7th Grade Remote Learning April 27-May 1

Frenship ISD Remote Learning th

7 Grade Week 5: April 27-May 1 Reading/Language Arts, Math, Science, Social Studies: pages 1-28 Electives: pages 29-36 (Each student will only need to work on the courses they are currently enrolled in.)

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RLA

Frenship ISD - 7th grade Schedule Week 5 (April 27 – May 1) Monday Read and annotate the poem “Ellis Island”on page 4.

Then complete the 2 questions on page 5.

Tuesday Using the notes on the top of the page 17 and the poem from Monday (page 4), complete “Literary Analysis: Figurative Language".

Wednesday On page 22, choose one of the options from the “Choice Board”.

Students will practice capitalization rules. (notes are provided on page 21)

Thursday Choose a different option from the “Choice Board” from page 22.

Students will continue to practice capitalization rules.

Friday Using knowledge from a fiction story or the story from last week, complete “Literary Comprehension: Instagram” on page 27.

Social Studies

Science

Math

RLA: A reference sheet is provided on page 3 that has OPTIONAL videos to help with concepts through the week.

Convert fractions, decimals, percents, and ratios for “Converting Number Formats” found on page 6.

Work problems 15 plotting points on the coordinate grid for “Flag Day Cartesian Art” on pages 18-19.

Work problems 610 plotting points on the coordinate grid for “Flag Day Cartesian Art”on pages 18-19.

Choose two of the options on the “7th Grade Choice Board” located on page 25.

Use STAAR Grade 7 Math Reference Chart for formulas and ruler on page 24.

Choose two of the options on the “7th Grade Choice Board” located on page 25.

Use STAAR Grade 7 Math Reference Chart for formulas and ruler on page 24.

Choose one task from 7th Grade Week 5 Choice Board located on page 7.

Choose one task from 7th Grade Week 5 Choice Board located on page 7.

Choose one task from 7th Grade Week 5 Choice Board located on page 7.

Choose one task from 7th Grade Week 5 Choice Board located on page 7.

Choose one task from 7th Grade Week 5 Choice Board located on page 7.

TEXAS & CIVIL RIGHTS Read and respond to “Hector P. Garcia” on page 16.

TEXAS & CIVIL RIGHTS Read “More on Hector P. Garcia” on page 20.

TEXAS & CIVIL RIGHTS Read and respond to “James L. Farmer, Jr.” on page 23.

TEXAS & CIVIL RIGHTS Read “More on James L. Farmer” on page 26.

TEXAS & CIVIL RIGHTS Complete “Venn Diagram” Activity on page 28.

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7th Grade- Week 5 Reading Language Arts MONDAY

Reference Material for Week 5 RLA Below are several links to different videos that can assist you in understanding different concepts throughout the week. These are OPTIONAL but are available if you need clarification on some concepts.

The videos are connected to each student’s online textbook. They will need to follow the instructions to view the videos.

1. Scan the QR code provided.

2. A log in screen for Pearson will appear. It looks as follows:

3. Click on the “Pearson EasyBridge Plus & Auto” button. *Choose Frenship IND SCHOOL DISTRICT-INT 4. Username: student id # first name initial last name initial Password: student id # 5. The video will then automatically appear.

REFERENCE VIDEOS: Concept Figurative Language

QR Code

1st Video- Personification 2nd Video- Similes and Metaphors Capitalization

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7th Grade- Week 5 Reading Language Arts MONDAY

Ellis Island

By Joseph Bruchac 1979

Joseph Bruchac is a poet and writer of books relating to the indigenous peoples of the Americas. In this poem, a speaker describes their relatives coming to America through Ellis Island, a popular gateway for immigrants. As you read, take notes on the speaker’s feelings about America.

[1]

[5]

[10]

[15]

[20]

[25]

Beyond the red brick of Ellis Island where the two Slovak children who became my grandparents 1 waited the long days of quarantine, after leaving the sickness, the old Empires of Europe, a Circle Line ship slips easily on its way to the island of the tall woman, green as dreams of forests and meadows waiting for those who’d worked a thousand years yet never owned their own.

Like millions of others, I too come to this island, nine decades the answerer of dreams.

"Statue of Liberty / Liberty Island Ferry" by Brian is licensed under CC BY-NC 2.0

Yet only part of my blood loves that memory.

Another voice speaks of native lands within this nation.

Lands invaded when the earth became owned.

Lands of those who followed the changing Moon, knowledge of the seasons in their veins.

“Ellis Island” by Joseph Bruchac. Copyright © 1979 by Joseph Bruchac. Used with Permission. All rights reserved.

1.

Quarantine (noun): a state of enforced isolation to ensure that no contagious diseases are spread

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7th Grade- Week 5 Reading Language Arts MONDAY

Poetry-Read and annotate "Ellis Island" using one of the following strategies.

TP-SAFT-OPTION 1 TITLE: Consider the title and make a prediction about what the poem is about.

PARAPHRASE: Translate the poem line by line into your own words on a literal level. Look for complete thoughts and look up unfamiliar words.

SETTING: Describe where and when the passage is taking place.

AUTHOR'S PURPOSE: Explain what the main reason the author is writing this passage.

FIGURATIVE LANGUAGE: Identify the poems figurative language and imagery. Explain the meaning beyond the literal.

THEME: Briefly state in your own words what the poem is about (subject), then what the poet is saying about the subject (theme).

TP-CASTT-OPTION 2 TITLE: Consider the title and make a prediction about what the poem is about.

PARAPHRASE: Translate the poem line by line into your own words on a literal level. Look for complete thoughts and look up unfamiliar words.

