NJ Gr7 ELA Student Packet Student: ____________________ Homeroom/Advisory: ________________ As you complete the packet, remember: • The entire packet should be completed as classwork, even if you see mention of a quiz. • Do your best with your current strategies! • Complete the packet in order, some page numbers may not be in order.
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NJ Gr7 ELA Student Packet
Student: ____________________
Homeroom/Advisory: ________________
As you complete the packet, remember:
• The entire packet should be completed as
classwork, even if you see mention of a quiz.
• Do your best with your current strategies!
• Complete the packet in order, some page
numbers may not be in order.
Gr 7 NJ ELA SGI Lesson 35.1 19-20 CW
1
Name: _______________________________
Do Now Directions: Read the annotated prompt and review the essay plan below. Then, answer the questions that follow.
Prompt: Analyze how each “text” makes its claim about Amelia Earhart’s bravery. Source #1: Biograph of AE Source #2: AE’s Final Resting
Place… Source 3: Video
-P. 2: “Defying conventional feminine behavior, the young Earhart climbed trees, ‘belly-slammed’ her sled to start it downhill and hunted rats with a .22 rifle”” (anecdote) -P. 4: “"How would you like to be the first woman to fly the Atlantic?" he asked, to which Earhart promptly replied, "Yes!"” (anecdote) -P. 11: “There is no doubt, however, that the world will always remember Amelia Earhart for her courage, vision, and groundbreaking achievements, both in aviation and for women.” AC: Earhart was an inspirational figure who has had a wide-reaching impact, particularly in the field of women’s rights.
-P. 1: “record attempt to fly around the world at the equator” -P. 10: “Although she did not succeed in her around-the-world expedition, Earhart flew off into the legend just after her final radio transmission” (legacy) AC: A longstanding mystery about Earhart’s death has been likely resolved. Earhart’s story, which is full of intrigue and daring, is an inspiring one.
Uses impressive language to describe the courage it took to be a woman in a man’s field – “already setting records” -“16th woman,” -“biggest triumph,” (anecdote) -“pioneer for women’s issues. (fact) AC: Earhart was an inspirational figure who has had a wide-reaching impact, particularly in the field of women’s rights.
Thesis: While the article “Biography of Amelia Earhart” and the video use similar techniques to highlight Earhart’s courage, the blog post, “Earhart’s Final Resting Place Believed Found” describes her bravery in a different way. Body 1: The article “Biography of Amelia Earhart” and the video both use anecdotes and facts about Earhart’s childhood to reveal her courage.
• See highlighted evidence Body 2: The blog post “Earhart’s Final Resting Place Believed Found” focuses more on the investigation of Earhart’s death than her courage, but it does use her legacy to communicate her courage
• See highlighted evidence.
1. How does the student’s annotation of the prompt impact how they plan for the essay?
As we know, good readers and writers preview their task before they begin. This enables us to
understand our destination so we can most effectively plan our route for getting there.
As you read the prompt, remember:
• Annotate the entire prompt! It is imperative that you know exactly what you’re being asked to
do, so that you can plan and write the most effective and successful response possible.
• Make sure you know how many parts the prompt has to ensure you answer the question in its
entirety.
• Paraphrase it! If you’re able to put the prompt in your own words in separate bullet points, you
can ensure that you effectively gather the right evidence to answer the question fully.
As you read the texts, remember:
• You annotate the prompt for a reason! The prompt becomes your annotation focus. This
should drive the type of evidence you gather as you read.
• Gathering the evidence for the prompt while you’re reading will save you time when you begin
to write!
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Directions: Actively read the passages below, and answer the questions that follow.
Passage #1: A Nation’s Strength
by Ralph Waldo Emerson
What makes a nation’s pillars high (1)
And its foundations strong?
What makes it might to defy
The foes that round it throng?
It is not gold. Its kingdoms grand (5)
Go down in battle shock;
Its shafts are laid on sinking sand,
Not on abiding rock.
