Continuity of Learning Assignments 7th Grade ELA

Day 11and Day 12 Day 13 and 14 Day 15 and 16 Day 17 and 18 Day 19 and 20 Essential Activity

ELA Read the article title below (found in packet) and follow the instruction from the handout. “Self-Care” from Common Lit (attachment) Click the hyperlink below for digital handout. https://www.commonlit.org/en/texts/self-care

Essential Activity ELA Read the article title below (found in packet) and follow the instruction from the handout. “Teenagers Who Don’t Get Enough..” from Common Lit (attachment) Click the hyperlink below for digital handout. https://kelly-rouse.weebly.com/uploads/1/3/0/2/13029198/commonlit_teenagers-who-don-t-get-enough-sleep-at-higher-risk-for-mental-health-problems_student.pdf

Essential Activity ELA Read the article title below (found in packet) and follow the instruction from the handout. “What is a Vaccine?” (attachment) Click the hyperlink below for digital handout. https://www.commonlit.org/es/texts/what-is-a-vaccine

Essential Activity ELA Read the article title below (found in packet) and follow the instruction from the handout. “No Man is an Island” (attachment) Click the hyperlink below for digital handout. https://www.commonlit.org/en/texts/no-man-is-an-island

Essential Activity ELA Read the article title below (found in packet) and follow the instruction from the handout. “I’m Nobody! Who are you?” (attachment) Click the hyperlink below for digital handout. https://www.commonlit.org/es/texts/i-m-nobody-who-are-you

Extension ELA Below are optional ideas for extension of lessons. Option 1: Complete teacher assigned lessons on I-Ready. Option 2: Complete I-Ready My Path lessons

Extension ELA Below are optional ideas for extension of lessons. Option 1: Complete teacher assigned lessons on I-Ready. Option 2: Complete I-Ready My Path lessons Option 3: After watching the news and reading

Extension ELA Below are optional ideas for extension of lessons. Option 1: Complete teacher assigned lessons on I-Ready. Option 2: Complete I-Ready My Path lessons Option 3: Set aside some time to watch the news and read

Extension ELA Below are optional ideas for extension of lessons. Option 1: Complete teacher assigned lessons on I-Ready. Option 2: Complete I-Ready My Path lessons Option 3: From your T-chart, take the facts and draft a

Extension ELA Below are optional ideas for extension of lessons. Option 1: Complete teacher assigned lessons on I-Ready. Option 2: Complete I-Ready My Path lessons

Option 3: Set aside some time to watch the news and read an article on the COVID-19 virus. From your research pretend you are going to meet the director of the CDC, Center for Disease Control. Create a list of 10 questions that you would like to ask them concerning the state of our nation in regard to quarantines and social distancing.

articles, now try to answer the questions that you were going to ask.

articles on the COVID-19 virus. Take out a sheet of paper and make a T-Chart. On onside, write facts and other side write opinions. Try to list 6-8 on each side.

paragraph that would be published in a newspaper that you would share about the COVID-19 virus.

Option 3: From your T-chart, take the opinion journal whether you agree or disagree with the opinions in a paragraph.

Name: Class:

"Chopping Ingredients" by Katie Smith is licensed under CC0

Self-CareBy Set to Go

2019

Taking care of ourselves is part of becoming independent. This informational text explores some importantself-care strategies and the bene/ts of practicing them. As you read, take notes about strategies for takingcare of yourself and the possible bene/ts of those strategies.

How often have you heard people say “take care”or “take care of yourself”? Have you ever stoppedto wonder what that means exactly? How do you“take care of yourself”? Well, keeping your mindand body healthy and safe is fundamental1 tostaying alive and thriving as a person. This wouldinclude things like making sure you get enoughsleep and eat a healthy diet. It would includetaking steps to get healthy if you are ill, managingthe stress in your life eKectively and makingchoices to keep yourself safe. Being safe alsomeans not misusing dangerous substances,driving safely and not taking needless physicalrisks. There are a lot of things you need to do to“take care of yourself” but many of these thingsare not that hard to do.

Luckily, we are built with automatic alertmechanisms.2 If we pay attention, our bodies letus know when we are tired, need to rest or need to sleep. We feel hungry when we need to eat andoften feel sick when we eat too much food that is not healthy for us.

