Dual Language 6th Grade Remote Learning May 4-8 by Frenship ISD

Frenship ISD Remote Learning

Dual Language th 6 Grade Week 6: May 4-8 Reading/Language Arts, Math, Science & Social Studies: pages 1-25 Electives: 25-33 (Each student will only need to work on the courses they are currently enrolled in.)

Social Studies/Estudios Sociales

Science

Math

Reading Language Arts

Frenship ISD 6th grade DL Week 6 (May 4-8) Schedule Monday/lunes Leer paginas 130 134

Tuesday/martes Complete the assignment “Influence of Setting on Plot Development” on page 17.

Wednesday/miercoles Leer paginas 135 - 138

Choose two activities from the “6th Choice Board” on page 3.

Complete the conversions on “Part to Whole Ratios” on page 18.

Choose two activities from the “6th Choice Board” on page 3.

Choose one or more tasks from the Week 6 Science Choice Board on page 4.

Estudios Sociales Lee sobre la Geografia de Africa del sur y comparte con un miembro de la familia lo que aprendiste, la pagina 16.

Estudios Sociales Lee mas sobre la Geografia de Africa del sur y contesta la siguiente pregunta en tu cuaderno: Por que es ilegal la “caza furtiva”?

Estudios Sociales Usando el mismo articulo que leiste el martes, contesta la siguiente pregunta en tu cuaderno: Como afecta la deforestacion al suministro de energia de la region?

La pagina 19.

Thursday/jueves Choose one activity from the choice board on page 20. *Several have attached sheets for students to complete the activity.

Friday/viernes Responder a las preguntas de “Despues de Leer", la pagina 25.

Use your logic Choose two and reasoning activities from the skills to complete “6th Choice “More or Less" Board” on page 3. on page 24. Choose one or Choose one or more tasks from more tasks from the Week 6 the Week 6 Science Science Choice Choice Board on Board on page 4. page 4. Estudios Sociales Usando el mismo articulo que leiste el martes, contesta la siguiente pregunta en tu cuaderno: Compara y contrasta los desierto del Namib y del Kalhari

Estudios Sociales Por favor de reflejar en tu cuarderno sobre lo que leiste esta semana

6th Grade ̶ Week 6 Math Choice Board

6th Grade Choice Board

MONDAY-WEDNESDAY-FRIDAY Simplify each expression. Explain why the expressions are not equal. Circle the expression that has a greater value.

Would you rather have... V =Bh or

V = lwh

Using only the numerals 1,2,3,4 and 5, write each one in a circle so that no two consecutive numbers are adjacent. Can you find two ways? Consecutive: one right after the next

(5 + 2² + 8 - 6) · 10 ÷ 2

5 + 2² + 8 - 6 · 10 ÷ 2

Adjacent: next to each other

A cube of gold, 25 m per side

Two cubes of gold, one is 24 m per side, one is 7 m per side

Justify your reason by writing a complete sentence.

Would you rather...

Name three fractions that fall between 1/2 and 3/4. 1

Name three decimals that fall between 2.2 and 2.3.

Justify your reason by writing a complete sentence.

List all the possibilities for whole number side lengths of rectangles to have an area of 36 u.² Two examples are given. 18 u

36 u

Area of Rect = bh 36 u² = (18 u) (2 u)

2.5

Fraction War Materials: playing cards and partner (If no partner, create fractions and put in order from least to greatest.)

Directions: In this game, each player turns over 4 cards. Cards are arranged to make the largest fraction (2-digit numerator/2-digit denominator). Player w/greatest fraction wins. When cards are out, most cards in a pile wins. All Face cards = 1; 10 can be joined to make a 3 digit #

Naming Ratios Do at least 10 problems. If you do not get at least 80%, keep working until you do.

Play Prodigy for 15 minutes Ask teacher for log in information or sign up for account. https://bit.ly/2z1ovrL

https://bit.ly/2VeCeV0

Next, find all the whole length possibilities for a rectangle with an area of 144 u². (Hint: There are 6 rectangles)

T = technology required 6th Grade – Week 6 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 choice #.

