7th Grade
| ELA Week 1 | ||
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Resource
Common Lit Article "Someone Might Be Watching - An Introduction to Dystopian Fiction" by Shelby Ostergaard
File Submission (if applicable)
Parent Instructions
During the 4th quarter, we would be working through one of our students' favorite units of study: dystopian literature. Due to current circumstances and our inability to be with our students, we would like to provide students the opportunity to read some dystopian texts at home. This week's learning opportunity centers around defining dystopian literature. Have your student read the text "Someone Might Be Watching - An Introduction to Dystopian Fiction" by Shelby Ostergaard, and then choose a couple of the discussion questions to answer. Attached you will also find a parent guide that references a video and provides several additional questions to discuss at home. Several movies from the dystopian genre include The Hunger Games, Divergent, and Maze Runner if you are interested in watching a movie as well!
Student Instructions
During the next few weeks, we will provide some learning opportunities that will focus on the genre of dystopian literature. Read the text "Someone Might Be Watching - An Introduction to Dystopian Fiction" by Shelby Ostergaard. This text will provide you some insight into this genre, and then choose two of the discussion questions to reflect on and answer.
Learning Opportunity Objective
I can analyze what a text says explicitly and draw logical inferences, so that I can build an understanding of dystopian literature.
Comments
The Giver by Lois Lowry was the text for this quarter. Since this is the most popular unit for 7th grade and students love dystopian literature, we would like to provide learning opportunities within that genre. Common Lit has two short dystopian texts to follow up in the weeks to come.
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Resource
Parent Instructions
If your child has a problem with this assignment, have them contact one of these ELA teachers: ~ Mallory Byrd - [email protected] ~ Anne Faulks - [email protected] ~ Chloe Smuk - [email protected].
Student Instructions
Learning Opportunity Objective
I CAN critically read and analyze what a text says to draw logical conclusions about the text and theme using figurative language.
Comments
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File Submission (if applicable)
Parent Instructions
Have child complete 1 text and question set each day. Please see the attached standards for specific standards and learning objectives
Student Instructions
Complete the following on the assigned days: Day 1-"How did Greeks and Romans Write" Day 2-"Lasting Contributions" Day 3-"The Four Dragons" Day 4-"The Appeal of Dystopian Novels for Teens" Day 5-"Examination Day"
Learning Opportunity Objective
I can determine a central idea of a piece of text and analyze its development over the course of the text; I can analyze how specific elements of a story interact with each other; I can analyze the structure of a piece of text considering how the structure contributes to my understanding of the text; I can cite textual evidence in order to draw conclusions and make inferences about a piece of text; I can determine an author’s point of view and purpose in a text; I can determine the meaning of words and phrases as they are used in a text and analyze the impact of specific word choices on meaning and tone
Comments
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| Math Week 1 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Resource
Parent Instructions
Please follow up with you child on this assignment for lesson 1.1 in my.hrw.com. Students have a specific username and password to log in.
Student Instructions
Log into my.hrw.com to complete lesson 1.1 interactive lesson (Adding Integers with the same sign). At the end of 1.1, the orange whistle is the personal math trainer. Complete those 2 questions. The red whistle is the homework tab and you should complete those 14 questions. Remember your log in is bcs and your student id. You all recorded that information before we left for spring break. If you have any questions reach out to your math teacher.
Learning Opportunity Objective
I can add rational numbers with the same signs
Comments
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Resource
File Submission (if applicable)
Parent Instructions
Students can log into IXL and complete at least 2 lessons: S5, S6, S7, R11, M9, or M12. Students should have their log in information saved to their computer. If you need log-in info, email their math teacher, and we will be happy to send you that info. IXL program will automatically grade the assignment as they work. Students may move on to another lesson once it has been 20 minutes, or they have reached 80% mastery.
Student Instructions
IXL Topics for review/practice Complete at least 2 lessons from IXL list below. **Please spend 20 minutes on your assignments or at least 80% mastery S5 S6 S7 R11 M9 M12 Reach out via email to your Math teacher if you have any questions while working. We are here for you!
Learning Opportunity Objective
Use properties of operations to generate equivalent expressions.
Comments
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Resource
File Submission (if applicable)
Parent Instructions
Use the Khan Academy links above to review a video on rates and then complete the questions.
Student Instructions
Use the Khan Academy links above to review a video on rates and then complete the questions.
Learning Opportunity Objective
Review 7th Grade Math Skills
Comments
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| Science Week 1 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Resource
File Submission (if applicable)
Parent Instructions
https://scienceexplorers.com/guide-to-teaching-kids-about-cells/ Communicate the learning objective to the student. Connect the learning objective to previous learning. Provide students with feedback about what they did correctly and what they need to do to improve performance. Provide opportunities for them to continue working on the task until they succeed.