CONNOTATION: Examine the poem for meaning beyond the literal. Look for figurative language and imagery.

ATTITUDE/TONE: Notice the speaker’s tone and attitude. Humor? Sarcasm? Awe? SHIFTS: Note any shifts or changes in speaker or attitude. Look for key words, time change, punctuation.

TITLE: Examine the title again, this time on an interpretive level.

THEME: Briefly state in your own words what the poem is about (subject), then what the poet is saying about the subject (theme).

Use your annotations to answer the following questions.

1.

PART A: Which statement identifies the main theme of the poem?

A. B. C. D.

2.

The descendants of the immigrants who came to America often don’t understand the sacrifices their ancestors made.

America no longer offers immigrants the freedom that it once promised people long ago.

America has a complicated history of offering a new way of life to some while taking it away from others.

Immigrants did not find the success they expected in America when they passed through Ellis Island.

PART B: Which TWO details from the text best support the answer to Part A? A. B. C. D. E. F.

“waited the long days of quarantine, / after leaving the sickness” (Lines 4-5) “on its way to the island / of the tall woman” (Lines 8-9) “waiting for those who’d worked / a thousand years / yet never owned their own. (Lines 11-13) “Like millions of others, / I too come to this island” (Lines 14-15) “Lands invaded / when the earth became owned.” (Lines 22-23) “the changing Moon, / knowledge of the seasons / in their veins.” (Lines 25-27)

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7th Grade - Week 5 Math MONDAY

Converting Number Formats (E) Fill in the missing values. Use part-to-whole ratios.

Fraction

Decimal

Percent

Ratio 1:4

1.

0.5

2.

87.5%

3.

4.

11 12 10%

5.

6.

0.75

7.

0.1

8.

9.

10.

1:9

5 8 0.375

2:5

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T = technology required 7th Grade – Week 5 Science MONDAY-FRIDAY NT = technology NOT required SCIENCE CHOICE BOARD B = option for technology or without Note: Handouts, if required, will be titled with the # and topic.

B

#1 TOPIC: Types of Reproduction (page 8) Complete the Venn diagram over sexual vs asexual reproduction.

Need help? Watch the OPTIONAL video clip: https://bit.ly/2RDj1Kc

NT

#2 TOPIC: Human Body Systems (Page 9) Play a round of TIC-TAC-TALLY! Draw a line to connect 2 or more boxes/vocabulary words in any direction! Then, write how these words “connect” or relate on the line you drew. How many connections can you make? Can you get 6 or more?

Family Challenge: Draw an additional game board or make a copy. Set a timer! Who can get the most?

T

NT

#4 TOPIC: Data is Everywhere

#5 TOPIC: Biodiversity (Pages 12-13)

Access the Web site and complete the module. (site works best on a computer)

Read the passage about biodiversity. Then, record what you learned on the Instagram organizer. Draw a picture to represent what you learned and write a caption below in the “what I learned” section.

Don’t forget to #hashtag!

Challenge: Explain your Instagram post to a family member!

https://bit.ly/3c96Hcu

Discuss the following with a family member: 1. Something you learned about data in your everyday life…

2. Something that surprised you…

T

#7 TOPIC: Cells

Watch the video over cells.

T

#8 TOPIC: Succession (pages 14-15)

Watch the Amoeba Sisters video about ecological https://bit.ly/34lDqsz succession. Fill out the video handout.

Play the online game!

Play again to improve your score! https://bit.ly/3bX4IrM

https://bit.ly/2wrkhc0

B

#3 TOPIC: Dichotomous Key (Pages 10-11)

Use the dichotomous key to identify the aliens! Be sure to look closely at the characteristics of each alien.

Each letter will be used 1 time.

Optional Challenge: Can you create your own dichotomous key? https://bit.ly/2ycmKHQ

NT

#6 TOPIC: Food Webs Choice 1: Use chalk on the sidewalk.

Choice 2: Use pencil /markers and paper.

1.Draw a food web including at least 7 of the following: grass, rabbit, grasshopper, bird, snake, squirrel, tree, mouse, deer, fungi, hawk, mountain lion, and bacteria 2.Label the producers, consumers and decomposers.

3. Choose an organism. How would other organisms be affected if this organism died out?

B

#9 TOPIC: Cells

Use items from around your house to create a detailed model of a plant OR animal cell.

Choice 1: Take a picture (or draw) and write a description explaining your model.

Choice 2: Video an explanation of your model.

Ask your teacher how they would like you to share your video or picture.

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#1 Types of Reproduction

7th Grade - Week 5 Science CHOICE 1

Directions: Complete the Venn diagram to compare sexual vs. asexual reproduction.

Place the following statements in the correct section of the Venn diagram. Does the statement describe asexual, sexual, or both types of reproduction?

Sexual Reproduction

Asexual Reproduction Both

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#2 Human Body Systems

7th Grade - Week 5 Science CHOICE 2

Tic – Tac – Tally

Not sure how to make “connections”?

See the example: Tip: Think about how the body systems work together.

respiratory system

nutrients

digestive system

lungs

oxygen

blood

small intestines

heart

circulatory system

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7th Grade - Week 5 Science CHOICE 3

#3 Dichotomous Key

Attachment 1: Classification of Aliens Objective: The learner will classify aliens using a dichotomous key.

Directions: 1. Use the dichotomous key below to classify the aliens.

2. Look at an alien, read number one on the dichotomous key and answer the question, continuing until the alien has a name. For example: “Does the first alien have feet?”

Yes, he does. The statement tells you to go to statement two. Number two asks, “Does he have socks?” Yes, he does. The statement tells you to go to statement three. Number three asks, “Does he have antennae?” No, he does not. His life form is K. Write the letter K in the blank under the first alien.