#1 TOPIC: Force and Motion (page 5) 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/pictures “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 HANDOUT most?

#2 TOPIC: General Science (page 6)

#5 TOPIC: Microecosystem Observation (page 7)

Choose a word from the list. Create “vocabulary art” to show your understanding of the term. Then, write a summary to explain what illustrations you included and how they connect to the term. See the example “vocabulary art” on the handout. HANDOUT

Read the directions on the Microecosystem Observation handout. Complete the activity with a family member. HANDOUT

#5 TOPIC: Rock Cycle (page 11)

#4 TOPIC: Experimental Design (pages 8-9)

Rock Cycle Puzzle: 1.Cut out the puzzle pieces (9 total) on the solid lines. They are currently mixed up. 2.Look closely at the definitions and terms. They will match up on the edges. Note: If a box touches multiple other boxes, the definitions and terms on those sides will also have to match up. 3.Some terms and definitions are distractors! They will face outward and will not have a match. 4.You will be successful when you have created a 3x3 rectangle AND all of the terms and definitions on touching sides match and make sense. ☺ HANDOUT

Use your knowledge of experimental design to analyze the example experiment. What is wrong with this experiment? Identify the variables and reflect on what change(s) could be made to improve the experiment. Discuss with a family member. Need help? Read the passage about Experimental Investigations. Challenge: Can you design your own experiment on a topic of your HANDOUT choice?

#6 TOPIC: Density

Watch the video over density. https://bit.ly/3amF8v2

Play the online game! https://bit.ly/3eJPaKi

T #7

T #8

Read the instructions on the handout and conduct the investigation using the PhET simulation. Use your knowledge of balanced and unbalanced forces and the simulation to answer the questions.

Let’s go on a virtual field trip to historic Johnson Space Center in Houston, Texas where you will learn about some pretty unique careers. While watching the virtual field trip, think about your talents and interests and match them with careers highlighted in the virtual field trip. Fill out the handout as you watch.

TOPIC: Balanced and Unbalanced Forces (pages 13-14)

https://bit.ly/2XUNqaM HANDOUT

TOPIC: STEM Career Exploration: Aerospace (page 15)

https://bit.ly/2VIoocm HANDOUT

6th Grade - Week 6 Science CHOICE 1

Force & Motion

Tic – Tac – Tally Not sure how to make “connections”? See the example:

speed

force

Newton

distance

acceleration

spring scale

time

Vocabulary Art â&#x20AC;&#x201C;

6th

Grade

6th Grade - Week 6 Science CHOICE 2

Example:

Choose One: friction

speed

density

metals

element

compound

chemical change

convection

rock cycle

plate tectonics

gravity

thermal energy

Vocabulary Art Illustration:

Summary:

____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

6th Grade - Week 6 Science CHOICE 3

Microecosystem Observation Materials: • An area outside • Hula hoop or string • Colored pencils (optional) Directions: 1. Think of 2 very different microecosystems (small zones of living and nonliving things) in the outdoor area you will observe. (Ex. under a tree, an area with an anthill, a grassy patch, an area with weeds, etc.) 2. Place a hula hoop or a circle of string on the area you want to observe. Draw a detailed diagram of the area you observing. Be sure to label the things in your drawing. 3. What living things do you see? What nonliving things are in the area? 4. Find a second area that is different from the first. Repeat steps 2 and 3.

Area 1: _________________ Area 2: _________________ Answer on a separate sheet of paper OR discuss with a family member: 1. Compare and contrast the 2 microecosystems. How are they similar? How are they different? 2. Choose 1 of the 2 areas. How do living things in the area interact or depend on the other living and nonliving things in the area to survive? 3. Choose 1 of the 2 areas. How might a change in the microecosystem impact the area? (ex. a heavy rain/flood, a drought, wildfire, building a sidewalk, or cutting down a tree)

6th Grade - Week 6 Science CHOICE #4

Question:

What is the independent variable in the experiment? ________________________________ What is the dependent variable in the experiment? _________________________________ What should the controlled variables be? _________________________________________ How could you improve this experiment? _________________________________________

6th Grade - Week 6 Science CHOICE #4

6th Grade - Week 6 Science CHOICE 5

6th Grade - Week 6 Science CHOICE 7

FORCES AND MOTION Open up PhET simulation “Forces and Motion.”