Is it the sword? Ask the red dust
Of empires passed away; (10)
The blood has turned their stones to rust.
Their glory to decay.
And is it pride? Ah, that bright crown
Has seemed to nations sweet;
But God has struck its luster down (15)
In ashes at his feet.
Not gold but only men can make
A people great and strong;
Men who for truth and honor’s sake
Stand fast and suffer long. (20)
Brave men who work while others sleep,
Who dare while others fly1…
They build a nation’s pillars deep
And lift them to the sky.
1 Fly – in this case, meaning to run away
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1. PART A—Which statement best represents a central idea of “A Nation’s Strength?” (Theme) a. Powerful nations are those that are the wealthiest. b. The strength of a nation is dependent on the character of the people who comprise it. c. While violent wars may cost nations innocent lives, they are necessary in ensuring a
country’s security. d. Leaders of nations who are willing to compromise with other world leaders will
ultimately have the most powerful nation.
2. PART B—Which line from the text best supports the answer to Part A? (Theme) a. “What makes a nation’s pillars high and its foundations strong?” (Lines 1-2) b. “And is it pride?” (Line 13) c. “Not gold but only men can make a people great and strong…” (Lines 17-18) d. “Who dare while others fly” (Line 22)
3. How do the repeated questions contribute to the structure of the text? (Structure)
a. They show how much power a nation has at its disposal. b. They emphasize things we would assume make a nation, but in fact do not. c. They demonstrate the complicated nature of describing nations due to their many parts. d. They indicate that defining a nation is a task too difficult to do in one stanza.
Passage #2: I Hear America Singing by Walt Whitman
I hear America singing, the varied carols I hear, (1)
Those of mechanics, each one singing his as it should be, blithe
And strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves (5)
Off work,
The boatman singing what belongs to him in his boat, the
Deckhand singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing
As he stands, (10)
The wood-cutter’s song, the ploughboy’s, on his way in the
Morning, or at noon intermission or at sundown,
The delicious singing of the mother, or of the wife at
Work, or of the girl sewing or washing,
Each singing what belongs to her and to none else, (15)
The day what belongs to day—at night the party of young
Fellows, robust, friendly,
Singing with open mouths their strong melodious songs.
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4. What does the word “varied” in line 1 of “I Hear America Singing” suggest? (VIC)
a. People are different in America and therefore have trouble relating to each other. b. The sounds of everyone singing together is discordant. c. Each individual’s song is different because they possess unique qualities. d. People understand the value of each other and therefore sing together.
5. Compare the structure of the two poems. How do these different structures affect the
style of each poem? (Structure) a. Emerson’s poem has a fixed stanza length, and it is light and carefree. Whitman’s poem
uses verse, adding a sense that it is serious. b. Emerson’s poem is an elegy, and it is complex and serious. Whitman’s poem is a lyric
poem, and it is imaginative. c. Emerson’s poem has unanswered questions, making it like a speech. Whitman’s poem
repeats ideas for emphasis, making it monotonous. d. Emerson’s poem has regular stanzas, making it formal and controlled. Whitman’s poem
is unstructured free verse, giving it less formality and a musical quality.
Essay Prompt: You have read the poems “A Nation’s Strength” and “I Hear America Singing.” Write an essay in which you identify a theme from each text and analyze how each theme is developed. Be sure to include specific details from both selections. Use your scratch paper for planning
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Name: _________________________
Gr 7 NJ ELA SGI Lesson 35.2 19-20 CW
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Directions: Actively read the text below and answer the questions that follow.
“Brown Onions”
1- There’s a song called “Green Onions,” by a band from the sixties named Booker T & the MG’s. It’s a fun little number with an organ and a little guitar. People have been dancing to it for decades. It’s instrumental, with no words at all, but that didn’t stop Erika’s dad from singing along. He played the song every Friday night in the kitchen, singing words of his own invention as he danced in place. “Onions,” he’d sing. “I’m gonna cook some onions. Car-me-lized onions, mmm, mmm, mmm, mmm onions.”