3. Do this for each alien until all have been classified.

Alien Dichotomous Key 1. A. Does the alien have feet?…………………………..Go to statement 2 B. Does the alien have no feet?……………………….Go to statement 7 2. A. Does the alien have socks?………………………..Go to statement 3 B. Does the alien have no socks?…………………….Go to statement 5 3. A. Does the alien have antennae?…………………….Go to statement 4 B. Does the alien have no antennae?…………………It is alien K 4. A. Does the alien have two eyes?…………………….It is alien R B. Does the alien have less than two eyes?……………..It is alien M 5. A. Does the alien have toes?………………………….Go to statement 6 B. Does the alien have no toes?………………………It is alien T 6. A. Does the alien have long hair?…………………….It is alien Z B. Does the alien have no long hair?………………….It is alien N 7. A. Does the alien have eyes on stalks?……………….Go to statement 8 B. Does the alien have eyes not on stalks?……………Go to statement 9 8. A. Does the alien have a nose?……………………….It is alien X B. Does the alien have no nose?………………………It is alien Y 9. A. Does the alien have arms?…………………………It is alien V B. Does the alien have no arms……………………….It is alien W

Science Focused Learning Lessons

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Attachment 2: Classifying Aliens

Science Focused Learning Lessons

151

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7th Grade - Week 5 Science CHOICE 5

#5 What is biodiversity?

Biodiversity or biological diversity is the number of living things in an area. An area with high biodiversity has many different species. Biodiversity makes an ecosystem stronger. An ecosystem is all the living and nonliving things in an environment. Sometimes, the number of species in an ecosystem decreases. It is a sign that the area might be in danger.

The Rise Of Conservation Biology Conservation biologists study life on the Earth. Their goal is to protect living things. In the 1980s, they began thinking about biodiversity. At the time, many plants and animals were dying out. People were cutting down rain forests. They were polluting the air and water. Many species were poisoned or lost their habitats.

Edward O. Wilson is an American scientist. He said that biodiversity was important. It helps living things survive. In 2011, scientists said about 8.7 million creatures lived on Earth. Of these, about 9 out of 10 were not discovered yet.

Threats To Biodiversity The planet is experiencing a die-off. It is another term for a mass extinction. About 65 million years ago, dinosaurs died out. Today, scientists think there is another die-off going on. Plants and animals are disappearing much faster than normal. Scientists believe there are five main reasons.

The first is habitat destruction. Humans cut down trees to make room for cities and farms. The trees are also cut down for lumber. When a habitat is destroyed, plants and animals are not able to survive.

The second is climate change. It is the warming of the Earth. Up to 1 in 4 land creatures could die out by 2050 because of climate change. Many species can only survive in certain temperatures. If the temperature in their habitat changes, they could die out.

The third reason is invasive species. These are plants and animals that have been brought to an area. In the 1800s, settlers brought new animals to Australia. Some of the animals killed native species. Others ate up all the native plants leaving less food for the native animals.

Deforestation is one way many important habitats are lost. In this photo, trees in Madagascar have recently been cut down.

Sometimes, a resource is used too much. This is called overexploitation. Overexploitation is the fourth reason for the die-off. The Maori are the native people of New Zealand. They hunted a bird called the moa. Eventually, that bird died out. A type of eagle also ate moa, and that eagle is now extinct.

The fifth reason is pollution. Water pollution kills the oceans' coral reefs. The sea life in the reefs die out. Exhaust from automobiles is another kind pollution. So are chemicals that factories dump into rivers. Even fertilizers, pesticides and manures from farms can pollute the soil and water.

Instagram Your Learning on the next page. đ&#x;˜Š

The brown tree snake is an invasive species in North America. When an invasive species is introduced to an area, an ecosystem can be damaged.

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7th Grade - Week 5 Science CHOICE 8

Amoeba Sisters Video Recap: Ecological Succession 1. If you had to define ecological succession in your own words in a 140 character text, how would you define it?

2. How is primary succession different from secondary succession? Give an example of an event that may lead to primary succession.

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

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_________________________ _______________________

3. How can moss and lichen, which may grow in the beginning of primary succession, potentially make it easier for other organisms to grow and live in the same area later on? ________________________________________________________________________ ________________________________________________________________________ ____________________________________________________________________________________________________

4. What is meant by a pioneer species? Would you expect a shrub or dandelion (dispersed by wind-blown seeds) to be a more likely pioneer plant species? Why? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

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Amoeba Sisters Video Recap: Ecological Succession Ecological succession is valuable to understand, because it can change the biodiversity within an ecological community.

Being able to teach a topic to a peer can demonstrate mastery! Explain the sequence of events that occur in secondary succession as you would to a friend who had not yet learned about the process.

5. ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ___________________________________________________________________________________________________

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7th Grade- Week 5 Social Studies MONDAY TEXAS & CIVIL RIGHTS During the 1950s and 1960s, the Civil Rights Movement was in full swing across the United States, and Texas was no exception. Although there were many civil rights leaders in Texas, this week ‘s lessons will focus on two of those leaders.

Hector P. Garcia Hector P. Garcia was born in Mexico in 1914 and soon after moved to the United States with his parents. After growing up in Texas, Garcia graduated from college and medical school and became a doctor in 1940. That was only the beginning of Garcia’s accomplishments.

Soon after Garcia became a doctor, World War II broke out. Garcia decided he could best serve his country by joining the Medical Corps of the United States Army. For his bravery in battle, Hector P. Garcia was awarded many medals, including the Bronze Star.