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

Open the part of the simulation titled: “NET FORCES”

TASK 1 a. Place 2 people that are the same size the same distance away from the cart. b. Make a prediction about the movement of the cart. c. AFTER you have observed the actual movement, click on the sum of the forces box at the top right hand corner of the simulation. Record the number in the data chart.

TASK 1

Predicted Movement

Actual Movement (none, left, right)

Sum of Forces (0, x-left, x-right)

Same size, same placement on rope.

TASK 2 a. Place 2 people that are the same size different distances away from the cart. b. Make a prediction about the movement of the cart. c. AFTER you have observed the actual movement, click on the sum of the forces box at the top right hand corner of the simulation. Record the number in the data chart.

TASK 2

Predicted Movement

Actual Movement (none, left, right)

Sum of Forces (0, x-left, x-right)

Same size, different placement on rope.

TASK 3

a. Place 2 people that are different sizes the same distance away from the cart. b. Make a prediction about the movement of the cart. c. AFTER you have observed the actual movement, click on the sum of the forces box at the top right hand corner. Record the number in the data chart.

TASK 3

Predicted Movement

Actual Movement (none, left, right)

Sum of Forces (0, x-left, x-right)

Different size, same placement on rope.

TASK 4 a. Place 2 people that are the different sizes different distances away from the cart. b. Make a prediction about the movement of the cart. c. AFTER you have observed the actual movement, click on the sum of the forces box at the top right hand corner of the simulation. Record the number in the data chart.

TASK 4

Predicted Movement

Actual Movement (none, left, right)

Sum of Forces (0, x-left, x-right)

Different size, different placement on rope.

Analysis Questions/Reasoning: 1. What caused an object to begin moving in the interactive?

2. Which of the scenarios demonstrated a balanced force? What was the result of the balanced force?

3. Which of the scenarios demonstrated an unbalanced force? What was the result of the unbalanced force? OPTIONAL: Investigate the other parts of the simulation: motion, friction and acceleration. Explain something you learned.

6th Grade - Week 6 Science CHOICE 8

Applying Your Knowledge and Skills to Careers in Aerospace

STUDENT HANDOUT

The competition for human exploration of space drives expansion and innovations resulting in growing and varied job opportunities in aerospace. People in these careers work together to develop aircraft, spacecraft, satellites, and missiles. Your interests, abilities, and goals will all influence your career choices. Which of your talents and skills relate to a career in aerospace? Explain the connection. ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ While watching the Virtual Field Trip, match some of your talents and interests related to each career highlighted. Tony Castilleja Jr., Mechanical Engineer

Celena Dopart, Human Factors Systems Engineer

James Dickson, ISS Mission Evaluation Room Manager

Kavya Manyapu, Flight Crew Operations and Test Engineer

Jennifer Hammond, ISS Mission Evaluation Room Manager

Myron Fletcher, Rocket Propulsion Engineer

List two skills the professional highlighted as being critical to their work.

List two talents or interests that you have related to this job.

List two careers from the table that best match to your talents and/or interests. ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

boeingFutureU.com

6th Grade – Week 6 Social Studies MONDAY Maestra Barragan

Social St 6 DL Remind code: @a94h6322d9

Geografía física de África del Sur Accidentes geográficos y masas de agua Pregunta guía ¿Cuáles son los principales accidentes geográficos de África del Sur?

