-Credit repair is intended to help students regain credit in their ELA classes. This course is 6 days long. Students must attend 100% of all sessions and complete 100% of all work in order to receive credit. Students who struggle with ELA concepts (rather than work completion) should spend 10-15 minutes each night reviewing the course materials at home. Links for all course materials (except exams) are linked below for further review. If you have any questions or concerns, please reach out to Ms. Nagel via e-mail.
Day One:
- Pre-test (Grammar/ Literature)
- Current events
- Pre-test (Writing/Short Response)
Day Two:
Mini-lesson/Review on plot HERE
Words to know: exposition, rising action, climax, falling action, resolution, conflict (types)
Skills to have: be able to identify parts of plot in a given text, be able to identify the start/resolution of conflicts within a story, be able to describe how a conflict does a story forward, be able to define all plot vocabulary provided
Mini- lesson/ Review on characterization HERE
Words to know: indirect characterization, direct characterization, dynamic character, static character, round character, flat character
Skills to have: be able to define all characterization vocabulary, identify character types within a text, compare/contrast characters within a text using characterization vocabulary, identify types of characterization when provided an example.
Short story 'Eleven'
Can I read this text an identify the plot elements that we learned about? What is the climax of this text? How do I know?
Can I identify the character types of Rachel and Ms. Price? What vocabulary terms can I apply to these characters?
Written response revision
RACE response checklist. What should you make sure to do in each RACE response?
Revise yesterday's written response using the checklist.
Re-write revised response in MLA format/double spaced
Day Three:
Term Review from yesterday
Mini-lesson/Review of Figurative Language HERE
Words to know: Alliteration, Allusion, Simile, Metaphor, Personification, Onomatopoeia, Idiom, Hyperbole, imagery
Skills to have: be able to identify examples of figurative language when provided a text. Be able to determine why an author is using figurative language. Think about- what is it adding to the text? How is it helping the reader?
Re-read 'Eleven' for comprehension and search for elements of Figurative Language
Quizlet review of 'Eleven'- stop and discuss
Review purpose of multiple reads of a text.
Langston Hughes "Thank you Ma'am"- read and discuss.
Can I apply previous discussions of character, plot and figurative language and find examples in a new text?
Can I read closely and thoroughly on my own to craft new levels of understanding?
Written response feedback
Class discussion of strengths/weaknesses
Return individual work for review of feedback
Correct examples as a large-group
Written Response
Can I adjust and improve my writing based on the feedback that I receive?
DAY FOUR:
Written response feedback
Class discussion of strengths/weaknesses
Return individual work for review
Time for edit/revisions
Skill Review
Can I show what I know and demonstrate my level of knowledge?
Ray Bradbury "All Summer in a Day"- read and discuss
Can I apply previous discussions of character, plot and figurative language and find examples in a new text?
Can I read closely and thoroughly on my own to craft new levels of understanding?
"All Summer in a Day"- short film viewing
Did a change in format help your understanding? Did you imagine it differently in your head? Did the age of the film help or hurt? What did the film provide that the text didn't? What did the text provide that the film didn't?
Making Inferences
How can understanding the text help me make inferences? How can I use the text to support my inferences? How to I incorporate this into my writing?
Making Predictions
What is the difference between an inference and prediction? Why do predictions matter? How do I use the text to explain something that didn't really happen?
DAY FIVE:
Making Inferences
- Read/Learn
-Coached Practice
- Independent Practice
- Apply to 'All Summer In a Day'
Narrative Writing
- Read/Learn
- Coached Practice
- Write/Share 1 paragraph examples
Narrative Writing - Application
-Review requirements (handout)
-Review rubric (handout)
-Discuss prompt
-Sample Outline
-Time to outline
-Time for rough draft
-Time for peer edit
DAY SIX
Narrative Writing- Application contd.
- final draft submitted on Google Doc.
RACE Writing Assessment
- Short passage with RACE writing response required at the end.
Reading Strategies Assessment
- Final exam on reading strategies covered in days 1-5
Day One:
- Pre-test (Grammar/ Literature)
- Current events
- Pre-test (Writing/Short Response)
Day Two:
Mini-lesson/Review on plot HERE
Words to know: exposition, rising action, climax, falling action, resolution, conflict (types)
Skills to have: be able to identify parts of plot in a given text, be able to identify the start/resolution of conflicts within a story, be able to describe how a conflict does a story forward, be able to define all plot vocabulary provided
Mini- lesson/ Review on characterization HERE
Words to know: indirect characterization, direct characterization, dynamic character, static character, round character, flat character
Skills to have: be able to define all characterization vocabulary, identify character types within a text, compare/contrast characters within a text using characterization vocabulary, identify types of characterization when provided an example.
Short story 'Eleven'
Can I read this text an identify the plot elements that we learned about? What is the climax of this text? How do I know?
Can I identify the character types of Rachel and Ms. Price? What vocabulary terms can I apply to these characters?
Written response revision
RACE response checklist. What should you make sure to do in each RACE response?
Revise yesterday's written response using the checklist.
Re-write revised response in MLA format/double spaced
Day Three:
Term Review from yesterday
Mini-lesson/Review of Figurative Language HERE
Words to know: Alliteration, Allusion, Simile, Metaphor, Personification, Onomatopoeia, Idiom, Hyperbole, imagery
Skills to have: be able to identify examples of figurative language when provided a text. Be able to determine why an author is using figurative language. Think about- what is it adding to the text? How is it helping the reader?
Re-read 'Eleven' for comprehension and search for elements of Figurative Language
Quizlet review of 'Eleven'- stop and discuss
Review purpose of multiple reads of a text.
Langston Hughes "Thank you Ma'am"- read and discuss.
Can I apply previous discussions of character, plot and figurative language and find examples in a new text?
Can I read closely and thoroughly on my own to craft new levels of understanding?
Written response feedback
Class discussion of strengths/weaknesses
Return individual work for review of feedback
Correct examples as a large-group
Written Response
Can I adjust and improve my writing based on the feedback that I receive?
DAY FOUR:
Written response feedback
Class discussion of strengths/weaknesses
Return individual work for review
Time for edit/revisions
Skill Review
- Reading strategies/comprehension
- Characterization
- Figurative Language
- Plot elements
Can I show what I know and demonstrate my level of knowledge?
Ray Bradbury "All Summer in a Day"- read and discuss
Can I apply previous discussions of character, plot and figurative language and find examples in a new text?
Can I read closely and thoroughly on my own to craft new levels of understanding?
"All Summer in a Day"- short film viewing
Did a change in format help your understanding? Did you imagine it differently in your head? Did the age of the film help or hurt? What did the film provide that the text didn't? What did the text provide that the film didn't?
Making Inferences
How can understanding the text help me make inferences? How can I use the text to support my inferences? How to I incorporate this into my writing?
Making Predictions
What is the difference between an inference and prediction? Why do predictions matter? How do I use the text to explain something that didn't really happen?
DAY FIVE:
Making Inferences
- Read/Learn
-Coached Practice
- Independent Practice
- Apply to 'All Summer In a Day'
Narrative Writing
- Read/Learn
- Coached Practice
- Write/Share 1 paragraph examples
Narrative Writing - Application
-Review requirements (handout)
-Review rubric (handout)
-Discuss prompt
-Sample Outline
-Time to outline
-Time for rough draft
-Time for peer edit
DAY SIX
Narrative Writing- Application contd.
- final draft submitted on Google Doc.
RACE Writing Assessment
- Short passage with RACE writing response required at the end.
Reading Strategies Assessment
- Final exam on reading strategies covered in days 1-5