April 21, 2020

Ready for Fall of 7th Grade English 6: Literature and Strategies Remote Learning Targets

English 6: Writing Composition Remote Learning Targets

We anticipate students may have some learning gaps when they return to school in the fall.  Families at home may not have the time nor expertise to help their students with the remaining content and skills that they would have been taught during face-to-face classroom instruction. Teachers will evaluate students in the fall and provide instruction to close identified gaps. Our remote learning this spring will focus on minimizing those gaps to help ensure that students are ready for fall.  The purpose of this document is to clearly communicate the essential 4th quarter learning targets for sixth grade English Language Arts classes so that students will be ready for seventh grade English Language Arts Classes. As much as possible, we ask that parents and guardians help their students practice these skills. Working together learning will continue. Reading Outcomes

• Independently read and comprehend a variety of 6th grade texts. • Analyze and identify the theme or central/main idea of an article, passage, or paragraph and

state the evidence from that piece that supports the theme or central/main idea. • Summarize the text without personal opinions or judgements. • Use context clues, Greek and Latin roots, and reference materials such as a dictionary, to define

unknown words.

Writing Outcomes • Write and revise narratives. • Edit and revise according to your teacher’s directions for the writing assignment. Example

writing checklists are included below.

Language Outcomes • Employ standard English capitalization, spelling, punctuation, usage, and grammar.

Narrative Writing Checklist:

� Introduces a narrator, characters, setting, and problem/situation. � Presents a series of actions or experiences. � Includes narrative techniques such as pacing, sensory language, and dialogue. � Uses transitional phrases to indicate passing time or changes in the story’s action. � Concludes the experiences or events logically.

Language and Grammar:

� Word choice is strong, vivid, and specific. � Spelling is correct. � Punctuation is correct, especially the use of commas and quotation marks in dialogue.

Week of May 4 6th grade ELA Remote Learning Schedule Your teachers are here to help. If you need any assistance or have concerns, you may email your teacher anytime and she will get back to you as quickly as possible, or during our office hours (1:00-2:30 pm), you can contact her LIVE. ���� Mrs. Jons +1-208-901-7702 Conference ID: 267 077 067# Ms. Wamhoff +1-208-901-7702 Conference ID: 571 719 510# Mrs. Pishl +1-208-901-7702 Conference ID: 982 933 263# Mrs. Hallenberger +1-208-901-7702 Conference ID: 197 899 870# Literature Standards covered this week: R6.2 Determine the theme or central idea of a text. Identify the details that demonstrate the theme or central idea. Objectively summarize what the text says. L6.4 Use context clues to determine the meaning of a word or phrase.

Monday Tuesday Wednesday Thursday Friday Read Michaela DePrince: The War Orphan Who Became a Ballerina. Complete the comprehension questions.

Complete the Context Clues/ Vocabulary sheet. Check your answers when you are finished.

Complete the Central Idea page then check your answers.

Using the text, cite textual evidence to answer the questions.

Read your own independent novel/ use this time for anything you did not complete during the week.

Writing Standards covered this week: W6.3 Move the plot of a narrative forward constructing each element of a plot. Use effective dialogue, descriptive and sensory language, and appropriate sequencing of events. L6.4 Use Greek or Latin roots to determine the meaning of a word.

Monday Tuesday Wednesday Thursday Friday Word Study Section A Choose one of the prompt responses you wrote last week. Write a plan for making this a complete narrative by completing the plot map. If you have trouble completing the plot map, the problem might be the prompt you chose. Reach out to your teacher for help or ideas.

Word study Section B Continue and complete plot map.

Word Study Section C Develop your characters, setting, and conflict for the prompt you chose by completing the tables on the planning page.

Word Study Section D

Compose the exposition of your story by describing the setting, using the models provided as a reference. If you want feedback from your teacher reach out to her. This can be done by:

- Calling during office hours

- Send an email of your idea

-Submit it in Teams if you have submitted work through Teams in the past.

15 minutes Sacred Writing Time for May 8 5 minutes of self-evaluation/ reflection

Comprehension Check Complete the following items after you finish your first read. Review and clarify

with the answer key.

1. Why did the Aunties at the orphanage dislike Michaela?

2. How did Michaela first learn about ballet and ballerinas?

3. How did Michaela finally leave the orphanage?

Michaela DePrince: The War Orphan Who Became a Ballerina 55

Book 2

Directions: Write the correct word from your word bank (on the other page) that matches each definition.