2 - Erika’s dad was not much of a songwriter. He wasn’t much of a singer, either, and his dancing left a lot to be desired. Watching him bounce back and forth in front of the stove, singing his weird little song, Erika thought she’d never seen someone who looked more like a dad. It was hard to watch, but it wasn’t embarrassment that kept Erika out of the kitchen on Friday nights. It was the onions.
3- Erika hated onions.
4- Green, yellow, white or red, she thought they were the most disgusting vegetable in the supermarket. If a burger came with onions on it, she fed it to her brother. If someone put onions on her hot dog, she threw it in the trash. If a piece of onion even touched something on her plate, she was finished—not just with what the onion touched, but the whole meal. Crinkly, crispy, and foully bitter, she simply couldn’t imagine a worse vegetable. And there was nothing worse than the smell, which made Erika think of a chemical plant explosion.
5- Erika’s father, on the other hand, lived for onions. He put them on everything—salads and sandwiches, toast and eggs. He liked them raw and he liked them fried; he liked them roasted to a crisp. But there was no way of cooking onions that made him happier than the one he sang about every week: caramelized.
6- Caramelizing means to cook something on very high heat, so that the natural sugars inside turn dark and very sweet. It literally means to turn something into caramel, even though foods that have been caramelized don’t taste the same way that caramel does.
7- “Caramelized onions taste smoky and rich and warm,” Erika’s dad would tell her. “They’re much more than just sweet. Cook them long enough and they turn almost to jelly. You can put them on anything…” he would trail off and get a glassy look in his eye, and Erika could tell he was thinking about onions.
8- Cook them long enough, and caramelized onions really do turn into jelly. As they break down under the heat, they turn dark brown and get very soft. They get sweeter and sweeter, but never lose that funky aftertaste that disgusted Erika and drove her dad wild. He liked to cook his for as long as possible, which was a problem for Erika, because turning onions into jelly takes as long as an hour. No matter how long he cooked them, no matter how soft they got, he always figured they could go a little bit longer. On Fridays he would caramelize a whole bag of onions, enough to last him the
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whole week, and enough to make the whole house stink for days. It never failed to spoil Erika’s weekend.
9 - One Friday, she couldn’t stand it anymore. When the first notes of “Green Onions” sounded, and her dad pulled a sack of onions out of the pantry, Erika stood her ground.
10- “Dad—quit it!”
11- “You don’t like my song?”
12- “No! I hate your song. But not nearly as much as I hate your onions.”
13- “You hate caramelized onions?” he asked, genuinely perplexed. “But, why?”
14- Erika wanted to sum up why they made her so angry, why they turned her stomach, why they were ruining her life. She could have ranted for an hour, but she was too angry to talk. All she could say was, “Because they’re gross!”
15- “Have you ever tried them?”
16- “Well…no.”
17- “Then how do you know they’re gross?”
18- “Because they’re brown and gooey, and they smell like old socks.”
19 - “I’ll make you a deal. You try a cheeseburger with these onions on it, and if they’re as bad as you say they are, I’ll eat anything you want.”
20- “Anything? Like a jar of paint?”
21- “It has to be food.”
22 - “So I could make you eat a big pile of anchovies with ketchup and sauerkraut?”
23- “If you hate the onions.”
24- “Deal. Call me when they’re ready.”
25- “Ah ah,” said Dad, handing Erika a knife. “You’ve got to help me make them, too.”
26- “What?!”
27- “If you watch it happen, I think you won’t be so freaked out.”
28- “Fine. How do we start?”
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29- Erika’s dad took her through the whole process, step by step. First, they sliced all the onions up, nice and thin. Then they put them into the biggest skillet they had, covered them, and turned the heat to medium-high.
30- “But, won’t they burn?” she asked.
31- “Eventually. But we’re not going to let that happen.”