Even though our bodies give us plenty of information, we still need to learn how to pay attention andrespond when our body tells us that it needs something. We need to learn how to make good choicesabout what will keep things from going wrong or from putting ourselves into unhealthy or unsafesituations.

As young children, our parents, family, and caretakers make most of our health decisions for us. Theywork to keep us safe. As we grow, we have to combine our experiences and what we learn about theworld to keep ourselves safe. We need to learn to interpret3 the signals our bodies provide andunderstand how to respond. As we grow up we will manage more and more of our own self-care.

[1]

1. Fundamental (adjective): necessary2. a natural process by which something takes place3. Interpret (verb): understand

1

Self-Care Strategies

Your body is an extraordinary machine. It changes over time, interacts with the world, adapts todiKerent environments, and can usually Hx itself when broken or wounded (sometimes with somehelp). But, like other machines, it needs proper fuel (nutrition), rest (sleep) and maintenance (exercise)to function properly. Without attention to these basic needs, the machine can become less eJcient4

and you can get sick. A way we can stay healthy and prepare for future challenges is to maintainpositive self-care strategies.

Sleep

Believe it or not, you’re supposed to get between 9 – 9 ½ hours of sleep per night – when was the lasttime you got that much sleep? Sleep and rest are incredibly important for your well-being — it’s asimple life skill (even if it is not always so simple to get the right amount of sleep) that can have a reallypositive impact on many parts of your life. Good sleep improves learning, concentration, memory,mood, attitude, energy, digestion, and heart health; it promotes growth, performance, and safety. Noone exactly knows how sleep happens, but we know that during sleep we are taking in less informationfrom the outside world and organizing information in our brains. And we can’t go for long withoutsleep before our functioning suKers dramatically. Have you ever stayed up for a full 24 hours? How didyou feel? People who are sleep deprived typically have trouble doing fairly simple things they canusually handle – like writing or driving. A good rule of thumb is that if you’re feeling tired, moody, sickor just oK, try getting a good night’s sleep! Young people typically need at least 8 hours of sleep a nightto feel and function well – and many actually need more than 8 hours. A bit of good news is that if youmiss out on getting enough sleep one night, you can usually make up your sleep deHcit5 by getting agood night’s sleep the next.

Nutrition

Good nutrition is another life skill that can promote emotional and physical health. How long could yousurvive without food or water? Actually, you cannot survive more than a few days without food orwater. But having the right Iuids and food is not just a matter of survival. Our bodies are so complexthat we need a wide variety of Iuids and diKerent types of materials to keep us healthy. We burncarbohydrates as fuel, use protein to produce new cells and tissue (a constant process) and use fat tostore energy. We need Iuids to move materials about in our bodies (through our bloodstream) andelectrolytes to allow our nerves and muscles to Hre. You should aim for a balanced diet and avoidthings such as too much caKeine or sugar. Remember that when your body is healthy and innutritional balance, you’re bound to feel your best — and feeling your best can boost your emotionalhealth.

[5]

4. E cient (adjective): working in a well-organized way5. De6cit (noun): the amount by which something is too small

2

“Self-Care” by Set to Go. Copyright © 2019 by the JED Foundation. Published with permission, all rights reserved.

Exercise

Another life skill that will beneHt your emotional and physical health is exercise. Just as your bodyneeds rest to repair itself, your body also needs to be used regularly to work most eJciently. The waywe use our bodies is by moving. When you think about it, exercise is just moving in an organized (andsometimes repetitive) way. But working our bodies in this way helps just about every part of ourbodies. Of course exercising works our muscles, but it also works our hearts and lungs when we do itover some time (this is commonly called “cardio” or aerobic conditioning). Many exercises alsostrengthen our bones and there is even evidence that exercise makes our brains work more eJcientlytoo!

It’s true that exercise can boost your mood and release stress. It can be a good way to take your mindoK your problems and help you cope. Exercise is good for physical strength, energy, and stamina. Ithelps release “feel-good” hormones called endorphins. Exercise doesn’t solve problems, but it is a lifeskill that can boost your ability to face them.

You don’t have to belong to a gym or run a marathon to get helpful exercise. It is just Hne if you getexercise in the normal course of events – walking to school, playing ball, mowing the lawn, taking ahike, doing dishes or laundry are all exercise. The goal is simply to work as many diKerent parts of yourbody on a regular basis and to keep moving for 20-30 minutes several times each week.