After the war, Garcia returned home to Texas, where he was saddened by the way Mexican-American veterans were treated differently from white veterans. He learned that some Mexican-American veterans were denied medical treatment in veteran hospitals or burial in certain cemeteries because of their race.

Garcia decided in 1946 to form an organization called the American GI Forum. The motto of the organization was, “Education is our Freedom, and Freedom Should be Everybody’s Business.” Garcia would use the American GI Forum to fight for benefits and equal treatment of veterans and minority groups across the country.

Hector P. Garcia spent the rest of his life serving others. In addition to his civil rights work with the American GI Forum, Garcia used his medical practice to serve those who could not afford proper medical care. In 1984, President Ronald Reagan presented Garcia with the Presidential Medal of Freedom, the highest civilian award that can be given in the United States. Hector P. Garcia was the first Mexican-American to ever receive that award.

QUESTIONS: 1. How was this individual important in the fight for Civil Rights in Texas?

2. What group of people most directly benefited from this individual’s actions?

3. How does the legacy of this person’s actions still effect our way of life in Texas today?

For more information about Garcia, try these links: https://www.humanitiestexas.org/programs/tx-originals/list/hector-p-garcia https://www.drhectorpgarciafoundation.org/bio

https://www.youtube.com/watch?v=QKXhX73tFaM

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7th Grade- Week 5 Reading Language Arts TUESDAY

Literary Analysis: Figurative Language Figurative language is language that is used imaginatively rather than literally. Figurative language includes one or more figures of speech, literary devices that make unexpected comparisons or change the usual meaning of words. Some types of figures of speech include the following.

Simile: a comparison of two unlike things using like, as, than, or resembles Metaphor: a comparison of one thing as if it were another Personification: giving human characteristics to a nonhuman subject Also, writers often use figurative language to create a certain mood, or feeling, and to add meaning to their work by getting readers to think of something in a different way.

Practice: Read the following paragraph and answer the questions.

With great effort, she opened the door. She couldn’t believe her eyes. Not only were the lights already on, but the place was spotless. The stress of the day began to fall off Carmel like leaves in autumn as she walked, amazed, through the place. Someone had mopped and waxed her kitchen floor, and even the lasagna encrusted dishes had been washed and put away. And was that the aroma of fresh-brewed coffee she smelled? She dropped into a chair at the kitchen table and exhaled as the first smile of the day took root and began to grow across her face. She didn’t know who was behind this, but whoever it was deserved a medal of honor.

1. The author creates a mood that is one ofa. happiness b. disappointment c. adventure d. excitement

2. The author includes figurative language in sentence 4 to: a. to show she was dropping things b to imply she was less stressed c. to illustrate the time of year d. to compare Carmel to a tree

Apply: Use the poem from MONDAY to complete the chart below.

Lines from Poem

Type of Figurative Language

What the author is trying to say

…on its way to the island of the tall woman, green as dreams of forests and meadows (lines 8-10) Yet only part of my blood loves that memory. (line 18)

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7th Grade - Week 5 Math TUES/WED

Plot the coordinate points on this page on a coordinate grid to discover the picture.

Join the points in order with line segments. Use the colors shown for best results.

Line 1 {Black}: (-5,-2), (-29,29), (-29,30), (-4,-2)

Line 2 {Blue}: (-27,28), (-17,26), (-15,25), (-12,25), (-15,22), (-20,20), (-27,28)

Line 3 {Red}: (-12,25), (-9,22), (-5,23), (-6,20), (-10,20), (-12,22), (-14,20), (-20,20), (-17,16), (-14,18), (-12,20), (-10,18), (-6,20), (-7,17), (-4,16), (-8,15), (-11,17), (-12,15), (-15,13), (-17,16)

Line 4 {Olive Green}: (-21,-30), (-19,-25), (-18,-24), (-19,-17), (-18,-15), (-16,-12), (-16,-9), (-17,-8), (-15,-8), (-16,-7), (-16,-5), (-14,-4), (-13,-4), (-12,-5), (-9,1), (-8,1), (-8,-1), (-9,-2), (-10,-6), (-12,-8), (-12,-11), (-14,-18), (-12,-21), (-12,-24), (-17,-28), (-16,-30), (-21,-30)

Line 5 {Olive Green}: (-9,-4), (-8,-4), (-7,-5), (-5,-3), (-5,-2), (-3,-2), (-3,-4), (-4,-4), (-7,-10), (-7,-14), (-8,-17), (-9,-18), (-7,-23), (-7,-25), (-13,-28), (-11,-30), (-14,-30), (-15,-28), (-11,-24), (-13,-18), (-11,-8), (-10,-8), (-11,-7)

Line 6 {Olive Green}: (-9,-30), (-6,-23), (-5,-13), (-5,-10), (-4,-9), (-3,-9), (-2,-8), (-3,-6), (-1,-5), (1,-5), (2,-6), (3,-8), (2,-8), (0,-10), (4,-13), (5,-12), (7,-14), (7,-15), (6,-16), (1,-16), (1,-18), (0,-19), (3,-26), (-1,-30), (-5,-30), (0,-25), (-3,-23), (-5,-30), (-9,-30)

Line 7 {Olive Green}: (2,-30), (4,-26), (6,-25), (12,-15), (10,-15), (8,-17), (7,-17), (6,-16), (9,-13), (14,-11), (16,-13), (17,-11), (19,-11), (20,-13), (20,-15), (19,-16), (20,-17), (20,-19), (21,-20), (19,-24), (17,-25), (16,-23), (12,-23), (8,-27), (7,-27), (5,-30), (2,-30)

Line 8 {Gray}: (8,-30), (16,-26), (17,-25), (21,-23), (24,-22), (27,-23), (29,-26), (29,-30), (8,-30)

Line 9 {Black}: (-4,-4), (-3,-4), (-2,-5), (-3,-6), (-4,-4)

Line 10 {Black}: (1,-10), (2,-9), (5,-12), (4,-13), (1,-10)

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7th Grade - Week 5 Math TUES/WED

FLAG DAY CARTESIAN ART Plot the coordinate points on this grid. y 35

30

25

20

15

10

5

x −30

−25

−20

−15

−10

−5

5

10

15

20

25

30

−5

−10

−15

−20

−25

−30

−35

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7th Grade- Week 5 Social Studies TUESDAY TEXAS & CIVIL RIGHTS: More on Hector P. Garcia Read on to learn more about this important civil righs leader.