32- They stirred the onions every few minutes, making sure they didn’t burn. When they started to stick to the pan and get kind of brown, her dad pulled out the olive oil.
33- “This is the cool part,” he said. “Tip a little of this into the pan, add some salt, stir them around, and watch how fast they change color.”
34- She tipped a little oil into the pan, added some salt, and stirred the onions around. Within seconds, the slightly brown onions had turned the color of mud.
35- “Whoa! Are they done?”
36- “Not hardly.”
37- For the next half hour, they kept stirring every few minutes, and the onions got darker and darker. When they were almost the consistency of glue, Dad turned off the heat. He piled two cheeseburgers with onions and pushed one across to his daughter. She screwed her eyes shut and took a big bite. As she chewed, her face twisted into a grimace. Dad was shocked—she really hated them!
38- “Oh no,” he said. “You look disgusted.”
39- “I am. I don’t like what I’m about to say.”
40- “What?”
41- “Can I have some more onions?”
]
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1. What sentence best states a theme of this story? (Theme)
a. Children should always listen to their parents even if they think they’re wrong.
b. Learning the process behind something helps you appreciate it.
c. Family bonding is essential to one’s happiness.
d. When you like something, you should share the experience with others.
2. Which TWO lines from the text best supports the answer in Part A? (Theme)
a. “But there was no way of cooking onions that made him happier than the one he sang
about every week: caramelized.” (paragraph 5)
b. “You’ve got to help me make them, too.” (paragraph 25)
c. “Erika’s dad took her through the whole process, step by step.” (paragraph 29)
d. “Dad turned off the heat. He piled two cheeseburgers with onions and pushed one
across to his daughter.” (paragraph 37)
e. “Can I have some more onions?” (paragraph 41)
3. How does the author of “Brown Onions” use dialogue in lines 27 - 37 to reveal that
Erika is learning more about her father’s love for onions? (Structure)
a. By describing Erika’s positive reactions to her father’s instructions.
b. By including Erika’s questions and her father’s answers.
c. By including long descriptions of the cooking process.
d. By contrasting Erika’s verbal responses with her internal thoughts.
4. How does the father’s perspective on onions affect Erika? (Point of View)
a. She eventually asks for more onions on her burger.
b. She questions her father’s methods for cooking onions.
c. She enjoys spending time with her father.
d. She ultimately is still disgusted by onions after seeing how they are made.
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5. Which of the following paragraphs best summarizes the passage? (Retell)
a. Erika believes her father’s song about onions is ridiculous. He dances to the song
“Green Onions,” but is not a very good singer. Her father then shows her the process of
caramelizing onions. After trying them on her burger, she decides she likes onions and
asks for more.
b. Erika’s dad likes to cook caramelized onions. He shows Erika how to slice onions and
how to stir them every few minutes. After making the onions, they are perfectly brown
and caramelized. Erika decides she likes them.
c. Erika reflects on how much her father loves onions. They discuss their love and dislike
of onions and make an agreement that Erika will try them. Her father then shows her the
process of caramelizing onions. After trying them on her burger, she decides she likes
onions and asks for more.
d. Erika’s dad shows her the process of making caramelizing onions from start to finish.
After seeing how they are caramelized, she ends up actually enjoying them.
6. As used in paragraph 37 of the story, what does the word “grimace” mean? (VIC)
a. Silly laugh
b. Strange look
c. Bright smile
d. Rude sneer
7. Which two details from the passage best supports the answer in Part A? Drag and drop
the details into the two boxes. (VIC)
a. “As she chewed, her face twisted” (paragraph 37)
b. “She screwed her eyes shut and took a big bite” (paragraph 37)
c. “Oh no,” he said. “You look disgusted.” (paragraph 38)
d. “I am. I don’t like what I’m about to say.” (paragraph 39)
e. “Can I have some more onions?” (paragraph 41)
Detail 1
Detail 2
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Name: _______________________________
Gr 7 NJ ELA SGI Lesson 36.1 19-20 CW
Do Now – Pacing
Directions: To begin our work today, please look at the scenario and images below and then respond to the question
that follows.
