Dual Language 7th Grade Remote Learning May 4-8 by Frenship ISD

Frenship ISD Remote Learning

Dual Language th 7 Grade Week 6: May 4-8 Reading/Language Arts, Math, Science & Social Studies: pages 1-23 Electives: 24-31 (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 7th grade DL Week 6 (May 4-8) Schedule Monday/lunes

Tuesday/martes

Wednesday/miercoles

Thursday/jueves

Friday/viernes

Leer paginas 48 49

Complete the assignment “Influence of Setting on Plot Development” on page 15.

Leer paginas 50 -51

Responder a las preguntas del capitulo 5 hoja, pagina 23.

Complete two activities from the “7th Choice Board” on page 3.

Complete the activity “Adding Integers Spinner Practice” on page 16.

Complete two activities from the “7th Choice Board” on page 3.

Choose one activity from the choice board on page 17. *Several have attached sheets for students to complete the activity. Use your logic and reasoning skills to complete “More or Less” on page 22.

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

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

Estudios Sociales Tejas y un mundo en guerravocabulario Escribe una oracion sobre cada vocabulario, la pagina 14.

Estudios Sociales El articulo: “La guerra mundial llega a tejas” (Pagina 21) Contesta la siguiente pregunta en tu cuaderno Como comenzo la Segunda Guerra Mundial?

Esudios Sociales In relacion al articulo del martes contesta la siguient pregunta en tu cuaderno: Que elementos del contexto llevaron a Estados Unidos a ingresar a la guerra del lado de los Aliados?

Estudios Sociales Usando el mismos articulo del miercoles, contesta la siguiente pregunta en tu cuaderno: Que es una division?

Estudios Sociales Refleja con un miembro de la familia sobre lo que leiste sobre la guerra mundial II.

Complete two activities from the “7th Choice Board” on page 3.

7th Grade Choice Board

7th Grade ̶ Week 6 Math Choice Board MONDAY-WEDNESDAY-FRIDAY Composite Figures

Measure the width and length of one room in your house in feet (Estimate with a man’s shoe if no tape measure.) Find the area of the room.

Do at least 5 problems. If you do not get at least 80%, keep working until you do.

https://bit.ly/2z2ovYx

Carpet A : $3.75/ft² Carpet B : $3.55/ft²

Choose one carpet and calculate how much it would cost to carpet that room in your house.

Justify your reason by writing a complete sentence.

Find the missing angles.

Analyze the solution to each problem: •

Write a compound probability problem using the coins in the picture so that the answer equals

X –16

Look around your house and identify one pair of complementary angles (adds to 90°) and one pair of supplementary angles

4/25. Hint: Compound probability is when more than one event occurs, so make at least 2 “draws.”

Two Truths and a Lie: Which of the

Play Prodigy for 15 minutes

3 statements is a lie?

Ask teacher for log in information or sign up for account.

Number of donuts

Price in Dollars

1.5

2.25

The values in table are not proportional.

When number of donuts is multiplied by 0.25, the result is the corresponding price.

-7y > 21 y > -3

•

-12m < -36 m > -3

•

4t > -28 t > -7

Write one sentence for each explaining the error then solve each correctly.

https://bit.ly/2z1ovrL

Justify your answer in one or two complete sentences.

The cost of purchasing 42 donuts would be $10.50

T = technology required 7th 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 #.

NT #1 TOPIC: Organisms & Environment (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?

NT #2 TOPIC: General Science (page 6) 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.

#4 TOPIC: Experimental Design 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 choice? HANDOUT

Watch the video over body systems. https://bit.ly/2wSG8cM

Play the online game! Play again to improve your score! https://bit.ly/2KqktLX

Read the passage: Pythons are at the top of the food chain in the Everglades Then, use your knowledge about biodiversity and the information from the passage to write a summary about Pythons in the Everglades. HANDOUT

#5 TOPIC: Microecosystem Observation (page 11)

(pages 9-10)

#6 TOPIC: Body Systems

#3 TOPIC: Biodiversity/Invasive Species (pages 7-8)

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

Watch the Amoeba Sisters video about the Levels of Organization. Then, complete the writing exercise on the video recappage.

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.

#7 TOPIC: Levels or Organization (page 12)

https://bit.ly/2RUdiA4 HANDOUT

#8 TOPIC: STEM Career Exploration: Aerospace (page 13)

https://bit.ly/2VIoocm HANDOUT

7th Grade - Week 6 Science CHOICE 1

Organisms and Environment

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

invasive species

organism

secondary biodiversity succession

deforestation

volcanic eruption

primary succession

wildfire

sustainability

Vocabulary Art â&#x20AC;&#x201C; 7th Grade

7th Grade - Week 6 Science CHOICE 2

Example:

Choose One: mitochondria

plant cell

digestive system

geotropism

turgor pressure

secondary succession

biodiversity

adaptation

natural selection

selective breeding

cell membrane

homeostasis

Vocabulary Art Illustration:

Summary:

____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 6

7th Grade - Week 6 Science CHOICE 3 Pythons are at the top of the food chain in the Everglades MIAMI, Florida â&#x20AC;&#x201C; Pythons eat a lot. That's no surprise. But in a new study, scientists who examined poop from a Burmese python in the Florida Everglades discovered that the ravenous snakes may be eating even more than experts expected. Some seem to be having an all-you-can-eat buffet. The scientists found three deer inside one snake. Pythons started to appear in the Florida marshes in the 1980s. They are an invasive species, a type of animal that is not native to a certain area. Invasive species can cause great damage to the ecosystem of their new habitat. They often reproduce too quickly and disrupt the natural food chain. This is the first time researchers have documented such a massive feast by a python in the Everglades. However, the study's lead author Scott Boback thinks the three-deer meal could be an indication of how efficiently the snakes have adapted to the marshes. Boback is a herpetologist, a scientist who studies reptiles and amphibians.