1.patriarchal a characteristic of a system of society or government controlled by men (adjective)

2. congenial pleasant, enjoyable, or friendly (adjective)

3. maternal of or relating to a mother; motherly (adjective)

4. patrician a person who is a member of the highest social class (noun)

5. generation a group of people born and living during the same time (noun)

6. patriarch a man who controls a family, group, or government (noun)

7. matriarchy a family, group, or government controlled by a woman or a group of women and/or females (noun)

8. genetic of, relating to, or involving genes, which is the part of a cell that controls or influences the appearance, growth, etc., of a living thing (adjective)

9. matron an older married woman who usually has a high social position (noun)

10. generate

to produce something or cause something to be produced (verb)

��

���

���

���

���

��

��

��

��

���

SDWULDUFK

SDWULDUFKDO

SDWULFLDQ

PDWHUQDO

PDWURQ

PDWULDUFK\

JHQHUDWH

FRQJHQLDO

JHQHUDWLRQ

JHQHWLF

%*3&$5*0/4��$HFIEALA�A=?B�KAGLAG?A�RCLB�LBA�?HJJA?L�RHJ@�ZJHF�LBA�ECKL�&=?B�RHJ@�RCEE�>A�MKA@�HGET�HG?A�

%*3&$5*0/4��3AKIHG@�LH�LBA�ZHEEHRCGO�KL=LAFAGLK�>T�?CJ?ECGO�j�AKk�HJ�j/H�k

��.��5=EEF=G����� (AL�LH�LBA�3HHL�HZ�*L���Y�#HHD��

7KH���������������������������������������KHOG�D�KLJKHU�VRFLDO�FODVV�WKDQ�WKH�XQPDUULHG�ODGLHV�RI�WKH�FRPPXQLW\�

7KH�DXWKRU�ZDQWHG�WR���������������������������������������D�ORW�RI�H[FLWHPHQW�IURP�KHU�IDQV�EHIRUH�UHOHDVLQJ�KHU�QH[W�ERRN�

,Q�VRPH���������������������������������������IDPLOLHV��ZRPHQ�GR�QRW�KDYH�WKH�VDPH�ULJKWV�DV�WKH�PHQ�

6LQFH�WKH�GLVHDVH�ZDV�����������������������������������������LW�ZDV�QRW�FRQWDJLRXV�

$���������������������������������������RI�WKH�FLW\�UHIXVHG�WR�VRFLDOL]H�ZLWK�WKH�SRRU�

0\�PRP·V�PRWKHU�LV�P\���������������������������������������JUDQGPRWKHU�

,�DP�ORRNLQJ�IRU�D���������������������������������������URRPPDWH�ZKR�ZLOO�EH�HDV\�WR�OLYH�ZLWK�ZKLOH�,�DP�DW�FROOHJH�

7KH�WULEH·V���������������������������������������UXOHG�IRU�RYHU����\HDUV�XQWLO�KLV�GHDWK�

0\�SDUHQWV·��������������������������������������GLGQ·W�KDYH�DOO�RI�WKH�WHFKQRORJ\�WKDW�LV�DYDLODEOH�WR�FKLOGUHQ�WRGD\�

7KH�,URTXRLV�7ULEH�DUH�DQ�H[DPSOH�RI�D�����������������������������������������VLQFH�WKH�PRWKHUV�ZLWKLQ�WKH�WULEH�KHOG�VWURQJ�SROLWLFDO�UROHV��

���<HV��1R

���<HV��1R

���<HV��1R

���<HV��1R

���<HV��1R

���<HV��1R

���<HV��1R

���<HV��1R

���<HV��1R

����<HV��1R

3DWULDUFKDO�VRFLHWLHV�DUH�YHU\�FRPPRQ�

$�JHQHUDWLRQ�LV�PDGH�XS�RI�SHHUV�

$�PDWURQ�LV�D�ZRPDQ�ZKR�LV�DERXW�WR�JHW�PDUULHG�

$�SHUVRQ·V�KHLJKW�LV�D�JHQHWLF�IDFWRU�

$�SDWULFLDQ�LV�D�FKLOGUHQ·V�GRFWRU�

$�PDOFRQWHQW�LV�SUREDEO\�YHU\�FRQJHQLDO�

$�PRWKHU�FDQ�EH�D�SDWULDUFK�RI�KHU�IDPLO\�

2XU�VRFLHW\�LV�DQ�H[DPSOH�RI�D�PDWULDUFK\�

$�PDWHUQDO�SHUVRQ�ZRXOG�PDNH�D�JRRG�FDUHJLYHU�

�<RX�FDQ�JHQHUDWH�SRZHU�XVLQJ�ZDWHU�

���SDWULDUFK

���SDWULDUFKDO

���SDWULFLDQ

���PDWHUQDO

���PDWURQ

���PDWULDUFK\

���JHQHUDWH

���FRQJHQLDO

���JHQHUDWLRQ

����JHQHWLF

D��PDOH

D��ZRPHQ

D��SRYHUW\

D��IDWKHUO\

D��PDUULHG

D��PDOH

D��SUHYHQW

D��UHFOXVLYH

D��EDWFK

D��KHUHGLWDU\

E��IHPDOH

E��PHQ

E��DULVWRFUDW

E��GDXJKWHU

E��VLQJOH

E��IHPDOH

E��PDNH

E��VRFLDEOH

E��JURXS

E��HDUQHG

F��OHDGHU

F��SRZHU

F��QREOH

F��PRWKHUO\

F��ZRPDQ

F��OHG

F��GLVVROYH

F��FRPSDWLEOH

F��LQGLYLGXDO

F��WDXJKW

G��\RXWK

G��SRRU

G��XQHGXFDWHG

G��SURWHFWLYH

G��PDQ

G��EDE\

G��FUHDWH

G��KRVWLOH

G��ROG

G��LQVWLQFWXDO

%*3&$5*0/4��$BHHKA�LRH�RHJ@K�LB=L�#&45�ASIE=CG�HJ�@AZCGA�LBA�>HE@�JHHL�RHJ@�

��.��5=EEF=G����� (AL�LH�LBA�3HHL�HZ�*L���Y�#HHD��

%*3&$5*0/4��$CJ?EA�LBA�=G=EHOT�LB=L�#&45�F=L?BAK�LBA�>HE@�RHJ@K�

���0$7521���0$,'(1D��SXSS\���GRJE��ZLGRZ���JLUOF��PDQ���ER\G��\RXQJ���ROG

���*(1(5$7,21���3((56D��OLQNV���FKDLQE��FRPSXWHU���PRXVHF��GHFDGH���\HDUVG��IHQFH���JDWH

���3$75,$5&+$/���:20(1D��ER\V���JLUOVE��OHDGHUVKLS���PHQF��GHPRFUDWLF���NLQJVG��GLFWDWRU���PDWULDUFKDO

���*(1(5$7(���'(6752<D��FUHDWH���PDNHE��VRODU���SRZHUF��IXHO���JDVG��VXUUHQGHU���ILJKW

���3$75,&,$1���3225D��HQWHUWDLQHU���LQWHUHVWLQJE��ZHDOWK\���EHJJDUF��NLQJ���NLQGG��IULHQG���FUXHO

���0$75,$5&+<���:20(1D��PRQDUFK\���UR\DOW\E��SHRSOH���GHPRFUDF\F��GLFWDWRUVKLS���TXHHQVG��ROLJDUFK\���DQLPDOV

���*(1(7,&���(19,5210(17$/D��ELRORJLFDO���VRFLDOE��JHQHV���'1$F��H\H���FRORUG��ZHLJKW���KHLJKW

���3$75,$5&+���0$75,$5&+D��PRWKHU���IDWKHUE��PDQ���ER\F��JLUO���ZRPDQG��PDVFXOLQH���IHPLQLQH

���&21*(1,$/���&21)/,&7D��DQJU\���SHDFHE��H[FLWHPHQW���ERUHGF��IULHQGO\���IXQG��LJQRUDQW���HQMR\PHQW

����0$7(51$/���027+(5/<D��SDWHUQDO���FRQIXVLQJE��UHOHQWOHVV���SHUVLVWHQWF��ORYLQJ���KDWHIXOG��IXQQ\���VDG

Copyright © 2017 Brain Waves Instruction All rights reserved by author.For classroom use only by a single teacher. Please purchase one licensure per teacher using this product.