África del Sur está conformada por los 10 países más meridionales del continente africano. También, por cuatro países insulares independientes y dos territorios insulares franceses. Aunque la región limita con el océano Índico al este y con el océano Atlántico al oeste, varios países no tienen salida al mar, pues no limitan con un océano o con un mar. Los dos océanos se unen en el cabo de Buena Esperanza, en el sur del continente. Angola y Sudáfrica son casi del tamaño de Europa Occidental y Madagascar es la cuarta isla más grande del mundo. El resto de países insulares son muy pequeños. La geografía de la región está compuesta por una serie de mesetas altas, cubiertas por bosques en el norte y por praderas en el sur. Los bordes externos de la meseta forman un escarpe, o un acantilado inclinado entre una superficie más alta y una más baja, llamado el Gran Acantilado. El desierto del Namib se sitúa entre el Gran Acantilado y la costa atlántica. El desierto del Kalahari es una meseta enorme cubierta de arena que se extiende por el oriente de Namibia y la mayor parte de Botsuana. Al sur de esta región hay una enorme meseta que se inclina desde los 8,000 pies (2,438 m) en el este hasta los 2,000 pies (610 m) en el oeste. En el extremo sur de esta meseta hay varias cordilleras pequeñas y bajas llamadas cordilleras del Cabo. Los montes Drakensberg en Sudáfrica son la parte más escarpada. Hay una llanura litoral entre las montañas y el océano Índico. Tres grandes sistemas fluviales, el Zambeze (el más largo), el Limpopo y el Orange, drenan África del Sur. Entre Zambia y Zimbabue, se forman las cataratas Victoria, con el doble de tamaño de las cataratas del Niágara. Estos tres ríos y sus afluentes han formado cañones y gargantas a lo largo de las mesetas. También se han construido diques para almacenar agua en lagos artificiales llamados embalses. El lago Malaui, también conocido como Nyasa, es el más meridional del Gran Valle del Rift y uno de los más profundos del mundo. En África del Sur hay varias cuencas planas llamadas depresiones que contienen depósitos de sal. La depresión de Etosha, en el norte de Namibia, es la más grande de África y está en el centro del parque nacional Etosha.

6th Grade- Week 6 Reading Language Arts TUESDAY

Influence of Setting on Plot Development Imagine an alternate setting/time period for the story from Monday. Choose from one of the settings provided or choose your own. Write a paragraph explaining how it would affect the events and characters of the story.

Original Setting: ____________________________________________ New Setting/time period: _____________________________________

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

6th Grade - Week 6 Math - TUESDAY

Converting Part-to-Whole Ratios (G) Name:

Date: Fill in the missing values. Ratios are part-to-whole ratios.

Fraction

Decimal

Percent

Ratio

1 5

0.2

20%

1:5

3:4

5:8

9 : 10

1:2

17 : 20

1 : 10

4:5

1:4

10.

3:8

Math-Drills.com

6th Grade – Week 6 Social Studies Geografía física de África del Sur

TUESDAY/WEDNESDAY/THURSDAY

Recursos naturales Pregunta guía ¿Qué recursos se encuentran en África del Sur y por qué son importantes?

África del Sur es la región más rica del continente en recursos naturales. La República de Sudáfrica tiene una de las reservas minerales más grandes del mundo con platino, cromo, oro y diamantes, además de carbón, mineral de hierro, uranio y cobre, lo que ha generado una industria minera próspera. Sudáfrica, Zimbabue, Botsuana y Mozambique producen carbón para generar electricidad. Mozambique y Angola tienen depósitos de gas natural. Angola es uno de los principales productores de petróleo en África. Namibia tiene petróleo y gas natural. Los ríos y cascadas de Zimbabue, Zambia y Malaui se usan para generar electricidad. Sin embargo, la deforestación hace que entre más sedimento a los ríos, lo que reduce su flujo y la electricidad que producen. Namibia produce estaño, cinc, cobre, oro, plata, uranio y diamantes. Los rebeldes usaron diamantes de Angola para librar una guerra civil por 20 años. Los diamantes usados para pagar conflictos violentos se llaman diamantes de sangre. El oro es el principal producto de exportación de Zimbabue. Zambia tiene uno de los depósitos de esmeraldas más grandes del mundo. El recurso natural más importante de Malaui es su suelo y su economía se basa en la agricultura. África del Sur es famosa por su variedad de vida animal como leones, cebras, jirafas y ñus. Casi todos los países han creado reservas naturales para protegerlos y los turistas llegan de todas partes del mundo para verlos. La caza furtiva, o matanza ilegal de animales, aún es un problema.