Living a balanced life.

Besides taking care of your physical and mental health, what is self-care? It’s the skills that allow you totake care of yourself, and to take responsibility for all the things that go into managing your life. Whenyou’re independent and no longer living with your parents or guardians, it’s going to be up to you todevelop the skills to manage your “stuK” on your own.

As you grow older, you will likely come to realize that more often than not moderation – living betweenthe extremes – is a pretty good way to have a life that can balance enjoyment and health and safety.Take food as an example; consuming too little or being too limited about what you eat can bedangerous. Overdoing it is also a dangerous idea and can lead you to be unhealthy in other ways. Or,consider studying. It is deHnitely good to be responsible; to take your schoolwork seriously and put thenecessary time into it. At the same time, you need to be able to balance that with some enjoyment,recreation, and exercise. This will help you be more eKective in your work but also make you healthier.

As we grow up we are constantly exposed to new opportunities, possibilities and “adventures.” Someof these things are exciting and enticing. But many, especially if overdone (like eating, drinking alcohol)can involve some risk or danger. So on the one hand, it is great to Hnd ways to have some fun andexplore new people, places, and activities. But remember, too much, even of things that might beexciting or enjoyable, can lead you to risk or be bad for your health.

[10]

3

Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement best expresses the central idea of the text?A. Not everyone has time for self-care, but it’s important to try.B. Self-care involves avoiding unhealthy food, stress, and risky situations.C. Some people’s bodies respond better than others to self-care strategies.D. Responding to bodily signals and practicing self-care strategies can improve

physical and mental health.

2. PART B: Which detail from the text best supports the answer to Part A?A. “As young children, our parents, family, and caretakers make most of our health

decisions for us.” (Paragraph 4)B. “But, like other machines, [the body] needs proper fuel (nutrition), rest (sleep)

and maintenance (exercise) to function properly. Without attention to thesebasic needs, the machine can become less eJcient and you can get sick.”(Paragraph 5)

C. “People who are sleep deprived typically have trouble doing fairly simple thingsthey can usually handle – like writing or driving.” (Paragraph 6)

D. “So on the one hand, it is great to Hnd ways to have some fun and explore newpeople, places, and activities.’” (Paragraph 13)

3. What is the author’s main purpose in the text?A. to teach readers how to set self-care goalsB. to teach readers some strategies for self-careC. to reassure readers about the decisions they’re makingD. to reassure readers that they don’t have to think much about self-care

4. What connection does the author draw between sleep and simple tasks?A. They both require focus and dedication.B. They both seem very diJcult because life is so busy.C. Getting too little sleep can make simple tasks very diJcult.D. Getting enough sleep means there are fewer simple tasks to do.

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5. How do the self-care strategies detailed in the text lead to improved physical and mentalhealth? Cite evidence from the text in your response.

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Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. Which self-care habits described in the text seem most useful to you? Which do you alreadypractice? Why do you think you have good habits around those self-care strategies?

2. Why are self-care strategies important to develop as individuals grow up? Why are thesestrategies important as individuals gain more independence?

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Name: Class:

"Class Prep" by Judy is licensed under CC BY-NC-ND 2.0.

Reproduced with permission. Copyright © 2015 Scienti2c American, a division of Nature America, Inc. All rights reserved.

Teenagers Who Don’t Get Enough Sleep atHigher Risk for Mental Health Problems

By Tori Rodriguez2015

The average teenager doesn’t get enough sleep, and the consequences might be greater than just noddingo3 in class. In this informational text, Tori Rodriguez discusses the e3ect of not getting enough sleep onteenagers’ mental health. As you read, take notes on how teens are a3ected when they don't get enoughsleep.

Many studies have examined the eJects ofsuIcient versus insuIcient sleep on mentalhealth. A new study, published in February in theJournal of Youth and Adolescence, takes a morenuanced1 look, attempting to determine just howmuch each hour less per night really costs —where teenagers are concerned.