PLOT

RESOLUTION

FICTION

Copyright © 2017 Brain Waves Instruction All rights reserved by author.For classroom use only by a single teacher. Please purchase one licensure per teacher using this product.1

Name: _________________________________ Period:_____

Michaela DePrince: The War Orphan Who Became a Ballerina by William Kremer

As you perform your first read of the text, you will encounter these words:

Context Clues: To find the meaning of an unfamiliar word, look for context clues—other words and phrases that appear nearby in the text. There are various types of context clues that can help you as you read:

Context—Rather than wearing leotards during dance class, she covered herself with sweatshirts.

Conclusion—The girl covers herself with sweatshirts instead of leotards during dance class. Leotards must be another type of clothing. Perhaps they are a type of clothing worn by dancers in particular.

1. For each of our concept vocabulary words, identify and write context clues given in the text:

antagonism- _______________________________________________________________________

refugee- ___________________________________________________________________________

distraught- ________________________________________________________________________

2. If Daphne was being bullied at school everyday, would you say she was facing a lot of

antagonism? ______ Explain: _______________________________________________________

3. A person had to abandon their home because it was destroyed by a hurricane. Would

you describe that person as a refugee? ______ Explain: ______________________________

____________________________________________________________________________________

4. If you were distraught over the loss of your new puppy and cried for days, would that

mean you were happy? _____ Explain: ______________________________________________

____________________________________________________________________________________

Continued on next page

Concept Vocabulary and Word Study

antagonism refugee distraught

Synonyms and Antonyms: One way to better understand a word is to find synonyms, or words that have a same or similar meaning, and antonyms, words that have an opposite meaning. For example, one synonym of antagonism is hostility. One antonym is friendship. Using a dictionary, determine and verify the precise meaning of each of the concept vocabulary words. Then, find one synonym and one antonym for each (find an additional one of each for antagonism). Write a sentence for each word you find. 5. antagonism- synonym: ________________________ antonym: _______________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

6. refugee- synonym: ________________________ antonym: _______________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

7. distraught- synonym: ________________________ antonym: _______________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Central Idea and Summary RI.6.2 I can… determine a central idea of a text and how it is conveyed through particular details and provide a summary of the text distinct from personal opinions or judgments.

A central idea is the main message or idea expressed in a nonfiction text. A central idea is always related to the author’s purpose, or the reason that an author writes a text. In most essays, the author states the central idea directly.

1. Identify a central idea and explain how it is conveyed through particular details. Identify a central idea about childhood dreams, or ambitions, in "Michaela DePrince: The War Orphan Who Became a Ballerina." Then, identify particular details from the text that help the author convey, or communicate, this idea.

Central idea: Details

2. Write a summary of the text.

Write an objective summary of "Michaela DePrince: The War Orphan Who Became a Ballerina" that includes the main ideas but not your personal opinions or judgments. Remember to include the title and author's name in your summary.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Summary Writing Tips

• Make sure to include the title of the work. • Be concise: a summary should not be equal in length to the original text. If you need to quote the words

of the author, use quotation marks. Don’t put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author says, not to provide a critique.

ESSENTIAL QUESTION: What are some of the challenges and triumphs of growing up?

Analyze Craft and Structure Biographical Writing When a nonfiction text tells a story, it is a work

of narrative nonfiction. Biographical writing is one type of narrative

nonfiction. In biographical writing, an author tells the story of another

person's life. This type of writing has specific features:

• The subject is a real-life person. The work presents facts and actual

events from the subject's life.

• The writer uses direct quotations, or the subject's exact words, to

show his or her thoughts and feelings.

• The writer may describe other people's views of the subject. He or

she may use quotations from people who know the subject well.

Authors of biographies use these elements to develop a portrait in words

and to tell the story of the person about whom they are writing.

Practice CITE TEXTUAL EVIDENCE to support your answers.

C) Notebook Work independently to answer the questions

and complete the activity. Then, check your answers against the answer key.

1. (a) What information about Michaela DePrince does the writer

include in paragraphs 1 and 2? (b) Why might this information

interest readers in her story?

2. Use the chart to identify examples of each element of biographical

writing used in paragraphs 2-8. Explain how the author uses each

item to add to the reader's understanding of DePrince.

ELEMENT OF EXAMPLES

READER'S

BIOGRAPHY UNDERSTANDING

Facts

Actual Events

Direct Quotations

Other People's Vi ews

3. (a) What turning point, or major change, does the author

describe in paragraph 1 O? (b) Why is this moment so important

to DePrince? (c) What other moment described in the biography

is a turning point in DePrince's life? Explain your choice.