Scenario: It is the first day of NJSLA and you are really nervous. As you are working and using the strategies you
learned in ELA and SGI, you hear an announcement that there are 10 minutes remaining and you still have an entire text
left to read.
Sample A Sample B
1. Which sample of student scratch paper below would most likely lead to this type of panic? Explain why.
As we know, NJSLA is looming towards us. We have prepared all year to do well on this exam, but
there are a few more tips we can take to ensure we don’t panic on test day and instead use our time
wisely.
Tips for Smart Pacing
• Use only the ONE sheet of loose leaf paper that is given to you each day (Do NOT ask for
additional scrap paper – that means you are spending too much time on your notes!)
o Use the front to plan your essay and use the back to write any additional marginal
notes
• Only write 4 – 5 marginal notes for each text
• All marginal notes should be concise – use symbols or write short phrases/abbreviations.
• Jot down the evidence for your essay (in shorthand) as you go; highlighting is great, but it
won’t always “carry over” into the essay question
o Example: 5 –“She loaded her heart…”
CFU: What are some ways you can save time to ensure you still use your strategies but finish the
whole test?
Directions: Today, you will read two texts about relationships with family members. As you read
both poems, determine how the speaker’s point of view reveals a message about family
relationships.
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“Knock Knock”
by Daniel Beaty
(continued on next page)
10
17
26
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30
40
45
50
60
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1. Which statement best reflects a theme of the text? (Theme) a. There are some things that a boy can only learn from his father regardless of how
independent he may be. b. The eventual outcome of children is not determined by their parents, and instead children
can learn from their parent’s mistakes. c. Parents should never leave their child without first teaching them the important things in
life. d. There are some mistakes made by parents that a child should never forgive.
2. Which lines from the text best support the answer in Part A? (Theme)
a. “I knock knock trying to break through the glass, / trying to get to my father.” (lines 23 – 24)
b. “And for years he has never said a word. / And so twenty-five years later, I write these words.” (lines 27 – 28)
c. “and I thought maybe you could teach me: / how to shave; / how to dribble a ball; / how to talk like a lady; / how to walk like a man.” (lines 33-37)
d. “The best of me still lives in you. /Knock knock with the knowledge that you are my son, but you are not my choices.” (lines 59-60)
3. How does the structure of the poem contribute to its meaning? (Structure) a. The first half of the poem addresses the speaker’s desire to have his father in his life, while
the second half shows that he is able to succeed without him. b. The first half of the poem shows how dependent the speaker is on his father, while the
second half proves that he doesn’t need him. c. The first half of the poem shows how much the speaker needs his father, while the second
half expresses his anger at him for being absent. d. The first half of the poem shows how close the speaker and his father were, while the
second half reveals how much hatred he now has for his father.
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“Because” By Nikki Giovanni
I wrote a poem for you because you are my little boy I wrote a peom for you because you are my darling daughter and in this poem I sang a song that says as time goes on I am you and you are me and that’s how life goes on
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Essay Prompt: You have read the poems “Knock Knock” and “Because.” Plan an essay in which you identify how each poet uses point of view to discuss family relationships. Be sure to include specific details from both selections. Use your scratch paper for planning
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Planning Page
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Name: _________________________
Gr 7 NJ ELA SGI Lesson 36.2 19-20 CW
1
Directions: Actively read the text below and answer the questions that follow.
