw 24.000 0.00 0.02 usd cash pound sterling gbp 205.850 1.38 284.37 usd cash canadian dollar cad ‐282.170 0.81 ‐227.87 usd cash us dollar usd 0.020 1.00 0.02 usd