4. (a) Describe the struggles DePrince faced after she started studying

ballet. (b) Cite specific examples of a fact, an actual event, and a

direct quotation that help readers understand those struggles.

55 STANDARDS Reading Informational Text • Analyze in detail how a keyindividual, event, or idea isintroduced, illustrated, andelaborated in a text.• Analyze how a particular sentence,paragraph, chapter, or section fitsinto the overall structure of a textand contributes to the developmentof the ideas.

Michaela DePrince: The War Orphan Who Became a Ballerina 57

Cite Textual Evidence

Planning Page for Narrative Complete the following table as needed for your narrative. You will need to complete one table for the setting, conflicts, and characters in your story. If you need more room, you can create your own chart on a separate piece of paper.

Setting (time and place)

Sensory details (sights, sounds, smells, tastes, sensations you feel when there)

Conflict What was the obstacle? What did I want? Why did I have to find another way to get it? Who or what was getting in the way? What helped me overcome this obstacle?

Characters Character traits and physical descriptions—who are the main characters of your narrative? What specific words describe their personalities? How do they respond to the events you are describing?

(Re)Designing Narrative Writing Units © 2018 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/literacy to download this free reproducible.

R E P R O D U C I B L E

Student Samples of Settings

Today is the day! After weeks of waiting, I finally came to the fun-filled amusement park. There is not a single whispering gust of wind and the trees stand still as the ground. The concrete holding my feet is burning from the insufferable heat raging from the flaming sun. Off in the distance, the carousel passes its lively, high-spirited music to the various areas of the park. Where shall I go first? Which ride will first be privileged to provide the most joyous of experiences for me? I look up to see the Big Dipper roller coaster ride, magnifying and lighting the park up with its gleaming magnitude. The blood-curdling screams of small, innocent children tingle my neck with excitement.

It was a dark night. The fog partially covered the moonlight. What was left of the light shone on the marshes. The only sounds were the frogs croaking and the 11:15 train passing by. Seven-year-old Eddie quickly got off the stopped train. He was wearing rags as he silently walked down the gravel path and vaguely heard echoing footsteps in the empty night trailing behind him. Cautiously, he looked back. He saw nothing but heard rattling in the bushes. The thought that someone was watching him sent shiv-ers down his spine. He hoped he would be at his grandmother’s soon. As he continued on in the pitch black, again he heard the footsteps, so he forged on speeding his step. He turned quickly into a dark abandoned alley, faced a shadow of a man, and knew he would meet his death. Eddie screamed out, but only the silence called back.

The aromatic breeze wafted through the park on that perfect July morning. The calm buzz of cou-ples courting and children playing and laughing was shattered by the off-beat barking of a stray dog. The dog’s cries soon died off as he raced toward the dike at the end of the park. The sounds of the sailboats’ splashing echoed off the lake and dominated all sounds for just an instant, before the enthu-siastic chit-chat resumed once again.

Writing Practice Self Evaluation--After each writing practice session, take the time to reflect on your writing and ways you can improve using the questions below. Choose one area you will consciously work on to improve for next time.

• If you wrote informing, explaining, describing, or a process:• Can you identify a clear topic or focus sentence that tells what your writing topic/focus is?• Did you use transition words to move from idea to idea within your topic?• Are all of your ideas related to your topic or focus for the paragraph(s) you wrote?• Did you end with a statement that wraps up your ideas effectively with a closing or concluding sentence?

• If you wrote a narrative:• Does your narrative follow a plot with a beginning (exposition, inciting incident), middle (rising action/climax), and end (falling action/resolution)?• Is there an interesting conflict that creates a problem the main character has to respond to in different ways?• Is it clear who/what is the protagonist and antagonist?• Do the actions and words of your character(s) make sense and go along with the actions of the plot?• Did you end your narrative in a satisfying/clear way?

• If you wrote an argument to support your opinion:• Did you state your opinion/belief with an effective claim?• Did you support your claim with reasons and evidence that show how/why your claim is valid?• Did you use transition words to move from reasons/evidence to other reasons/evidence in a way that makes sense?• Are all of your reasons/evidence related to your claim?• Did you end with a statement that wraps up your argument effectively with a closing or concluding sentence?

• For any form of writing:• Did you capitalize the beginnings of your sentences and proper nouns used?• End each sentence with appropriate punctuation?• Did you think clearly about using quality words (adjectives and action verbs especially) that communicate a “just right” meaning?• When you read it over to yourself out loud, does it makes sense?