Quiz: ELA.07.SGIQ.W36.19-20.NJ
“Thank You Ma’am”
By Langston Hughes
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Gr 7 NJ ELA SGI Lesson 36.2 19-20 CW
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Gr 7 NJ ELA SGI Lesson 36.2 19-20 CW
3
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Gr 7 NJ ELA SGI Lesson 36.2 19-20 CW
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Gr 7 NJ ELA SGI Lesson 36.2 19-20 CW
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1. Which statement best reflects a theme of this story? (Theme)
a. It can be difficult for children to learn right from wrong when there are bad influences around
them.
b. Children often don’t understand that adults have encountered the same challenges they have.
c. People are more likely to learn and practice morality when it is taught to them with kindness.
d. It’s best not to assume the worst in people, as situations can easily be misunderstood.
2. Which detail from the text best supports the answer to Part A? (Theme)
a. “You ought to be my son. I would teach you right from wrong. Least I can do right now is to
wash your face. Are you hungry?” (paragraph 6)
b. “There’s nobody home at my house,’ said the boy.” (paragraph 7)
c. “I believe you’re hungry – or been hungry – to try to snatch my pocketbook.” (paragraph 28)
d. “After a while she said, ‘I were young once and I wanted things I could not get.” (paragraph 33)
3. Part A: In the passage, how are Roger and Mrs. Jones’ points of view toward each other
different? (POV)
a. Roger does not trust Mrs. Jones, while Mrs. Jones feels Roger can be trusted.
b. Roger is suspicious of Mrs. Jones, while Mrs. Jones appreciates Roger’s company.
c. Roger wants to impress Mrs. Jones, while Mrs. Jones wants to make Roger feel comfortable.
d. Roger wants Mrs. Jones to trust him, while Mrs. Jones wants Roger to feel valued.
4. Which TWO details form the text best support the answer in Part A? (Point of View)
a. “Not with that face, I would not take you nowhere,’ said the woman. ‘Here I am trying to get
home and cook me a bite to eat and you snatch my pocketbook!’” (paragraph 26)
b. “After he had dried his face and not knowing what else to do dried it again, the boy turned
around, wondering what next. The door was open.” (paragraph 32)
c. “Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he
was going to run now, nor did she watch her purse which she left behind on the day bed.”
(paragraph 36)
d. “But the boy took care to sit…where he thought she could easily see him out of the corner of
her eye…he did not want to be mistrusted now.” (paragraph 36)
e. “The woman did not ask the boy anything about where he lived, or his folks, or anything else
that would embarrass him.” (paragraph 40)
f. “‘Good-Night! Behave yourself, boy!’” (paragraph 42)
5. As used in paragraph 12, what does the phrase “I got a great mind” suggest? (VIC)
a. Mrs. Jones believes she is very smart.
b. Mrs. Jones believes she should help the young boy.
c. Mrs. Jones is extremely upset with the young boy.
d. Mrs. Jones has a lot of washing to do when she gets home.
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6. Which phrase from the text provides the best clue to the meaning of the phrase “I got a great
mind?” (VIC)
a. “Um hum! And your face is dirty” (paragraph 12)
b. “Ain’t you got nobody at home to wash your face? (paragraph 12)
c. “Then it will get washed this evening” (paragraph 14)
d. “dragging the frightened boy behind her”(paragraph 14)
7. What is one way the dialogue in paragraphs 35 – 44 helps contribute meaning to the scene?
(Structure)
a. By changing the mood from serious to playful
b. By summarizing the plot of the play
c. By illustrating the respect between the characters
d. By contrasting the characters’ points of view
8. Which TWO pieces of evidence supports the answer to Part A? (Structure)
a. “neither tell God if he didn’t already know” (paragraph 35)
b. “Don’t believe I do” (paragraph 38)
c. “I was going to make cocoa out of this canned milk I got here” (paragraph 38)
d. “Goodnight! Behave yourself boy!” (paragraph 43)
e. “Thank you, Ma’m” (paragraph 44)
9. Create an objective summary of the passage by dragging FOUR of the sentences into the table
in the correct order. Not all sentences will be used.