The researchers surveyed an ethnically diversesample of 27,939 suburban high school studentsin Virginia. Although teenagers need about ninehours of sleep a night on average, according tothe National Institutes of Health, only 3 percent of students reported getting that amount, and 20percent of participants indicated that they got Gve hours or less. The average amount reported was 6.5hours every weekday night. After controlling for background variables such as family status andincome, the researchers determined that each hour of lost sleep was associated with a 38 percentincrease in the odds of feeling sad and hopeless, a 42 percent increase in considering suicide, a 58percent increase in suicide attempts and a 23 percent increase in substance abuse.

These correlational2 Gndings do not prove that lack of sleep is causing these problems. Certainly thereverse can be true: depression and anxiety can cause insomnia.3 “But the majority of the researchevidence supports the causal direction being lack of sleep leading to problems rather than the otherway around,” says study co-author Adam Winsler, a psychology professor at George Mason University.Sleep deGcits4 reduce brain function, further disturbing areas in which even well-rested adolescentsstruggle: executive function5, self-control and judgment. “Parents, educators, and therapists need topay attention to the role of sleep in preventing mental illness among youth,” Winsler says. “Its eJect islikely larger than most therapies and medications.”

[1]

1. characterized by slight distinction or variation2. a relationship or connection between two things based on a pattern of change3. inability to sleep4. De#cit (noun): a lack or shortage; deGciency5. the set of mental skills that helps you plan, focus, remember instructions, and perform multiple tasks

1

Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement best expresses the central idea of the text?A. Researchers recommend that teenagers get between Gve and nine hours of

sleep a night to protect them from deteriorating mental health.B. Research is showing that lack of sleep probably increases the likelihood of

mental health problems in teenagers.C. While getting too little sleep can be damaging to teenagers, it is also not

beneGcial to get over nine hours of sleep.D. Mental health problems negatively aJect teens’ sleep patterns, more than lack

of sleep contributes to mental health problems.

2. PART B: Which detail from the text best supports the answer to Part A?A. “A new study, published in February in the Journal of Youth and Adolescence,

takes a more nuanced look, attempting to determine just how much each hourless per night really costs” (Paragraph 1)

B. “Although teenagers need about nine hours of sleep a night on average,according to the National Institutes of Health, only 3 percent of studentsreported getting that amount” (Paragraph 2)

C. “These correlational Gndings do not prove that lack of sleep is causing theseproblems. Certainly the reverse can be true: depression and anxiety can causeinsomnia.” (Paragraph 3)

D. “‘But the majority of the research evidence supports the causal direction beinglack of sleep leading to problems rather than the other way around’” (Paragraph3)

3. PART A: Which statement best describes how the author addresses the conHicting evidencein paragraph 3?

A. She acknowledges that some questions remain, even though the link betweensleep and mental health is strong.

B. She oJers an additional explanation for why teenagers struggle to get enoughsleep.

C. She gives additional proof that the Gndings of the study are undeniable.D. She dismisses evidence that doesn’t Gt her conclusion and directly appeals to

teenagers to get more sleep.

4. PART B: Which detail from the paragraph 3 best supports the answer to Part A?A. “These correlational Gndings do not prove that lack of sleep is causing these

problems.”B. “Sleep deGcits reduce brain function, further disturbing areas in which even well-

rested adolescents struggle”C. “‘Parents, educators and therapists need to pay attention to the role of sleep in

preventing mental illness among youth’”D. “‘Its eJect is likely larger than most therapies and medications.’”

2

5. How does the text develop the idea that getting less sleep likely has a negative impact onteenagers’ mental health?

3

Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. In the context of the text, how can we achieve greater happiness? How is caring for ourbody connected to our mental health? Cite evidence from this text, your own experience,and other literature, art, or history in your answer.

2. In your opinion, what does it mean to be grown up? Should teens be allowed to make theirown decisions about sleep and other personal issues, or should adults set guidelines thathelp them stay healthy? Is having more freedom of choice worth the potentialconsequences if a young person makes the wrong decision?

4

Name: Class:

"Flu Vaccination Grippe" by Daniel Paquet is licensed under CC BY2.0

What is a vaccine?By Lindsey Konkel

2017

In this informational text, Lindesy Konkel describes what a vaccine is and how it a6ects your body. As youread, take notes on how the human body responds to a vaccine.