6th Grade- Week 6 Reading Language Arts THURSDAY

BrainPOP

Celebrity Tweets

Word Usage

Students will use the QR code or

(page 21)

Use the frequently misspelled word list below to create a sentence using the word correctly for each one. You can write them on a separate sheet of paper. Be creative with your sentences!!!!

link to access a BrainPOP. They can watch the movie and then complete the quiz.

Username: frenshipscience Password: tigers1

https://bit.ly/34wRm2Z Revising/Editing Practice (page 22)

Complete the sheet labeled “Revising and Editing Practice”. It will work on many different rules of grammar. The Letter (page 23)

Attached you will find a sheet with celebrity tweets. “Editing Celebrity Tweets” Determine the best way to revise and edit each tweet. Rewrite it the correct way in the blank provided and explain your reasoning.

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.

The Paragraph (page 23)

Find the 13 mistakes in the Find 2 sentences in “The letter. It is labeled “The Paragraph” that you can Letter”. Some will be combine to make a misspelled words, some compound or complex punctuation, and some sentence. At the other grammatical errors.

bottom, identify which you chose and rewrite the two sentences into one.

Frequently Misspelled Words:  there, they’re, their  to, two, too  your, you’re  its, it’s

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/2VuG2QG

VIDEO OR POSTER Create a video or poster that explains one of the following rules:  When to use your or you’re  When to use a semicolon  How to combine two sentences  When to use its or it’s

6th Grade- Week 6 Reading Language Arts CHOICE BOARD OPTION Directions: The following celebrity tweets have one or more grammatical errors. Underline the errors and rewrite the tweets correctly in the spaces provided. In the final box, write your reasons for the changes. #1 Original Tweet

#2 Original Tweet

#3 Original Tweet

#1 Edited Tweet

#2 Edited Tweet

#3 Edited Tweet

6th Grade- Week 6 Reading Language Arts CHOICE BOARD OPTION Revising and Editing Practice

1. Which of the following is a complete sentence? a. Because night fell. b. Jim ate the sandwich. c. On a tree-lined path. d. In our neck of the woods. 2. Which of the following sentences is correctly punctuated? a. In the dead of night. The van pulled up. b. Chuck would not, give Jaime the seat. c. Over coffee and toast, Kelly told me about her new job. d. Lemonade. My favorite drink. 3. Which of the following sentences correctly uses a conjunction? a. I cannot play in the game until I practice more. b. I hid in the basement my brother was mad at me. c. Victor erased the answering machine message Nora would not find out. d. She scored a goal won the game. 4. Which of the underlined words or phrases in the following sentence could be deleted without changing the meaning? Various different companies offer incentive plans to their employees. a. different b. incentive c. plans d. employees

5. Which of the underlined words in the following sentence is an unnecessary qualifier or intensifier? Many experts consider the stained glass in that church to be the very best. a. experts b. stained c. that d. very 6. Determine whether the italicized phrase in the following sentence is a participial phrase, a gerund phrase, an infinitive phrase, or an appositive phrase. Having missed the bus, Allen knew he would be late for work. a. participial phrase b. gerund phrase c. infinitive phrase d. appositive phrase 7. Choose the best conjunction to combine this sentence pair. We can ask directions. We can use a map. a. and b. but c. or d. because 8. The following sentence pair can be revised into one better sentence. Choose the sentence that is the best revision. The bicycle tire is flat. The bicycle tire is on the bike. a. The bicycle tire is on the bike and the bicycle tire is flat. b. The flat bicycle tire is on the bike. c. On the bike, the bicycle tire there is flat. d. The bicycle tire on the bike is flat.

6th Grade- Week 6 Reading Language Arts CHOICE BOARD OPTION

The Letter Dear Jane, I was delighted to read you're letter last week. Its always a pleasure to recieve the latest news and to here that you and your family had a great summer. We spent last week at the beach and had so much fun on the sand and in the water exploring the coast we weren't prepared for the rains that came at the end of the vacation. The best parts of the trip was the opportunities to sightsee and relax. My kids are back in school to. I find their are less things to worry about now that the kids are at school all day. There is plenty of fun things to do in the summer, but by August, I've running out of ideas. I've excepted the fact that we'll have to think up brand-new activities next summer; hoping to round up some creative ideas soon. Thanks again for your letter! Sincerely, Karen

The Paragraph Read the following paragraph and find two simple sentences that you can combine to make a new sentence. The new sentence needs to be either compound or complex. Identify which one you used.