QUESTION: Think about Dr. Garcia’s accomplishments and awards. What generalizations can you make about this important civil rights leader?

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7th Grade- Week 5 Reading Language Arts NOTES FOR WED/THURS

Capitalization Rules-Special Cases Days, Months, and Holidays

Nationalities, Religions, and Languages

Days of the week, months and specific holidays are capitalized.

Examples:

Both nationalities and languages are capitalized.

*On Tuesday, we will take the unit test.

Examples:

*My favorite months of the year are

*The country spoke German fluently.

September and May.

*Though they were all American, the

*I love how much I get to eat on

most prominent religion was Buddhist.

Thanksgiving.

Titles of People

Family-Relationship Terms

Do not capitalize a title used alone or

Capitalize a word showing family

following a person’s name. Unless a title is used in front in a direct address (before the name), it’s usually

relationship when used with a person’ name, but do not capitalize when the word showing relationship is preceded by

capitalized.

a possessive noun (my, your, his, her, us, their, our).

Examples: *I had to go talk to the principal today after what happened in English. *We sat next to Principal Smith at the assembly and had to behave.

Examples: *My talented Uncle Buford is a frogcalling champion in five countries. *We went over to Brad’s house and his mom made us cookies.

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7th Grade- Week 5 Reading Language Arts WEDNESDAY/THURSDAY BrainPOP Students will use the QR code or link to access a BrainPOP. They can watch the movie and then complete the quiz.

Username: frenshipscience Password: tigers1

https://bit.ly/2x1R0Fl Poetry Write a poem about remote

learning, your feelings, your

family or whatever you want.

Use capitalization rules throughout the poem.

Article Hunt

Journal Entry

Respond to one of the following prompts in a journal entry.

Remember to use your capitalization rules.

• What each day is like for you—what’s hard, fun, stressful, restful, comforting, worrisome . . .

• Staying in contact with family, friends, and neighbors.

• Stories you’ve heard, experienced, or imagined.

Choice Board Students have the option to choose two of the following activities to complete. They will complete one on Wednesday and the other on Thursday. *Note-Some options have technology. If you do not have any at home, please choose another option.

Photo TIME!

Comic Strip Create a comic strip (at least 3 boxes) that tells a story about your experience with remote learning. Remember to include dialogue that uses the correct capitalization rules. Be creative!!!

Quizizz Students can use the QR code or link to access the Quizizz.

They will not need to log in to participate within the program.

They can take the quiz as many times as needed to get a 100!

https://bit.ly/2RkCKOG

Collage Find different sentences from

Find an article from the Take 2 photos of magazines, ads, newspapers, internet, a magazine, or whatever inspires you books, et.c. that use different newspaper. Highlight all this week. Write a capitalization rules. Highlight or the capitalization rules that caption for each photo circle where the rule is being are being followed. using capitalization rules.

Identify which rule is used used. Create a collage on a You can use any app or the most. separate sheet of paper with all

just write your captions on a separate sheet of paper.

the different sentences by cutting out the sentences or drawing your own.

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7th Grade- Week 5 Social Studies WEDNESDAY TEXAS & CIVIL RIGHTS During the 1950s and 1960s, the Civil Rights Movement was in full swing across the United States, and Texas was no exception. Although there were many civil rights leaders in Texas, this week ‘s lessons will focus on two of those leaders.

James L. Farmer Jr. Civil rights leader James Farmer was born in Marshall, Texas, in 1920. He spent his childhood in Austin but returned to Marshall to attend Wiley College, where he joined the team of "great debaters" coached by legendary teacher Melvin Tolson.

Though Farmer had intended to become a Methodist minister, Tolson's influence—and segregation within the church—led him to activism.

In 1942, Farmer organized the Congress of Racial Equality (CORE) in Chicago. A decade before the civil rights movement made headlines, CORE followed Gandhian principles of nonviolent direct action to fight racial discrimination.

In 1961, CORE organized the Freedom Rides to desegregate bus travel. Farmer and twelve other activists, both black and white, faced violence and jail time as they rode from Washington, DC, to New Orleans.

The Freedom Rides and the violence that erupted in response captured national attention. Blacks across the nation joined the civil rights struggle, as did whites in America and abroad. Within months, Attorney General Robert Kennedy issued an order banning segregation in interstate travel.

Farmer later described the Freedom Rides as his "proudest achievement." CORE had pioneered the tactics that eventually dismantled segregation in the South.

Farmer retired from CORE in 1966 and turned to government service and teaching. In 1998, the year before his death, he received the Presidential Medal of Freedom, the nation's highest civilian honor.

QUESTIONS: 1. How was this individual important in the fight for Civil Rights in the United States?