The immune system is the body’s natural defenseagainst germs. When a germ invades, theimmune system sends special cells to Eght it oG.Sometimes, though, the immune system is notnaturally strong enough to prevent a diseasefrom seriously harming someone or even killingthem. But there’s a way to give the immunesystem a boost. It’s known as a vaccine.

Vaccines are substances that prepare theimmune system to Eght a disease-causing germor other pathogen by imitating an infection. Theytrick the immune system into making a “memory”of that germ without ever having to Eght the realgerm in the Erst place. Now, when the immunesystem encounters the real pathogen — whetherit’s a virus, bacterium, or other microbe — it isready to attack it. As a result, the vaccinatedperson doesn’t get sick.

Before vaccines, many children suGered fromdebilitating1 — and killer — illnesses such asmeasles, polio, smallpox, and diphtheria. Asimple scratch could be deadly if it becameinfected with the bacteria responsible for tetanus(or “lockjaw”). Vaccines, though, have changedthis. Smallpox is completely gone from the world, and polio nearly so. Outbreaks of measles anddiphtheria are rare, especially in the United States. Tetanus infections continue to decline worldwide.

Vaccinations also can help protect people who can’t be vaccinated. These might be babies who are tooyoung to receive a vaccine. Or there might be people who are too ill or too old to be vaccinated. Whenenough people in a community are vaccinated against a particular contagious2 disease, there’s littleopportunity for that disease to spread from person to person. Doctors call this type of communityprotection “herd immunity.”

[1]

1. Debilitating (adjective): making someone very weak2. Contagious (adjective): spread from one person or organism to another

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How vaccines work

The body is designed to Eght oG foreign invaders, such as germs. To do this, it needs to be able todistinguish3 elements of itself from outside agents (nonself). This is the immune system’s job — torecognize self from nonself. To achieve this, the immune system is always on the lookout for evidenceof foreign stuG, or what scientists refer to as antigens.

Pathogens are covered with tiny particles. Since they look unfamiliar to the human body, the immunesystem calls out its antigen attack squads. Those antigens are speciEc to a particular germ. A Fu virusand a measles virus, for instance, have diGerent antigens. Even two diGerent types of Fu viruses maycontain somewhat diGerent antigens.

So when a pathogen enters the body, the immune system dispatches4 special molecules — antibodies.These Y-shaped proteins patrol for particular antigens. When they End the ones they are trained todeal with, the antibodies go to work. They have two jobs. One is to disarm the threat by locking ontothe antigens. This stops the germs from doing further harm. The antibodies also signal other immunecells to come to the site of the infection. Those other immune cells destroy the germs and removethem from the body. This entire process can take several days from the Erst time the body encountersa new type of germ.

Once an infection goes away, however, it won’t be forgotten. The immune system has stored a“memory” of the pathogen’s antigens in what are called B cells. These memory cells make antibodiesdesigned to recognize and lock up the antigens for that speciEc germ. So if the same germ enters thebody again, these new antibodies can now recognize it right away. They can direct the immune systemto destroy and remove the germ from the body before it multiplies and forms an infection.

This protection against previous illnesses is called immunity. And it’s why a child who had chickenpoxas a child won’t ever come down with that illness again.

One way to build immunity is through infection. A person who survives Ebola, for instance, will neversuGer through that disease again. But since infection can damage or kill someone, the second way tobuild immunity — with a vaccine — is the safer option when it is available. (Scientists haven’t yetdeveloped vaccines against every disease. Ebola is one disease for which no vaccine yet exists.)

Some vaccines are made from a weakened form of a disease-causing germ. Others are made fromdead or deactivated forms of the germ. Most vaccines are given by injection. Some can be given bymouth or as a nasal spray.

The vaccine won’t cause disease, because the weakened germ can no longer copy itself to release newgerms inside the body. The immune system, though, doesn’t know that the germ’s mimic (or vaccine) isweakened or dead. All it sees are the antigens signaling a now-familiar invader. It sends antibodies andother immune cells to stop and destroy the invader. The antibodies “remember” the germ. This createsimmunity against future infections with the same type of germ.

[5]

[10]

3. Distinguish (verb): to perceive or point out the diGerence4. to send oG for a purpose

2

From Science News for Students, August 16, 2017.© Society for Science & the Public. Reprinted with permission.