The signal at the crossing turned red. Drivers halted for the arriving train. Its light appeared in the darkness down the tracks. The ground beneath the cars moved heavily. A big noise filled the air. Max, who was waiting in his car, put his hands over his ears. The train roared down the tracks.

Compound

Complex: __________________________________________________________

____________________________________________________________________________________ ____________________________________________________________________________________

6th Grade - Week 6 Math THURSDAY

MORE OR LESS Use reasoning and computational skills to complete the table and the graph.

PACK

LEVEL

WEEK

Step-by-step examples at: gregtangmath.com/tutorials

Clues:

Together, Mike and Helen picked 90 oranges. The ratio of Ruth's oranges to Dean's oranges is 4:3. Julia picked one third of the girls' oranges. The ratio of girls' oranges to boys' oranges is 9:7. Julia's graph has 3 more Xs than Dean's graph. child

oranges

Ruth Julia Helen Dean

Shane Mike

X X X X X X X X

X Ruth

X X X X X

Julia

Helen

Dean

Shane

Mike

girls

boys

X = ___ oranges

Licensed for 2019-20 school year

www.

ÂŠ Copyright Tang Math LLC

6th Grade – Week 6 Spanish Language Arts FRIDAY Sra. Cuellar – text @cuellar6th to 81010 bcuellar@frenship.us

6th, 7th and 8th Grade ART Zentangle Reflections

Standard: Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.

Objective

In this Zentangle Reflections Art Lesson, students will design a Zentangle drawing creating positive and negative space using the silhouette of an animal or a recognizable shape.

Materials • • • •

Pencil, Optional: Sharpie Markers 2 sheets 8x10 White paper, Optional: one sheet 8x10 black paper Scissors Optional: Glue sticks or white glue

Instructions

1. Choose any animal or recognizable shape (outline only): sharks, unicorn heads, Converse shoes, butterflies, or a T-Rex for example. The sky is the limit! 2. Draw the chosen shape in the middle of a sheet of white paper. 3. After you have drawn your shape, place a clean sheet of paper on top of it. Lay your papers on a window to help you see through your clean paper in order to trace your drawing. Trace around the silhouette of the first drawing onto a new white paper. 4. You have some options here. If you have black paper, cut the second shape out and glue it to the center of the black paper. Make it the mirror image of the 1st image (facing each other) on the first paper. See example above. 5. Shade your drawing completely (see first image of example above) and fill the background completely with Zentangle patterns. 6. Once the half sheet of paper is filled in completely with Zentangles, students create another Zentangle on their cut-out shape. The Zentangle does not need to match the half sheet paper Zentangle. It can be a fresh set of patterns and lines. IF you do not have black paper, shade around the shape with your pencil or black marker (Sharpie). You also have the option of just leaving the 2nd background white if you like.

Athletics Warm up each day before starting workout. Day 1 Perform 3-4 rounds of the circuit. The exercises are to be done right after each other. After each round rest 2 minutes and repeat. Exercise Weighted Squats* Push-ups Jump Rope** Crunches Lunges* Plank hold

Reps or time 15 15 1 Min. 20 15 each leg 1 Min.

*When workout is complete each day, you can work on sport specific skills.