Pythons Are Taking Over The Everglades "What I think is going on is the pythons are completely monopolizing the biomass in the Everglades," Boback said. "They're taking all that stuff that's out there and just making it more pythons." Snake-catcher Bobby Hill is a famous python-control agent for the South Florida Water Management District. Hill caught the 14-foot female python with a bulging belly in Everglades National Park in June 2013. Two days later, researchers performed a routine autopsy of the python. They found a "massive amount of fecal matter" in its intestines that included 12 deer hooves. The contents, sent to the Smithsonian and eventually to Boback, turned out to be a new record for python consumption: one adult deer and two fawns, young deer. Collectively, the deer weighed more than 160 pounds when eaten. At that rate, the invaders could pose a more urgent threat to the marshes than previously feared, Boback said. The marsh habitat is already suffering due to overpopulation of snakes.

Deer Population Has Dropped Dramatically "We found one python at one location with three deer," he said. "There could be hundreds and thousands of pythons out there eating deer and doing the same thing." Despite years of tracking snakes through the dense marshes, scientists still aren't sure how many pythons are living in the Everglades. Much of the evidence is circumstantial. Since pythons appeared in the park, where hunting is forbidden, the population of white-tailed deer has dropped 94 percent. The number of small mammals has also decreased, suggesting pythons have moved up the food chain to become the park's top predator. But captured snakes are almost always found along roads, meaning they're on the move and haven't recently eaten, Boback said. "When a python eats a large meal, it just chills out," he said. "They're not going to cross the road." That suggests that the evidence researchers are collecting from captured snakes may be skewed. They are not regularly catching snakes that have just eaten, and so may not yet have a full understanding of how the pythons live and eat. The findings could also have implications for deer populations where pythons are found in other areas, including the Big Cypress National Preserve, also in Florida.

The More They Eat The Better They Reproduce Well-fed snakes are also better reproducers, which researchers know because they look at the fat in females to measure their reproductive ability. The snake examined in the study had a large amount of fat, and a large amount of baby snakes in the making. With snakes of all sizes now inhabiting the Everglades, nearly every marsh animal is at risk, from lizards and birds up the food chain to alligators, which have also been found in snake bellies. The snake examined in the study likely ate within 87 days of its capture, Boback said. But it also could have eaten in a much shorter time. And at 14 feet, the snake was not even close to record-sized snakes reaching more than 18 feet, which likely eat even more. "What does that mean for the rest of the population out there? They could be doing the same thing and likely are," he said. "We've seen pythons eating deer but the problem is we have only found a couple and now we have one of them that ate three."

7th Grade - Week 6 Science CHOICE 3

Just the Facts Read the assigned text, and write a fact/detail in each of the boxes below. interesting fact

cool fact

wow fact

new fact

useful fact

most important fact

In summary, what can you conclude about pythons in the Everglades? Use your knowledge of biodiversity and facts you chose from the passage in your response.

7th 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? _________________________________________

5th Grade - Week 6 Science CHOICE #4

7th Grade - Week 6 Science CHOICE 5

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)

7th Grade - Week 6 Science CHOICE 7

Amoeba Sisters Video Recap: Levels of Organization Writing Exercise 1. View the cartoon image at right. Youâ&#x20AC;&#x2122;ve been volunteering in a kindergarten classroom, and one of the children asks about the biological levels of organization that you are studying (in random order): tissues, cells, organ systems, organs. From smallest to largest, explain these levels as they relate to the cartoon image below. Remember, it is unlikely the children in this kindergarten class have taken an advanced science course yet so keep this in mind when making your explanation. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________

7th 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

7th Grade – Week 6 Social Studies MONDAY Maestra Barragan

Social St 7 DL Remind code: @aec8eabde9f

Texas y un mundo en Guerra *Los estudiantes escribiran una oracion usando las palabras del vocabulario. Términos para aprender cooperar - obrar junto con otros para un mismo fin potencias del Eje - Alemania, Italia y Japón; las tres dictaduras que se aliaron para combatir en la Segunda Guerra Mundial Aliados - grupo de naciones que incluye a Gran Bretaña, Francia, China, la Unión Soviética y Estados Unidos, las cuales se unieron para luchar contra las potencias del Eje durante la Segunda Guerra Mundial division - unidad grande de un ejército; durante la Segunda Guerra Mundial, una división consistía de unos 10 mil a 16 mil soldados batallón - unidad militar que consta de tres o cuatro compañías o tropas, o de unos 500 a 900 soldados