This article is intended only for single-classroom use by teachers. For rights to republish Science News for Students articles in assessments,course packs or textbooks, visit: https://societyforscience.org/permission-republish

Some antibodies protect for a lifetime. Other times, the immune system’s memory of a germ can fadeover time. When this happens, immunity can falter and leave a person vulnerable to infection. In thesecases, the immune system needs a reminder. These reminders are called boosters. Tetanus is anexample. Doctors recommend a tetanus booster every 10 years to maintain good immunity against thedisease.

Some germs also change substantially5 over time — evolve — creating new antigens. InFuenza virusesare well known for doing this. Now the old antibodies may no longer recognize the new form of thegerm (and antigens) and therefore fail to protect against it. That’s why Fu vaccines must be given everyyear. Each new vaccine deals with the latest versions of these ever-changing viruses.

5. Substantial (adjective): large in amount or degree

3

Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement best expresses the central idea of the text?A. Vaccines can be a dangerous way to protect the body from diseases, as you

have to initially expose the body to disease.B. Vaccines are not necessary to protect against diseases, as the body will

automatically remember certain diseases and protect against them.C. The immune system struggles to remember viruses that it has experienced and

needs the help of vaccines to make memories of them.D. A vaccine is developed by familiarizing your body with a pathogen so that it can

recognize it and keep it from spreading within you and to others.

2. PART B: Which detail from the text best supports the answer to Part A?A. “Before vaccines, many children suGered from debilitating — and killer —

illnesses such as measles, polio, smallpox and diphtheria.” (Paragraph 3)B. “The body is designed to Eght oG foreign invaders, such as germs. To do this, it

needs to be able to distinguish elements of itself from outside agents (nonself).”(Paragraph 5)

C. “The antibodies ‘remember’ the germ. This creates immunity against futureinfections with the same type of germ.” (Paragraph 12)

D. “Now the old antibodies may no longer recognize the new form of the germ (andantigens) and therefore fail to protect against it.” (Paragraph 14)

3. How does paragraph 3 contribute to the development of ideas in the text?A. It emphasizes the positive impact that vaccines have had on people’s overall

health.B. It shows how potentially dangerous some diseases can be to people.C. It reveals that not everyone takes vaccines to protect against these diseases.D. It stresses how some diseases continue to persist despite vaccines.

4. What is the author’s purpose in the article?A. to encourage people to get as many vaccines as they canB. to explain how vaccines help the immune systemC. to warn people about the dangers of not taking vaccinesD. to emphasize the incredible abilities of the immune system

4

5. What is the relationship between exposure to a virus and developing an immunity to it? Citeevidence from the text to support your response.

5

Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. Have you ever received a Fu vaccine? If so, what did it feel like? Did the vaccine successfullyprotect you from the Fu?

2. In the text, the author describes the beneEts of receiving vaccines. Are theredisadvantages? Why do you think some people might choose not to get vaccinated?

3. Vaccines work by tricking the body into remembering an illness you never had. Do youknow any other ways where science has allowed humans to take control over nature?

6

Name: Class:

"Untitled" by Neven Krcmarek is licensed under CC0

"No Man Is An Island" by John Donne (1624) is in the public domain.

No Man Is An IslandBy John Donne

1624

John Donne (1572-1631) was an English poet whose time spent as a cleric in the Church of England oftenin5uenced the subjects of his poetry. In 1623, Donne su6ered a nearly fatal illness, which inspired him towrite a book of meditations on pain, health, and sickness called Devotions upon Emergent Occasions.“No Man is an Island” is a famous section of “Meditation XVII” from this book. As you read, take notes onhow the author uses 4gurative language to describe humanity.

Modern Version

No man is an island entire of itself; every manis a piece of the continent, a part of the main;if a clod1 be washed away by the sea, Europeis the less, as well as if a promontory2 were, aswell as any manner of thy friends or of thineown were; any man's death diminishes me,because I am involved in mankind.And therefore never send to know for whomthe bell tolls;3 it tolls for thee.

Early Modern English Version

No man is an Iland, intire of itselfe; every manis a peece of the Continent, a part of the maine;if a Clod bee washed away by the Sea, Europeis the lesse, as well as if a Promontorie were, aswell as if a Manor of thy friends or of thineowne were; any mans death diminishes me,because I am involved in Mankinde;And therefore never send to know for whomthe bell tolls; It tolls for thee.