*(use backpack with books inside it for weight) **(if you don’t have a jump rope then pretend that you do anyways and jump)

Mark off 15 yards and 20 yards in your yard or park: 15-yard sprint: Complete 4- 15-yard sprints with 1:15 rest between each. Rest 2:30 then move on to the 20-yard sprints. 20-yard sprint: Complete 4 – 20-yard sprints with 1:25 rest between each. Day 2 Half Shuttle Run- Place cones 25 yards apart from one another. Sprint down 25 yards, touch the line, sprint back 25 yards touch the line. Down and back is considered one trip. You are to perform 3 trips to total 150yds. That is one half-shuttle. Do 4 Half Shuttle Runs total with a 3:00 rest in between each shuttle run. Day 3 Perform 3-4 rounds of the circuit. The exercises are to be done right after each other. After each round rest 2 minutes and repeat. Exercise Reps or time Squat (hold for 5 sec @ bottom) * 10 *Use your backpack with books in Push-ups (hold for 5 sec @ top) 10 it for weight. Split Squat Jump 10 on each leg Lateral Arm Raises** 10 each arm **Use canned food for weight, Toe Touches 20 have a can in each hand when Hip Thruster Single Leg 10 each leg completing this exercise. Plank Hold 1 Min. Mark off 20 yards and 25 yards in your yard or park: 20-yard sprint: Complete 4- 20-yard sprints with 1:15 rest between each Rest 2:30 then move on to the 25-yard sprints 25-yard sprint: Complete 4 – 25-yard sprints with 1:25 rest between each Day 4 Squat Jumps: Do four rounds - complete 5 Squat jumps and then sprint 10 yards after the last rep. Cut 60’s: place two cones 30 yards apart. Sprint down touch the cone, and sprint back. Complete 5 reps at 13 sec with a 60 sec rest in between. Rest 2:30. Complete two more rounds for a total of 15 Cut 60’s. Day 5: Get outside!! You can do any activity you would like: go for a jog, ride a bike, ride a skateboard, play basketball, throw a frisbee, football, or baseball for at least 30 minutes.

Theatre Activity 1: Your Life Movie- Your life is being created into a movie! Answer the questions below to explain what your movie would be like. 1. What would the title be and why? ________________________________________________________________________ 2. What type of movie would it be? (Action, Comedy, Horror, Drama, Suspense, etc.) ________________________________________________________________________ 3. What would the basic plot be? (4-5 sentences) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________ What famous actors would play you and your “cast of characters?” • You :___________________________________________ • _______________:___________________________________________ • _______________:___________________________________________ • _______________:___________________________________________ • _______________:___________________________________________ • _______________:___________________________________________ 4. What famous director would direct it? What is another movie they have directed?

Activity 2: Dramatic Structure- Use the chart below to fill in the main events of your movie.

Exposition: the background information within a story

Rising Action: the section of the plot leading up to the climax, in which the tension stemming from the story's central conflict grows

Climax: the particular point in a story where the conflict or tension hits the highest point

Resolution: the unfolding or solution of a complicated issue in a story This Photo by Unknown Author is licensed under CC BY-SA-NC

• • •

•

Exposition: __________________________________________________________________________________ ______________________________________________________________ Rising Action: __________________________________________________________________________________ ______________________________________________________________ Climax: __________________________________________________________________________________ ______________________________________________________________ Resolution:

__________________________________________________________________________________ ______________________________________________________________

Frenship Band Remote Learning May 4th – May 8th 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: Common Time, Dotted Half Note, Accent, Decrescendo, Multi-Measure Rests, Quarter Rest, Natural Sign, Double Bar Line, Staccato

Day 4: Listening Assignment – Scan the QR and listen to the recording of Barbarossa, by William Himes. Often, music is often written about a story. We call this “programmatic music”. You can hear parts of the music that sound like characters taking action, or emotions of a particular subject. This song was written about a part of World War 2 called Operation Barbarossa. Now that you know this song is a war story, write down a few ideas about what could be happening during this song.

BONUS: Google “Operation Barbarossa” and see if any of your parts of the story are like the real thing. Day 5: Listening Assignment 2 – Listen to Ancient Moon by Elliot Del Borgo and Egyptique by William Del Borgo. Use the Venn diagram to write THREE things that are different and similar.