Student Instructions
Describe general characteristics of eukaryotic cells. Describe how prokaryotes differ from eukaryote. Research one of the scientists responsible for the development of the cell theory: Matthias Schleiden, Theodor Schwann, or Rudolf Virchow. Each of these scientists played a huge part in the development of the cell theory. Find out more about exactly how the scientist contributed to the cell theory, what his field of study was, and whether he had collaborators or other scientists he worked with.
Learning Opportunity Objective
Explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism.
Comments
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Parent Instructions
Have your student do the following: Use the links below to practice labeling the organelles of plant and animal cells. Move the organelle name to the letter and click “check”. It will give you feedback and you can try again if need be. Below is a Quizlet link for a vocabulary refresher if you need it. Both Quizlet and the Cell labeling webpages will give feedback to your student
Student Instructions
Use the links below to practice labeling the organelles of plant and animal cells. Move the organelle name to the letter and click “check”. It will give you feedback and you can try again if need be. Below is a Quizlet link for a vocabulary refresher if you need it
Learning Opportunity Objective
The student will be able to label the major organelles of the plant and animal cells.
Comments
7.LS1.1- Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism. SEP: Develop and use models CCC: Structure and Function
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Resource
File Submission (if applicable)
Parent Instructions
Please have your students log into IXL. They now have a science category to choose from.
Student Instructions
Please log onto IXL using the same information you have used all year. There is now a science category. We would like for you to complete Wednesday – IXL A1 & A2, Thursday - B1 thru B4, Friday – IXL B5 thru B7.
Learning Opportunity Objective
Science and Engineering Practices
Comments
The assignments we have chosen are geared towards review of the Scientific Method and tools used to carry out scientific investigations.
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| Social Studies Week 1 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Resource
iMovie
Parent Instructions
Parents need to make sure that iMovie is downloaded onto the computer and make sure that students only pick 1 of the topics. Parents will need to review the student's finished work to make sure that it answers all of the requirements for their chosen topic.
Student Instructions
Students will need to create an iMovie trailer that reviews what they learned about China's Geography. They will select 1 topic and create their trailer, being sure to answer all of the requirements. Please be sure to use as clear a picture as possible, meaning click on the pictures before saving it. Don't use the thumbnail pic. Make sure to answer each requirement on the written portion of the trailer and have the pictures match your writing.
Learning Opportunity Objective
Students will review SPI 7.1 (Identify and locate the geographical features of East Asia) by creating an iMovie trailer about 1 of the topics given.
Comments
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Resource
Scientific Revolution Document
File Submission (if applicable)
Parent Instructions
This activity goes over key scientists from the Scientific Revolution, an era that took place during the Renaissance in Europe and led to the birth of modern science. Students will read the background information to start. For each scientist, they will read about the scientist and complete an activity using what they've learned. When they have completed all 4 activities, they can turn it in to their teacher, if they wish, using their teacher's preferred method - Curve, email, etc.
Student Instructions
This activity goes over key scientists from the Scientific Revolution, an era that took place during the Renaissance in Europe and led to the birth of modern science. You will read the background information to start. For each scientist, you will read about the scientist and complete an activity using what you've learned. When you have completed all 4 activities, you can turn it in to your teacher, if you wish, using your teacher's preferred method - Curve, email, etc.
Learning Opportunity Objective
Standards 7.50-7.52
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Resource
File Submission (if applicable)
Parent Instructions
Students should go to IXL.com and sign in. Once students are signed in they click on the social studies button at the top of the page underneath the globe. Once on the social studies page, they should slide down to seventh grade and choose to see all 196 skills. Students then scroll down until they see the heading: U. Rome and the Byzantine Empire. Underneath this heading students should see The fall of the Western Roman Empire. Students should click on The fall of the Western Roman Empire and complete all questions/challenges that show up. When finished with U8 they should work on the questions and challenges under U9: The Byzantine Empire. Students should know their login information but if they have forgotten it they can email their social studies teacher.
Student Instructions
Students should go to IXL.com and sign in. Once students are signed in they click on the social studies button at the top of the page underneath the globe. Once on the social studies page, they should slide down to seventh grade and choose to see all 196 skills. Students then scroll down until they see the heading: U. Rome and the Byzantine Empire. Underneath this heading students should see The fall of the Western Roman Empire. Students should click on The fall of the Western Roman Empire and complete all questions/challenges that show up. When finished with U8 they should work on the questions and challenges under U9: The Byzantine Empire. Students should know their login information but if they have forgotten it they can email their social studies teacher.
Learning Opportunity Objective
Summarize the consequences of the fall of the Roman Empire including the continuation of the Eastern Roman Empire as the Byzantine Empire, Justinian and the significance of Constantinople. (C, E, G, H, P).
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