[1]

[5]

1. a clump of soil2. a point of high land that juts out into a large body of water, like a peninsula3. ringing a bell to mark or announce something (such as the time or a person's passing)

1

Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. Which of the following best describes a theme of the poem?A. People tend to care only about themselves and cannot easily connect with

others.B. Peace among diDerent people and countries is possible through shared grief.C. Everyone and everything in the world is connected as part of a larger whole.D. Loneliness is one of the worst fates one can suDer and no one should have to

bear it.

2. How does the Cgurative language in lines 1-4 develop the poem’s theme?A. It compares people to land masses, and when one clod is washed away it

lessens the continent; this develops the theme of connection betweenindividuals as parts of a whole.

B. It compares people to islands, and when one island loses land it only impactsthe one island; this develops the theme of people who exist within their ownworlds.

C. It compares the world to the continent of Europe; this develops the theme ofEuropean expansion across the world, uniting diDerent parts of it under colonialrule.

D. It compares diDerent peoples to land masses, and when one clod is washedaway it lessens the continent; this develops the theme of peace and unityamong diDerent countries.

3. PART A: What does the word “diminish” most likely mean as used in line 6?A. to endB. to belittleC. to lessenD. to sadden

4. PART B: Which of the following quotes best supports the answer to Part A?A. “No man is an island entire of itself” (Line 1)B. “if a clod be washed away by the sea, Europe / is the less” (Lines 3-4)C. “as any manner of thy friends or of thine / own were” (Lines 5-6)D. “I am involved in mankind.” (Line 7)

2

5. How do lines 8-9 contribute to the overall meaning of the poem?

3

Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. How does our modern society value connection between people? Is this similar to howDonne conceived of it?

2. In the context of this poem, how do people face death? How are people aDected or notaDected by grief today? Cite evidence from the text, your personal experience, or othersources of history and literature.

3. How does the poet likely deCne friendship? What does it mean to be a friend?

4. In the context of this poem, what is the importance of community? What does it mean to bea part of a community? Cite evidence from the text, your personal experience, or othersources of history and literature.

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Name: Class:

"Emily Dickinson's House" by zozolka is licensed under CC BY 2.0.

"I'm Nobody! Who Are You?" from Poems: Series Two by Emily Dickinson (1891) is in the public domain.

I'm Nobody! Who Are You?By Emily Dickinson

1891

Emily Dickinson (1830-1886) was an American poet who lived a mostly introverted, secluded life,maintaining friendships through written letters. She wrote over 1800 poems in her seclusion, most of whichwere published after her death. As you read, take notes on the speaker's opinions on personal living andwhat it takes to be a “somebody.”

I’m Nobody! Who are you?Are you – Nobody – too?Then there’s a pair of us!Don’t tell! they’d advertise – you know!

How dreary – to be – Somebody!How public – like a Frog –To tell one’s name – the livelong June –To an admiring Bog!

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Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. Which of the following statements best summarizes a theme of the poem?A. Sometimes it can be fun for people to pretend they are invisible.B. It is better to maintain a private identity than seek fame and recognition.C. Private living will prevent the spread of public gossip.D. Public life is exhausting and not worth the e;ort.

2. What does the word “advertise” mean as used in line 4?A. to commercializeB. to revealC. to publicizeD. to promote

3. What is the signi:cance of line 3 in the overall meaning of the poem?A. It conveys that nobodies can experience companionship rather than simply

isolation.B. It implies that the speaker has never met another nobody before and is not sure

how to respond.C. It reveals that the speaker is lonely and looking for a meaningful relationship in

life.D. It shows that there is more power in being a group of nobodies compared to

just one somebody.

4. How does the speaker use diction and :gurative language to portray what it’s like to be a“Somebody” and how does this impact the meaning of the text? Cite evidence from thepoem to support your answer.

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Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. What does it mean to be “somebody” and what does it mean to be “nobody”? Which isbetter in the context of this poem? Which is better in your opinion?

2. In the context of this poem, what makes you who you are? Cite evidence from this text, yourown experience, and other literature, art, or history in your answer.

3. Dickinson is famous for isolating herself from society. In the context of this poem, whatdoes it mean to be alone? Cite evidence from this text, your own experience, and otherliterature, art, or history in your answer.

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