Middle Grades Language Arts thewritingprocess 7. What is The Writing Process?. Introduction Key Terms What is the Writing Process What is prewriting Assignments What is Drafting What is sharing What is peer editing What is revising What is editing What is publishing

Middle Grades Math 7thgrade Numbersand Operations. Numbers and Operations Introduction Key Terms Factors Multiples and Prime Factorization Time to Practice Factors Greatest Common Factor and Least Common Multiple Time to Practice GCF and LCM Factors Assignment Numbers and Operations Review Quiz 1

Middle Grades Math 07 Algebra SC. Algebra. Numbers and Operations Introduction Key Terms Factors Multiples and Prime Factorization Time to Practice Factors Greatest Common Factor and Least Common Multiple Time to Practice GCF and LCM Factors Assignment Numbers and Operations Review Quiz 1

Middle Grades Math 07 Data SC. Data Analysis. Numbers and Operations Introduction Key Terms Factors Multiples and Prime Factorization Time to Practice Factors Greatest Common Factor and Least Common Multiple Time to Practice GCF and LCM Factors Assignment Numbers and Operations Review Quiz 1

Middle Grades Math reviewandfinal SC. Final Review and Exam. Final Exam Objective Final Exam Performance Final Exam Foundations of American Government The Constitution Civic Responsibilities The Legislative Branch The Executive Branch Judicial Branch State and Local Government

Middle Grades Math 07 Geometry SC. Geometry. Numbers and Operations Introduction Key Terms Factors Multiples and Prime Factorization Time to Practice Factors Greatest Common Factor and Least Common Multiple Time to Practice GCF and LCM Factors Assignment Numbers and Operations Review Quiz 1

Middle Grades Math 07 Numberand Operations SC. Numbers and Operations. Numbers and Operations Introduction Key Terms Factors Multiples and Prime Factorization Time to Practice Factors Greatest Common Factor and Least Common Multiple Time to Practice GCF and LCM Factors Assignment Numbers and Operations Review Quiz 1

Why do things sometimes get damaged when they hit each other? Oh, no! I’ve dropped my phone! Most of us have experienced the panic of watching our phones slip out of our hands and fall to the floor. We’ve experienced the relief of picking up an undamaged phone and the frustration of the shattered screen. This common experience anchors learning in the Contact Forces unit as students explore a variety of phenomena to figure out, “Why do things sometimes get damaged when they hit each other?”

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Why do we see evidence of myths and traditional stories in modern narratives? How and why can we modernize myths and traditional stories to be meaningful to today's audiences? In this module, students develop their ability to analyze narratives and create their own stories and to analyze informational essays and create their own as they learn about Latin American folklore.

Students begin Unit 1 by reading Summer of the Mariposas by Guadalupe Garcia McCall. Theme and point of view are introduced through the text, as well as discussion norms, as students discuss their responses to the text. They also analyze how differences in the points of view of the characters and the reader create effects like suspense or humor. While reading Summer of the Mariposas, they closely read complex informational texts about the folklore of Mexico. In the second half of Unit 1, students analyze how incidents in the story reveal aspects of a character in order to prepare for a Socratic Seminar discussion. Theme is introduced and tracked in preparation for Unit 2.

In Unit 2, students continue to read Summer of the Mariposas. The first half of the unit focuses on theme in Summer of the Mariposas, analyzing how themes have developed over the course of the text and writing summaries. In the second half of the unit, students write a new scene for Summer of the Mariposas in which they modernize a different Latin American folklore “monster” as a replacement for one of the other monsters chosen by McCall. In order to do this, students research a monster from Latin American folklore to choose.

In the first half of Unit 3, students read the informational author’s note for Summer of the Mariposas as well as a model essay to determine central idea and write a summary. In the second half of the unit, students write a literary analysis essay using the Painted Essay® structure comparing and contrasting how La Llorona was portrayed in Summer of the Mariposas with the original story to explain how McCall has rendered the story new. For their end of unit assessment, students write another essay explaining how they modernized their own monster in the narrative piece they wrote in Unit 2.

Finally, for their performance task, students create a webpage for both their narratives and their essays, enriching their communities by raising awareness about Latin American folklore.

Where does our food come from? How do we analyze arguments about how food should be grown and processed? What factors influence our access to healthy food? How do we research this? What factors should we prioritize when making choices about our food? How do we share these recommendations with others? In this module, students develop their ability to research, weigh different aspects of complex dilemmas, and formulate opinions supported by evidence and reasoning as they explore the topic Food Choices.

In the beginning of Unit 1, students discover this topic by examining multiple artifacts and being introduced to the guiding questions of the module and the culminating performance task. Throughout the module, students read excerpts from their anchor text, The Omnivore’s Dilemma, and they analyze video clips of the Nourish: Food and Community documentary. Students learn how to analyze the author’s purpose and point of view, as well as structural elements he uses to convey key ideas. In addition, students learn how to delineate and evaluate the author’s arguments by tracking his central claim, supporting points, evidence, and reasoning. Students evaluate whether the author’s evidence and reasoning are sufficient and sound and consider if and how he addresses conflicting viewpoints. Students then evaluate an author’s motives for conveying information and consider the advantages and disadvantages of using different mediums to do so. All of these skills further students’ abilities to be critical consumers of information and to be thoughtful about what is presented to them.