Theme 2020/2021 Yearbook-Planning Ahead ANSWER THESE QUESTIONS TO JUMP-START THE CREATIVE PROCESS: 1. Describe your school using one adjective. 2. Describe the people that attend your school using one word. 3. List Catch phrases and expressions used by the people in your school. 4. What’s the first thing people notice when they come to campus? 5. Can you predict the mood of the students next year? 6. What changes have occurred since the previous year? The following websites have great theme ideas: • https://yearbooklife.com/yearbook-themes/ • https://www.walsworthyearbooks.com/theme-ideas-list/ • You can also look at yearbook themes on Pinterest

After you have “chosen” your theme, describe what the following items will look like in your yearbook. Fill in title ideas for the following sections: • Student Life: • Academics: • Sports: • Clubs & Organizations: • People: • Colors (palette): • Fonts: • Patterns/Textures: • Shapes: Sketch the idea for what your cover will look like. You can print this page with your answers or write on a separate sheet of paper. Submission: Email or remind to your teacher.

CAREER AND TECHNICAL ELECTIVES Technology Applications

Digital Design

Week 6 (May 4-8) Choose ONE activity to complete this week for the courses listed above. CHOICE #1

CREATE A NEWSLETTERUsing Microsoft Word Newsletter Template, create a Newsletter over your experiences during remote learning. Include short articles over the following: Sports-How have you been staying active during this time. Entertainment-What do you do for fun during Quarantine. Recommendations-Can be recommendations for dinner ideas, movies, tv shows, games, etc. Weather-Local Weather Education-What are you learning in school during this time. You can design your work on a WORD document or draw it out by hand. Include pictures, icons, and ideas for your designs. Use strong grammar and proofreading skills. CHOICE #2

CREATE A PRINT ADVERTISEMENTUse Microsoft PowerPoint (or blank piece of paper) to design a one-page advertisement for a product that has helped you the most during quarantine. Make sure to be creative and catch the eye of consumers. Use pictures, icons, shapes, and easy to read font. 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 â&#x20AC;&#x153;REMOTE LEARNING WEEK 6â&#x20AC;? NOTE: If you are unable to submit your assignment online, please email or contact your teacher to make alternative arrangements.

Broadcast Media

College and Career

Based on your elective course, complete the assigned weekly activity WEEK 6 (May 4-8)

WEEK 6 (May 4-8)

Create an Infomercial advertising a product that is Essential for Quarantine Life. Include at least one family member in the commercial.

Create a Resume (Rough Draft) A resume is a one or two page formal document that lists your educational and professional qualifications when applying for a job. o Google “Student Resume” o Brainstorm ideas for your resume

Example of infomercials: https://youtu.be/masVbx2a5IY

https://youtu.be/oK7_VSpTyVY

Examples of products to advertise: Toilet paper, Facemasks, or create your own product. 1) Storyboard your camera shots before shooting the video. 2) Shoot the video narrating as you go or add a voice over to the video when editing. 3) 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 storyboard. Videos should be less than 2 minutes.

In Microsoft Word (or on paper) 1. Educational History-list your elementary and middle school(s) 2. Work Experience-list any work experience you have. (Mowing lawns, babysitting, etc.) 3. Award and Certificates-list any awards you have received such as end of year awards, NJHS, Student of the Month, etc. 4. Hobbies and Interests-list your hobbies and interests such as reading, exercising, dancing, sports, etc. 5. Skills and Abilities-list your skills and abilities such as typing, working with children, lawn care, public speaking, etc. 6. Extracurricular Activities- list your extracurricular activities such as Student Council, Youth Groups, Sports outside of school Turn in using the submission options below. Next week you will be making your final copy of your Resume.

Submission Options: 1) Upload to Schoology folder “REMOTE LEARNING WEEK 6” 2) Email the assignment, or picture of the assignment to your teacher 3) Upload to OneDrive and share with your teacher.

Choir Assignment May 4th â&#x20AC;&#x201C; 8th Writing assignment Write me a one page essay explaining how singing in choir has impacted your life in a positive way. Include experiences you have shared with others, memories, songs we have sung, UIL moments etc. Also include a song that has inspired you and makes you love singing and why, whether it be a pop song we have sung, choral song or a solo you have done. It can be anything. This is a look into your life and how singing has impacted you. Please send questions to your director. mkirby@frenship.us, mbillett@frenship.us, rduncan@frenship.us