A. Roger thanks Mrs. Jones and never sees her again.
B. Mrs. Jones makes dinner for herself and Roger.
C. Mrs. Jones grabs Roger by his shirt and drags him away with her.
D. Roger tries to steal Mrs. Jones pocketbook so he can buy suede shoes.
E. Mrs. Jones tells Roger about her life and her job.
F. Mrs. Jones asks Roger questions about his parents and where he lives.
1.
2.
3.
4.
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Name: _________________________ Gr 7 NJ ELA SGI Lesson F.1 19-20 CW
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Directions: Actively read the text. Then answer the questions that follow.
Online bullies once made Douglas cry, so now the Olympian is fighting back Marissa Payne, Washington Post
(1) When Gabby Douglas logged onto the Internet after winning her second consecutive gold medal in the all-around team finals this summer, she was hoping to see articles and tweets talking about her objectively stunning performance on the uneven bars.
(2) She stuck a double layout landing and earned the third-highest score of the event with 15.766 points. Instead, the 20-year-old found a steady stream of hate from online bullies questioning her patriotism after she stood at attention, but didn't place her hand over her heart when the national anthem played during the medal ceremony.
(3) "I was like, 'What? This can't be a thing,'" Douglas recalled in a phone interview Wednesday.
(4) Things got even worse for Douglas later in the Games when online bullies decried her for what they saw as a lack of support for her teammates Aly Raisman and Simone Biles, who were competing in the individual all-around competition.
(5) Douglas, who narrowly missed out on a spot to compete in the event, attended the event in the stands, but some found her expressions too sour for the occasion.
(6) The trolls worked fast, labeling her #CrabbyGabby on Twitter and declaring she was either too arrogant or too jealous to properly support her teammates. It was enough to draw tears from the 20-year-old, who later apologized for how those people interpreted her behavior.
(7) "I support [my teammates]," she told reporters in August, "and I'm sorry that I wasn't showing it."
(8)Douglas is done apologizing now, however. As the three-time Olympic gold medalist heads into 2017, she's dried her tears and holding her head up high, declaring that she's "overcome it."
(9) Online harassment "could be about anybody," she said.
(10 )This is one reason she recently teamed up with Hack Harassment, a group that seeks to reduce online bullying. Douglas will be touring high schools and college campuses for the organization next year.
(11) To this day, the two-time Olympian maintains she has "no idea" why she became such a lightning rod for criticism. In 2012, when Douglas was just 16, online bullies got on her about her hair, which they thought looked unkempt.
(12) Douglas doesn't chalk up the criticism to her gender or her race, however. Instead she simply blames "the mean few that feel like they need to comment on everything."
(13) According to the Pew Research Center, approximately 70 percent of people aged 18 to 24 have been bullied online. While Douglas bore the brunt during this year's Olympics, some of her Final Five teammates, including Biles, 19, Raisman, 22, and Madison Kocian, 19, also found themselves on the receiving end of online hate when they posted a picture to Instagram of themselves in bikinis on a Rio beach after the Games.
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(14) It wasn't their expressions, hair or patriotism that some took issue with, but their muscular physiques.
(15) "Everybody's on social media in my generation and everybody's using it," Douglas said. "I think that's why a lot of teens, more than adults, are dealing with these problems."
(16) Douglas, who said she stayed offline before the Olympics to concentrate on her training, said she wasn't ready to deal with the onslaught of criticism she received when she finally logged back on.
(17) "I Googled myself after the team event, after we won the gold," she said about how she found out she'd become a target of online bullies once again. "I probably shouldn't have done that."
(18) She said when she first saw what people were saying, she thought it "was gonna blow away" quickly. It's when it didn't, however, that it really began to affect her.
(19) "When they talk about my hair or me not putting my hand up on my heart or me being very salty in the stands, they're really criticizing me, and it doesn't really feel good," Douglas tearfully told reporters in Rio in August. "It was a little bit hurtful."
(20) Douglas can still recall the hurt she felt, although it no longer elicits tears.
(21) "We already feel a lot of pressure being out on the competition floor . . . and when someone has to deal with that, you know, it's a lot," she said. "It was a lot for me."