Sacred Writing TimeDid you come to class with an idea to write about?

As soon as class starts, quietly make that pencil dance!

It’s May 8. Today is “No Socks Day.” Is it warm enough outside where you live to

celebrate this holiday yet? What if socks didn’t exist?

Trivial Fact of the Day: Our word sock is derived from the Latin word soccus, which was a loose fitting slipper worn by Roman comic actors.

Interesting Quote of the Day: “You are never going to find a man whosesocks don’t get dirty or who doesn’t snore.” --Helen Reddy (American singer)

Vocabulary Word of the Day: laconic (adjective) – describe someone’s writing style that is not overly wordy with the word laconic. Whose books have you read that could be called laconic, and what writer is the exact opposite of laconic? Are your sacred writing entries usually laconic or the opposite of laconic?

Comprehension Check ANSWER KEY1. Why did the Aunties at the orphanage dislike Michaela?

Michaela had a condition in which patches of skin lack color. Because of this, the Aunties thought Michaela was unnatural.

2. How did Michaela first learn about ballet and ballerinas?

She found a picture of a ballerina in a magazine.

3. How did Michaela finally leave the orphanage?

She was adopted by an American woman names Elaine DePrince.

Central Idea and Summary Answer KeyIdentify a central idea and explain how it is conveyed through particular details. Central idea: Fulfilling one’s dreams is possible despite great challenges.DetailsMichaela survived an early childhood as an orphan and refugeeShe overcame her concerns about her skin conditionShe is determined to overcome the challenge of being a black person in the world of ballet

Write a summary of the text. example answer In the article “Michaela DePrince: The War Orphan Who Became a Ballerina” William Kremer tells the storyof a determined girl, Michaela DePrince, who learns that fulfilling one’s dreams is possible despite great challenges. Michaela survived an early childhood as an orphan and refugee. While growing up as a war orphan in Sierra Leone, she became only a number based on favoritism. Michaela was one of the least favorites at the orphanage because of her skin condition called vitiligo. Vitiligo causes patches of skin to lose color, so the orphanage believed an evil spirit lived within her. Despite all this, Michaela was adopted and brought to the United States. She fell in love with ballet and began lessons but was always self-conscious of her skin color and condition. Today, Michaela continues to be determined to fulfill her dream of becoming a professional ballerina despite the challenge of being a black person in the world of ballet.

Answer Key for Concept Vocabulary and Word Study—Michaela DePrince: The War Orphan Who Became a Ballerina

Some answers will vary.1. antagonism- “fierce” “They thought of me as a devil’s child…”refugee- “the orphanage was warned it would be bombed and the children were marched to a distant refugee camp”distraught- “she believed all the other children would be taken to new homes and she would be left behind.”2. Yes, antagonism means hostility and if someone was bullied every day, they would feel hostility/antagonism.3. Yes, a refugee is a person who has to leave his/her home because of war or disaster4. No, distraught means upset, and a happy person would not cry for days5. Synonym-hatred Antonym-harmony Sentences will vary6. Synonym-evacuee Antonym-citizen7. Synonym-distressed Antonym-calm

Analyze Craft and Structure Answer KeyPossible Responses:1. (a) The writer includes that Michaela DePrince was a war orphan in Sierra Leone who made her debut as a ballerina and toured South Africa. He also includes a quotation from DePrince, who says she is living her dream. (b) This information might interest readers because it shows the extremes of her life experience.2. Element of Biography Examples Reader’s UnderstandingFacts She was born in Sierra Leone in 1995 Age and background of Michaela DePrinceActual Events Her parents died in the civil war in Sierra Leone She was an orphan in a war-torn countryDirect Quotations “They named us from one to 27” She was treated like a number in the orphanageOther People’s Views The “aunties” thought of her as a devil’s child She had a very difficult early childhood

3. (a) DePrince tells about when she saw a picture of a ballerina in a magazine. (b) From that moment, she wanted to be a ballerina. © Elaine DePrince decided to adopt her as well as Mia. This made it possible for Michaela to realize her dreams.

4. (a) After she started studying ballet, DePrince worried about her skin condition but learned that her teacher didn’t even notice it. (b) Fact: DePrince would wear turtlenecks to cover her skin condition. Actual event: she asked her teacher if her skin condition would hold back her career. Direct quotation: “I had trouble looking at myself in the mirror.”