OPTIONAL: To learn more about the Freedom Rides, watch this video: https://www.youtube.com/watch?v=E1smGpGSa14 Article from: https://www.humanitiestexas.org/programs/tx-originals/list/james-l-farmer-jr

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7th Grade - Week 5 Math THURS/FRI

STAAR GRADE 7 MATHEMATICS REFERENCE MATERIALS y = mx + b

Constant of proportionality

k =

y x

1

Slope-intercept form

0

Inches

LINEAR EQUATIONS

CIRCUMFERENCE Circle

or

C = πd

2

C = 2π r

AREA A = 1 bh 2

Rectangle or parallelogram

A = bh

Trapezoid

A = 1 (b1 + b2)h 2

Circle

A = πr 2

3

Triangle

4

VOLUME V = Bh

Pyramid

V = 1 Bh 3

Pi

6

ADDITIONAL INFORMATION

5

Prism

π ≈ 3.14

or

π ≈ 22 7 d = rt

Simple interest

I = P rt

Compound interest

A = P (1 + r )t

7

Distance

8

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7th Grade—Week 5 Math THUR/FRIDAY

7th Grade Choice Board The circumference of my dining room table is 8π. What is the area of my dining room table?

Measure your table in inches to find the same information.

Write the equation modeled and solve.

77.5° 90°

What is the missing angle?

Directions: There are _____ red marbles and _____ blue marbles in Bag A. There are _____ red marbles and _____ green marbles in Bag B. Using the digits 1 to 9 at most one time each, fill in the boxes to make the probability of drawing a red marble from either bag the same.

Measure the area of your stove top minus the area of the burners.

What information do you need to get started?

c

c

$1.03

$7.75

What is the value of C? The area of the square is 32 in². The diameter shown is 8 in. What is the area of the shaded region?

12.7 in

Tell someone how to find the lengths of the red and orange lines. Then find the total area of the figure.

7.2 in

A new cell phone is priced at $398.50.

There is an 8% sales tax rate.

What is the sales tax for the new phone?

c

Write an equation to represent the model above.

Create a comparative dot plot of the data.

Stud A

2.5

Stud B

1.25 3

2

2.5

3

1.5

2

2.5

1.25

5.7 in Write a problem story for the data.

10.9 in https://student.desmos.com/? prepopulateCode=85j6ke practice number lines

https://student.desmos.com? prepopulateCode=ruzamr practice with dot plots here.

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7th Grade- Week 5 Social Studies THURSDAY TEXAS & CIVIL RIGHTS: More on James L. Farmer Read on to learn more about the important civil rights work of James L. Farmer.

QUESTION: What other important civil rights leaders do you see in these pictures?

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7th Grade- Week 5 Reading Language Arts FRIDAY

Literary Comprehension: Instagram •

• •

Choose a character from a story you have recently read and create an Instagram post that the character might have posted if he or she had an Instagram account. o Include a picture and comment The post must show the setting of the selection you read this week.

Cite a piece of evidence to support your “social media post” in the comments section.

Comment:

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7th Grade- Week 5 Social Studies FRIDAY TEXAS & CIVIL RIGHTS: Venn Diagram Reflect and organize what you have learned this week.

You have learned about two civil rights leaders from Texas this week, as well as the important work that they did in the Civil Rights Movement. Reflect upon what you have learned and organize that information into a Venn diagram. An example has been given for you.

EXAMPLE VENN DIAGRAM:

HECTOR P. GARCIA

BOTH

JAMES L. FARMER

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CAREER AND TECHNICAL ELECTIVES Week 5 (April 27th – May 1st)

Technology Applications

Digital Design

Choose ONE activity to complete this week for the courses listed above.

CHOICE #1 https://www.youtube.com/watch?v=GV0iF3g32wM or QR code below Webcams are located all over the world. They can take us to places that we might not have the opportunity to go to and see people we are far away from. Watch the video above showing the top 25 webcams. Complete the following steps and questions.

1. Use the internet to choose a webcam that interests you. Copy and paste your address to your document.

2. Where is this webcam located? (ex. City, state, or a description of the location) 3. What do you see when you are looking at your webcam?

4. How is this helpful to people around the world?

5. Why did you choose this webcam?

6. Give an example of a time when you have used a webcam.

You can answer your questions on a WORD document or a piece of paper.

CHOICE #2 You have been given a webcam to place anywhere in the world. (School appropriate) This place should be interesting to students your age. This can be in nature, any city, to view animals……

1. Where would you put your webcam?

2. Why did you choose this location?

3. Do you think this will be interesting to others? Why? 4. What would others see if they choose to look through your webcam?

5. Give me an example of a time when you have used a webcam.

Extension Activities for Additional Learning (Optional) EDUTYPING (OR) typing.com WWW.CODE.ORG Submit your final project through Schoology in your assigned class folder Look for upload link entitled “REMOTE LEARNING WEEK 5” NOTE: If you are unable to submit your assignment online, or through Remind please email or contact your teacher to make alternative arrangements.

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Broadcast Media

College and Career

Based on your elective course, complete the assigned weekly activity WEEK 5 (April 27-May 1) Make an Instructional Video (Example: How to bake a cake?)

1) Write down a rough draft of your step-by step instructions.

2) Storyboard your camera shots before actually shooting the video.

3) Shoot the video narrating as you go or add a voice over to the video when editing.

4) Include both an introduction and conclusion to your video.

Record your video on a phone or camera.

If you are unable to record the video, submit your written responses.

WEEK 5 (April 27-May 1) Interview an adult about their job & the importance of continuing education. List responses to the following: • Job Description: • How long have they done their job: • Skills needed: • Level of Education: • What additional training is required?

• Best part and hardest of the job: • Endorsement/Career Pathway: • Would you enjoy this career? Why or Why not?