(22) She continued: "I thought people were taking such small things and making them a bigger deal than they were and I had accomplished something so great. You know, going back to the Olympics, winning another team medal, qualifying for the bar finals. I was like, wait, why can't they focus on the good instead of the negative?"
(23) Douglas doesn't claim to know the answers, but she knows it's not because of anything she did or didn't do, and she's hoping to instill that sense of self-worth into young people she plans to meet while touring schools for Hack Harassment.
(24) "I feel like when you really stand up for yourself and you really tell people, 'Hey, you know, that's not right,' . . . they back off," she said. "You gotta face the situation without fear."
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1. PART A: Which statement includes two central ideas from the article? (Central Idea) A. Many teens are facing online bullying in today’s society, and they should do their best to tune out
any negative comments made against them. B. Gabby Douglas has faced online bullying on several occasions, and she has now turned her attention
to helping find solutions to the problem. C. Hack Harassment is one potential solution to overcoming the issue of bullying, and Gabby Douglass
has been working with them to help other teens. D. Gabby Douglas has pushed through a difficult time in her life, and now is focused on staying
positive.
2. PART B: Pick TWO pieces of evidence that best support your response to PART A. (Central Idea) A. “Online harassment could be about anybody.” (Paragraph 9) B. “…Hack Harassment, a group that seeks to reduce online bullying." (Paragraph 10) C. “I thought people were taking such small things and making them a bigger deal than they were and I
had accomplished something so great.”(Paragraph 22) D. “she's hoping to instill that sense of self-worth into young people she plans to meet while touring
schools.” (Paragraph 23) E. "You gotta face the situation without fear." (Paragraph 24)
3. PART A: As used in paragraph 13, what is the meaning of the phrase “bore the brunt?” (Vocab
in Context) A. To endure the worst of a bad situation B. To be pressured strongly C. To uselessly dwell on a topic D. To display aloofness and disdain
4. PART B: Which phrase from the text best helps the reader determine the meaning of “bore the
brunt?” (Vocab in Context)
A. “she found out she'd become a target of online bullies once again”(Paragraph 17)
B. "We already feel a lot of pressure being out on the competition floor” (Paragraph 21)
C. “she's hoping to instill that sense of self-worth into young people” (Paragraph 23)
D. “Douglas doesn't claim to know the answers”(Paragraph 23)
5. How does the last paragraph contribute to the structure of the article? (Structure)
A. By sharing some wisdom for people dealing with bullying
B. By closing with a personal thought from Douglas
C. By explaining how Douglas got even with the people who bullied her
D. By providing insight into what it is like to experience bullying
6. What is the main purpose of including examples of Douglas’ gymnastic achievements? (Point of
View)
A. To discuss the reason she was targeted by bullies
B. To compare her Olympic record with that of the other gymnasts on the team
C. To question why anyone would begin criticizing her actions through social media
D. To contrast her positive accomplishments with the negativity she experienced
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7. PART A: What is the meaning of the word “arrogant” as used in paragraph 6 of the article?
(Vocab in Context) A. Self-important B. Regretful C. Unreliable D. Envious
8. PART B: Choose one piece of evidence that best supports your answer to PART A. (Vocab in
Context)
A. “a lack of support for her teammates” (Paragraph 4)
B. “narrowly missed out on a spot” (Paragraph 5)
C. “too jealous” (Paragraph 6)
D. “sorry that I wasn’t showing it” (Paragraph 7)
9. Based on the passage, which TWO incidents led to Gabby Douglas facing online bullying and
criticism? (Retell)
A. Being a black, female gymnast
B. Failing to place her hand over her heart during the national anthem
C. Beginning to tour the country with Hack Harassment
D. Not outwardly showing support for her teammates
E. Failing to apologize for her negativity towards her teammates
Stretch: Write a short paragraph that explains the central idea of the article. Use at least two details