In Unit 2, students research GMOs and a second topic of their choice (pesticides, high-fructose corn syrup, organic food, or food deserts) that bring to light influences on Americans’ access to healthy food. Students learn new research skills as they explore ways in which access to healthy food can be increased or decreased. After researching GMOs as a whole class, students choose their own topic and utilize the research skills they learned in the first half of the unit to research their topic of choice. Students then write an expository essay on how their research topic impacts access to healthy food. At the end of Unit 2, students participate in a Desktop Teaching Activity that will allow them to teach a mini lesson on the topic they research, and to participate in their classmates’ mini lessons on other case studies.

In Unit 3, students analyze language used in The Omnivore’s Dilemma to better understand the author’s intended meaning. Students begin to consider the food choices at play in the many texts and topics they have examined and begin to formulate their own opinions about which food choice would be the most beneficial for themselves and those in their community. For the final assessment, students write an argument essay defending this recommendation. In preparation for this, students analyze a model essay, plan and draft a practice essay, and plan and draft their assessment essay.

For their performance task, students create an infographic and talking points to defend their argument. Students will present to an audience of community members in roundtable presentations.

How can a sound make something move? In this unit, students develop ideas related to how sounds are produced, how they travel through media, and how they affect objects at a distance. Their investigations are motivated by trying to account for a perplexing anchoring phenomenon — a truck is playing loud music in a parking lot and the windows of a building across the parking lot visibly shake in response to the music.

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How can a magnet move another object without touching it? This unit launches with a slow-motion video of a speaker as it plays music. In the previous unit, students developed a model of sound. This unit allows students to investigate the cause of a speaker’s vibration in addition to the effect.

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What was the Holocaust and how did it occur? Why do we remember it? How did victims and survivors respond, and how can we honor their voices? How did upstanders respond, and what can we learn from their voices? In this module, students learn about a terrible time period in history, remember the voices of victims, survivors, and upstanders, and at the same time, they develop their ability to determine and track themes, understand the development of characters, identify and track the development of central ideas, and write narratives to honor the memories of those who served as upstanders during the Holocaust.

In the beginning of Unit 1, students discover the topic by examining multiple artifacts and encountering the guiding questions of the module and the culminating performance task. Students read an informational text providing an overview of the Holocaust to build their background knowledge on the scope and gravity of the Holocaust. They are introduced to their anchor text, Maus I: A Survivor’s Tale: My Father Bleeds History, a graphic novel, and closely read the first chapter to understand how dialogue and tone reveal aspects of characters. As students continue to read the text, they track character, plot, and emerging themes. This work prepares students for the Mid-Unit 1 Assessment. In the second half of Unit 1, students continue to read Maus I and track plot and emerging themes. This work prepares students for the end of unit assessment. At the end of Unit 1, students write a summary of the entire anchor text, Maus I, including a statement of a major theme developed throughout the text.

In Unit 2, students analyze a model literary analysis, an expository essay that compares and contrasts the structures and themes of a poem and a novel. Students then closely read a new poem, “Often a Minute” by Magdalena Klein, in order to write their own essay comparing the structure and theme of this poem to their anchor text, Maus I. Students spend two days planning their essay and two days drafting and revising their essay based on peer feedback. For their mid-unit assessment, students are presented with a new poem and answer selected and constructed response questions to compare and contrast its structure and theme with that of Maus I. In the second half of Unit 2, students read excerpts from memoirs written by victims and survivors of the Holocaust and also participate in mini lessons and practice verb conjugation, voice, and mood. This work prepares students for the end of unit assessment. At the end of Unit 2, students answer selected and constructed response questions about verb conjugation, voice, and mood.

In Unit 3, students read informational accounts of upstanders during the Holocaust. Students write reflections about how these individuals took action. Students also participate in mini lessons and practice how to use punctuation such as commas, ellipses, and dashes. This work prepares students for their mid-unit assessment, in which they are presented with a reflection paragraph from an informational text and answer selected and constructed response questions about the use of punctuation and verb voice and mood. In the second half of Unit 3, students create a graphic panel as a representation of one of the summaries they wrote and observe one another’s work in order to scaffold towards their performance task. Students discuss common traits of upstanders that they saw across the texts they read and analyze a model narrative of a fictional interview with an imaginary upstander. Students plan a narrative of their own by creating a profile of a fictional upstander, creating interview questions and answers, and planning an “explode the moment” with sensory details and figurative language to slow down the pacing of a key moment of the narrative. This prepares students for their end of unit assessment, in which they draft their narrative.

To prepare for their performance task, students peer review one another’s narrative and provide feedback and then analyze a model performance task that includes a graphic panel to visually represent elements of the narrative and a reflection on the narrative and panel. Students then plan their own panel and reflection, draft these elements, and prepare to present. For their performance task, students present their graphic panel to an audience and answer questions about their work.