• Why do they think it’s important for you to continue your education and training beyond high school?

You can type your responses on a Word document or write them by hand. See submission requirements below.

Videos should be less than 2 minutes.

Submission Options: 1) Upload to Schoology folder “REMOTE LEARNING WEEK 5” 2) Email the assignment, or picture of the assignment to your teacher 3) Upload to OneDrive and share with your teacher.

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Yearbook Week 5 (April 27th – May 1st )

Choose ONE activity to complete this week for the course listed above.

TOPIC: Yearbook Layout CHOICE #1 Using Word or Power Point, create a page all about you for the yearbook. The page needs to have photos, text, descriptions and be appealing to the eye. Make sure the page has an image of you, your likes, hobbies, friends, and favorites. You can copy and paste pictures from the internet. Make sure to include the following: Color Fonts (different sizes and shapes) Please make it Borders better than this!!!

Shapes text pictures

Be sure to use the entire space.

Show your personality.

text

Upload your layout to Schoology Folder Remote Learning Week 5 or send them to teacher using Remind or by Email.

CHOICE #2 CONTINUE JOURNALING: Continue adding to your daily journal entries for every day of remote learning at home. Remember: each day will require one photo (or drawing) and a short journal entry.

You will need to respond to the topic each day and document it using your phone and a brief paragraph or a couple of lines describing the photo. Your Topic This Week: COLOR

Extension Activity for Additional Learning (Optional) Yearbook Marketing During COVID-19: Use a photo editor or graphics app to design a logo or advertisement that can be used on social media to promote selling this year’s book. Be creative!

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ART UNIT: Cartooning - Graphic Design LESSON PLAN: Comic book or comic strip design. Grade Level: 6th, 7th and 8th Grade Objectives: • • • •

Design an original cartoon character Understand the creative process and development of a cartoon from brainstorming to final draft Use the correct terminology associated with cartooning Recognize the different kinds of cartooning including a gag comic, comic strip, caricature, and a comic book

Materials: Scrap paper, Final Paper, Colored Pencils or markers, pencils, and eraser.

Resources:You can utilize these resources if you would like. It will help with your project.

• • •

www.youtube.com/watch?v=hLQo-410Gs (Illustrating and drawing tips: How to draw Comic Strips). www.youtube.com/watch?v=cplqBi_rwGy (How to draw cartoons with Christopher Hart).

Website: www.chrishartbooks.com

Vocabulary: gag, caricature, strip, comic book, panel, thumbnail sketch, plot, point of view, cropping, rule of thirds, caption, bubble, narrative.

Introduction/Motivation: Brainstorm your favorite cartoon character. Look at plot, what it’s about, what story it tells and any additional characters. Also look at environment.

Procedure: Write out a written description of the original character, name, personality, etc. Describe what type of events or circumstances the character might be involved in. Will the character have a supporting cast or a sidekick? Will the character have props or a special environment that they live in?

Begin making a rough draft of character and supporting cast. Upon completion begin your panel.

Panel – Look at different layouts of a comic strip. Create a rough draft template with a minimum of 3 action panels and a title panel. Below or above each panel jot down the ideas for the action or spoken plot. Sketch ideas in each panel. Think about point of view, size, cropping, and the rule of thirds when designing each panel.

Turn in rough draft for approval. Transfer rough draft to final draft paper. Draw lightly in pencil. Add lettering, detail and color. Finish with a fine point marker outline.

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Frenship Athletics/PE Remote Learning April 27-May 1

Day 1 Warm-Up 3 Min Jog/ 800 Jog 15 Bodyweight Squats 10 Spider – Man Lunges 5 Pushups 40 Mt Climbers X2 WORKOUT 4 MIN AMRAP/ 1 Min REST x 4 Rounds 3 Burpees 6 Pushups 9 Squats 12 Lunges 15 Plank Jacks ABS 50 Bicycles 20 Toe Taps 20 Situps :40 sec Plank X2

Day 2 Warm-Up 3 min jog/ 800 jog (10 Yards - Knee Pulls, High Knees, ButtKicks, Frankenstein, Side to Side Lunge, Toe Touches, Karoake R&L, Walkouts w Back Stretch) PLYOMETRICS 3x 8 Squat Jumps 3x8 Jump Lunges 2 x 5 Broad Jumps 2 x 20 Yds Bounding

WORKOUT Day 3 Endurance – 20 Min 4 Min Jog 1 Min Walk 1 Min Run 1 Min Walk 1 Min Run 1 Min Walk 1 Min Run 1 Min Walk 1:30 Run 1 Min Walk 2 Min Run 1 Min Walk 3 Min Run 1 Min Walk

Defensive Lane Slides 2 x 20 Touches Conditioning 4 x 200 :40 secs w/ 1min :30 Rest 4 x 100 :17 secs w :45 sec rest

Day 4 Warm-Up 3 Min Jog/ 800 Jog 10 Spider – Man Lunges 20 Side to Side Lunge 5 Pushups 10 Hip Bridges X2

WORKOUT

Day 5 Warm-Up 3 min jog/ 800 jog (10 Yards - Knee Pulls, High Knees, ButtKicks, Frankenstein, Side to Side Lunge, Toe Touches, Karoake R&L, Walkouts w Back Stretch) PLYOMETRICS

20 Min AMRAP 10 Pushups 20 Walking Lunges 10 Tricep Dips 20 Squats 10 Shoulder Taps in Plank (R+L = 1) 200 Run

200 Jumprope 3 x 8 Skaters 3 x 8 180 Jumps 2 x 8 Tuck Jumps

ABS 30 Russian Twists 15 Bent Leg Jackknife 10 SuperMans :20 sec Side Plank R &L X2

Conditioning 4 x 300 Shuttle (50yds. & back x 3 = 1 Shuttle) 1:10 Min w 2 Min Rest Stretch!

