Grade 7 presentation that may be helpful in studying english

1. Semester 2
Week 2.2 5th February to 8th February 2024

2. This week we are learning
• Craft and Structure
Autobiography
• Close read Analyzing Figurative Language
• Subordinating and coordinating conjunctions
• Achieve 3000
• Exact path

3. Unit 5 : Facing Adversity
Selection: ‘from The Story of My Life’
Helen Keller

4. Lesson :Analyze Craft and structure: Author’s Purpose: Autobiographical
lesson 1
from The Story of My Life’
Helen Keller
CCSS.ELA-LITERACY.RI.7.6
Determine an author's point of view or purpose in a text and analyze how the
author distinguishes his or her position from that of others.

5. Engage 5 mints
What is Author’s purpose? How many purposes can you recall?

6. learning intention: To analyze author's purpose in
an autobiography and how the author's experiences shape
their writing.
Success Criteria:
 I can define "author's purpose" and differentiate between the
various purposes (inform, entertain, persuade).
 I can identify the author's purpose in a given autobiography.
 I can analyze how the author's personal experiences influence their
writing in the autobiography

7. What you think the author's purpose is, in writing this text? Explore 5 mints
Story of a Superhero

8. Autobiography
Explain

9. Explain
Let’s watch this video !
What is autobiography?

10. RESPOND: Answer questions and write a summary to
demonstrate understanding. Elaborate
Group 3
Group 2
Group 1
analyze how the
author's personal experiences
influence their writing in
the autobiography
S.C:I can identify the author's
purpose in an autobiography.
S.C:I can define "author's purpose"
and differentiate between
the various purposes (inform,
entertain, persuade).
S.C:I can analyze how the author's
personal experiences influence
their writing in the autobiography

11. Quizziz
Evaluate

12. Lesson : Close Read
lesson 2
from The Story of My Life’
Helen Keller
CCSS.ELA-LITERACY.L.7.5
DEMONSTRATE UNDERSTANDING OF FIGURATIVE LANGUAGE,
WORD RELATIONSHIPS, AND NUANCES IN WORD MEANINGS.

13. learning intention: Analyze figurative
language in the text through close
reading
Success Criteria:
• I can identify figurative language in the text.
• I can analyze the effect it creates.
• I can conclude the importance of the figures of speech in the text.

14. Engage
Use the following phrases to imagine their
meanings . You can draw or write what you have
imagined.
Opportunity
knocked on
the door.
He has a heart
of gold.
I’ve told you a
million times
to clean your
room!

15. Explore
With your groups, reread the excerpt. How does the
author use imagery, or words and phrases that appeal to
the five senses? How does her use of imagery affect the
reader?

16. Explain
What is imagery?
Imagery is language that includes images—words and phrases
that appeal to one or more of the five senses. Vivid imagery
evokes strong impressions in a reader’s mind. A writer’s word
choice, or the specific words, phrases, and expressions the
writer uses, contributes to memorable imagery.
Example: The purple irises and orange tulips swayed in the
breeze.
The imagery in the sentence appeals to the sense of sight.
Writers use imagery to create mood in in a piece of writing.
Mood is the overall perception or feeling that a text provides.
The mood of a work may be described as casual, edgy, hopeful,
angry, and so on. Writers often use figurative, or non-literal,
language, and they consider the connotations, or emotional
associations, of words to help them create images and build
mood in their writing.

17. Elaborate
DIRECTIONS: Identify the images, vivid words and phrases, and mood in
the passage.
It’s just a practice session in a dusty, old abandoned train station on a
random Saturday. The band known as Skinny Monica starts jamming, just
for fun. Wow, those kids can really play! Pretty soon a few friends show
up, the type with lots of tattoos and fat, stovepipe beards, wearing
hoodies and hard-toe boots. Those friends call (or text) other friends, who
in turn call/text still other friends, until pretty soon the place is absolutely
packed, a sweaty, rough-and-raucous scene with kids dancing like
maniacs and Skinny Monica bombing away with their guitars and head-
basher drums. I’ve never had more fun in my life.
Group 1 will only identify the images
Group 2 will identify images and vivid phrases
Group 3 will identify images, vivid words and phrases, and mood.

18. Blooket
Evaluate

19. Lesson :Achieve 3000
lesson 3
Walking with Amal
CCSS.ELALITERACY.RI.7.2
DETERMINE A CENTRAL IDEA OF A text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.

20. learning intention: To demonstrate understanding by
responding to questions and participating in class discussions
related to the text.
Success Criteria:
• I can determine the text general idea.
• I can connect ideas within the text with my prior knowledge.
• I can respond to the comprehension check questions.

21. Engage
 What is the first think that comes to your mind about the article after reading the title?
 Do you select your books by reading their titles or by their cover page?
"Walking with Amal"

22. Achieve link
Explore

23. Achieve link
Explore
Lesson Summary: Meet Amal—a 12-foot-tall puppet who is traveling
the world to teach people about the experiences of refugees and to
encourage all communities to become places of welcome and hope.
Right down questions that are arising in your mind about this article and
try to answer them at the end of the lesson?

24. Explain
Let’s discover the meaning of the vocabulary words. Can we
use them in sentences.

25. Elaborate

26. Evaluate
Did I meet the success criteria? Yes
Maybe
No
Can I determine the text general idea?
Can I connect ideas within the selection with
my prior knowledge?
Can I respond to the comprehension
check questions?

27. Lesson : Conjunctions
lesson 4
from The Story of My Life’
Helen Keller
CCSS.ELA-LITERACY.L.7.1
DEMONSTRATE COMMAND OF THE CONVENTIONS OF STANDARD
ENGLISH GRAMMAR AND USAGE WHEN WRITING OR SPEAKING.

28. learning intention: To understand the function and
usage of conjunctions in sentences
Success Criteria:
I can identify different types of conjunctions.
I can use conjunctions to combine sentences effectively.
I can recognize how conjunctions contribute to sentence structure and coherence.

29. Engage
 What is the first think that comes to your mind about the article after reading the title?
 Do you select your books by reading their titles or by their cover page?
Can you guess the words hidden under the box?

30. Explore
 What is the first think that comes to your mind about the article after reading the title?
 Do you select your books by reading their titles or by their cover page?
Work in groups and follow the instructions to complete
this task!

31. Engage
Explain
Conjuctions

32. Engage
Elaborate
Group 1 Group 2 Group 3
I can identify different types of conjunctions
I can use conjunctions to combine sentences effectively.
I can recognize how conjunctions contribute to sentence
structure and coherence.

33. Quizzez
Evaluate