How are we connected to the patterns we see in the sky and space? Humans have always been driven by noticing, recording, and understanding patterns and by trying to figure out how we fit within much larger systems. In this unit, students begin observing the repeating biannual pattern of the Sun setting perfectly aligned between buildings in New York City along particular streets and then try to explain additional patterns in the sky that they and others have observed. Students draw on their own experiences and the stories of family or community members to brainstorm a list of patterns in the sky. And listen to a series of podcasts highlighting indigenous astronomies from around the world that emphasize how patterns in the sky set the rhythms for their lives, their communities, and all life on Earth, and these are added to their growing list of related phenomena (other patterns in the sky people have observed).

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In Module 4, students learn about the internment of Japanese Americans during World War II. They study the experiences of survivors of internment, focusing most centrally on the experiences conveyed in the anchor text, Farewell to Manzanar. This memoir, told through the eyes of Jeanne Wakatsuki Houston, chronicles the experiences of her and her family at the Japanese American internment camp Manzanar. Through close examination of this text and of other supplemental texts that provide context about the impact of internment, students deepen their understanding of this dark time in history and of the lessons that can be learned from it.

In Unit 1, students are introduced to the anchor text. They analyze how the text makes connections among and distinctions between important individuals, ideas, or events, tracking these connections and distinctions in a note-catcher. They also begin to develop an anchor chart to highlight significant ideas that emerge from the text, including the ways in which Jeanne and her family members are impacted by internment. To further develop the background knowledge needed to interpret the events described in the text, students examine images and primary source documents that center on other Japanese American internment experiences. Also in Unit 1, students watch two segments of the Farewell to Manzanar film. They focus on key moments, noting the extent to which the film stays faithful to or departs from the text. Students also examine how significant ideas from the text are conveyed in the film. The assessments of the unit evaluate students’ abilities (a) to analyze the connections and distinctions made in a new chapter of the text and (b) to discuss the causes and impacts of Japanese American internment in a collaborative discussion.

In the first half of Unit 2, students finish reading the anchor text and watch the two final segments of the Farewell to Manzanar film. They continue analyzing connections and distinctions, identifying significant ideas, and evaluating the film’s depiction of events in the text. They also analyze the points of view of different individuals in the text. The Mid-Unit 2 Assessment challenges students to demonstrate these analytical skills with a new chapter of the text. In the second half of Unit 2, students revisit the Painted Essay® structure to analyze a model literary argument essay that addresses the following prompt: One significant idea in the text Farewell to Manzanar is that Jeanne’s youth impacts her understanding of events in the text. How effectively does the film Farewell to Manzanar convey this significant idea? Using a similar prompt about the significant idea that Papa feels conflicted loyalties to both the United States and Japan, students write collaborative argument essays that prepare them to produce their own independent argument essays during the end of unit assessment. These essays work with the same question but invite students to choose a different significant idea on which to focus.

In the first half of Unit 3, students engage with supplemental texts that help them better understand the impact and legacy of internment. First, students read about the efforts of some Japanese Americans to seek redress, or reparations, for their incarceration. Then, they read about the negative psychological effects of internment and about the protests of internment survivors against modern-day migrant detention centers. With these supplemental texts as well as the anchor text in mind, students develop a list of “lessons from internment”: enduring understandings that can be taken away from the study of Japanese American internment. For the Mid-Unit 3 Assessment, students collaboratively discuss these lessons from internment and how they are embodied by the redress movement. In the second half of Unit 3, students apply this learning to their own communities. They conduct research about and then interviews with activist organizations whose work embodies, in some way, these lessons of internment. Students present their findings during the End of Unit 3 Assessment.

For their performance task, students participate in small group discussions during the “Activist Assembly.” With classmates and members of the local community, students discuss the best ways to apply lessons from internment to their own communities, using evidence from their research of local organizations to support their ideas.

Why are living things different from one another? This unit on genetics starts out with students noticing and wondering about photos of two cattle, one of whom has significantly more muscle than the other. The students then observe photos of other animals with similar differences in musculature: dogs, fish, rabbits, and mice. After developing initial models for the possible causes of these differences in musculature, students explore a collection of photos showing a range of visible differences.

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How could things living today be connected to the things that lived long ago? At the beginning of this unit, students hear about the surprising fossil of an ancient penguin (nicknamed “Pedro”) in a podcast from the researchers who found and identified the fossil. Students analyze data about modern penguins and Pedro to develop initial explanations for how these penguins could be connected. They brainstorm about 1) Where did all the ancient penguins go? 2) Where did all the different species of modern penguins come from? and 3) What other organisms alive today might also be connected to organisms that lived long ago?

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

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8th Grade LA Choices Conventions. Choices - Conventions. Thematic Unit Two Choices Lesson Topic 1 What Are Conventions Conventions Discussion What Are Conventions Capitalization Spelling Assignment Spelling Counts SubjectVerb Agreement Assignment Module Wrap Up

8th Grade LA Choices Introduction. Choices: Introduction. Making Choices And Then There Were None Thematic Unit Two Choices Thematic Unit Choices