7th 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: _____________________________________

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

7th Grade - Week 6 Math TUESDAY

Adding Integers Spinner Practice Directions: 1. Use a paperclip and pencil to make a spinner. 2. Spin one number from Spinner A and one number from Spinner B. 3. Fill in the numbers you spin and find the sum. Use the back of this sheet to show your work if you need

SPINNER A

SPINNER B

-28-2 76

4 -3 Number from Spinner B

1 -54 8

-2

63 -33 4 8

6 -5

Number from Spinner A

- 15

-7

1 -1 0

9 -8

Sum

= To the Square Inch, 2020

7th Grade- Week 6 Reading Language Arts 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/34wRm2Z

Revising/Editing Practice (page 19)

Complete the sheet labeled “Revising and Editing Practice”. It will work on many different rules of grammar. The Letter (page 20)

Celebrity Tweets (page 18)

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 20)

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.

Word Usage 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!!!! 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

7th 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

7th 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.

7th 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: __________________________________________________________

____________________________________________________________________________________ ____________________________________________________________________________________

7th Grade – Week 6 Social Studies TUESDAY/WEDNESDAY/THURSDAY

La guerra mundial llega a Texas Pregunta guía ¿De qué manera contribuyó Texas al esfuerzo militar de la nación durante la Segunda Guerra Mundial? La Gran Depresión de la década de 1930 fue una recesión económica global. En algunos países, dictadores asumieron el poder con la promesa de mejorar sus economías. Entre 1930 y 1940, los dictadores de Alemania e Italia, y los líderes militares de Japón iniciaron guerras de expansión. Los tres países acordaron cooperar. Se conocieron como las potencias del Eje. Alemania invadió Polonia en 1939. Gran Bretaña y Francia declararon la guerra a Alemania e inició la Segunda Guerra Mundial. Las tropas alemanas pronto conquistaron gran parte de Europa. Mientras tanto, Japón continuaba la conquista de Asia. Aunque Estados Unidos era oficialmente neutral, el presidente Franklin Roosevelt y muchos otros estadounidenses estaban a favor de los Aliados, las naciones que luchaban contra las potencias del Eje. Entre ellas estaban Gran Bretaña, China, Francia y, más adelante, la Unión Soviética. Roosevelt proporcionaba equipo militar y dinero a los Aliados. El 7 de diciembre de 1941, aviones japoneses atacaron a las fuerzas armadas de EE. UU. en Pearl Harbor, Hawái. Al día siguiente, el senador texano, Tom Connally, presentó al congreso una propuesta para declarar la guerra a Japón, la cual se aprobó rápidamente. Alemania e Italia declararon la guerra a EE. UU. Texanos de distintos grupos étnicos se enlistaron como voluntarios para la guerra. Otros fueron reclutados por las fuerzas armadas. Al final de la guerra en 1945, más de 750,000 texanos habían servido en las fuerzas armadas de la nación, una proporción mayor de la población que en cualquier otro estado. Muchas unidades, conformadas principalmente por soldados de Texas, sirvieron con distinción. Una fue la División 36 del ejército, que recibió el sobrenombre de “División de Texas”, porque sus 16,000 soldados venían de la Guardia Nacional de Texas. La 36 lideró la invasión de EE. UU. a Italia en septiembre de 1943. Más de 22,000 texanos murieron durante la Segunda Guerra Mundial. Muchos pertenecían a estas dos divisiones: Unidad Muertos Heridos División 36 3,700 12,600 División 90 3,000 15,500 Durante la guerra, Estados Unidos tenía su principal campo de entrenamiento en Texas. Más de 1.2 millones de soldados recibieron entrenamiento allí. Algunas de las bases eran el fuerte Sam Houston, en San Antonio, el fuerte Bliss, en El Paso, y el campamento Hood, cerca de Killeen. Aproximadamente 200,000 miembros de la aviación entrenaron en cuarenta bases texanas. El campo Randolph, en San Antonio, sobresalía como escuela para el entrenamiento de pilotos y se conocía como la “West Point del aire”. Cerca de 12,000 texanas sirvieron en las fuerzas armadas durante la guerra. La texana Oveta Culp Hobby organizó y comandó a aproximadamente 200,000 mujeres en el Cuerpo de Mujeres del Ejército (WAC). Las mujeres realizaban tareas lejos del combate y así los hombres podían ocupar estas posiciones.

7th Grade - Week 6 Math THURSDAY Name:

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

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

Clues:

The ratio of cows to ducks is 1:2. Together, there are 90 geese and horses. 50% of the mammals are pigs. The ratio of mammals to birds is 3:4. In the graph, the pigs have 1 fewer X than the ducks. farm animals

number

cows

pigs

horses

ducks

chickens

geese

X X

cows

pigs

horses

ducks

chickens

geese

mammals

birds

X = ___ farm animals

Licensed for 2019-20 school year

www.

ÂŠ Copyright Tang Math LLC

7th Grade – Week 6 Spanish Language Arts FRIDAY Sra. Cuellar – text @cuellar7th 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

• • •

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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