Fwd/Backpedal (10 yards) 2 x 10 Touches

Stretch!

For sport specific workouts---Contact your sport coaches.

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Theatre: April 27th - May 1st Activity 1 ~ Dinner Party …You are having a dinner party and your honored guest will be a favorite musician or band (alive or dead). Your goal is to make them your new best friend.

1) 2) 3) 4)

How will you do that?

What will you serve? Why? What are some topics of conversation?

What things will you avoid talking about?

Create a placemat for your dinner party featuring this artist include pictures, quotes, and song lyrics. Cover 100% of your sheet of paper.

Write about how the evening and dinner went, send a picture of your placemat and a YouTube, iTunes, Spotify etc. of your favorite song by that artist in an email to your teacher.

Activity 2 ~ Worst Case Scenario … How do you collaborate in a crisis?

In this case, each group must work together to create a list. But it’s not just any list, it’s a list of “must haves” under an extreme circumstance. How do you collaborate in a crisis? It’s time to find out.

Part One: Imagine your group (your family or at least 3 friends over the phone) is involved in a real-world worst-case scenario. As a group choose one of the following and decide on five musthave items that will help your group get to safety.

▪ ▪ ▪

Locked in a room in a burning building.

Trapped on a sinking ship Crash Landed on a desert island

▪ ▪

Locked in a room with a bomb about to go off Stuck on a mountain with a looming avalanche.

Your “must have” choices need to be a unanimous decision. What are your 5 “must haves”?

Part Two: Imagine your group is involved in an imaginary-world worst-case scenario. As a group choose one of the following and decide on five must-have items that will help your group get to safety.

▪ ▪ ▪

Hostile aliens are about to land.

A villainous superhero has control of the city.

The zombie apocalypse has started.

▪ ▪

Underground in a fight to the death with mole people A mysterious virus has spread across the world at an alarming rate and the world is shutting down.

What are your 5 “must haves”?

1. Reflect on this exercise. What did it say about collaboration and creative thinking?

2. How did your group work together?

3. What did you contribute? How did you listen to others?

Email your teacher your end products to both Activities.

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Frenship Band Remote Learning April 27th – May 1st Day 1: Rhythm Charts – Write the counts under each note/rest as we would in class!

Day 2: Note Naming – CIRCLE YOUR CLEF, then write the NOTE NAME under each note provided.

Day 3: Symbol Identification – Locate, circle, and label the symbols that are listed in your Term Bank.

Term Bank: Key Signature, Bass Clef, 16th Note, Double Bar Line, Slur, Dotted Eighth Note, 2nd Ending, Forte, Repeat Sign, Accent, Tenuto

Day 4: Listening Assignment – Scan the QR and listen to the recording of Guardians of the Galaxy, arranged by Michael Brown.

This is a fun song for bands that features a medley of many songs from the movie Guardians of the Galaxy. On the YouTube video, you can see the band director's music, called a "Score". YES! WE SEE ALL THE MUSIC AT THE SAME TIME. As you look at the music, see how everything lines up vertically on the page. Most of this song is in 4/4 time. Try to conduct along by moving your hand with the beat like a conductor. Be sure to check out the time changes later in the music.

BONUS: Record yourself conducting, and send it to your director!

Day 5: Listening Assignment 2 – Listen to these two recordings of Simple Gifts: Shaker Songs mvt 2 written by Frank Ticheli. One is a college level band, the other is a high school band.

1) Which recording did you like better?

2) Why did you like that one better?

35

CHOIR April 27th - May 1st Monday: Step 1: Take a Shower and Use soap Step 2: Sing in the shower but don’t get soap in your mouth. (or else you’ll be a soap opera) Tuesday: Listen to your favorite artist and choose a song they sing.

You may either learn the song and sing it with a karaoke track to anyone who will listen (can most likely be found on youtube)...or write about how this song has impacted your life. If you sing it to someone it could be on facetime, over the phone, recorded and sent as a message. Send some happiness to someone you love.

Wednesday and Thursday: Create a “Quarantunes” playlist.

MUST BE SCHOOL APPROPRIATE - “When in doubt, do without.”

All songs must be from the same genre. Genre: a category of artistic composition, as in music or literature, characterized by similarities in form, style or subject matter. Genres include but are not limited to movie music, Rock and Roll, Country, Pop, Musicals, etc.

Create a playlist with at least 15 songs from a specific genre on YouTube and share with your teacher by email. If you do not have access to YouTube write out the playlist or type it up and send a picture or a document to your teacher. (emails listed below) EXAMPLE: https://www.youtube.com/playlist?list=PLVmqjFTxPCFI3b3RRXryo0XMBZ3GsG_LW

TEK: Historical and cultural relevance. The student relates music to history, culture, and the world. compare and contrast written and aurally presented music representative of diverse genres, styles, periods, and cultures;

Friday: Find a “home concert” (school appropriate). These are on social media, PBS, youtube, tv etc. Watch the concert and write four sentences. EXAMPLE: https://www.youtube.com/watch?v=WfeLzQ1QA5U Sentence 1: I watched a home concert with _________ (insert artist/s) Sentence 2: write out one good thing in a complete sentence Sentence 3: write out one thing that could be improved upon.

Sentence 4: write what you would do to improve that one thing from sentence 3

Contacts your teacher: Frenship - Rduncan@frenship.us Heritage - Mkirby@frenship.us Terra Vista - Mbillett@frenship.us

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