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

Students will be reading and writing myths. They will follow the structure of short stories and eventually publish their work.

The 7th grade poetry unit gives an in depth approach to poetry involving the four strands within the core. I've included worksheets, rubrics, and answers keys where applicable. I have also used literature examples from the core.

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.

Summer of the Mariposas contains references to sensitive topics such as a family’s abandonment by their father, a murder and children’s discovery of the corpse, illegal crossing of the border between the United States and Mexico, and Latin American folklore that includes references to magic, spells, witchcraft, and monsters. The issues presented must be carefully and sensitively discussed to give students context as they read the story. Speak with students and families in advance, especially those who may have sensitivity to topics discussed.

In this unit, students begin to read literary nonfiction texts at their level as they choose independent research reading texts. There are Independent Reading Sample Plans located on the Tools Page (http://eled.org/tools) with ideas on how to launch independent reading. Students should complete 20 minutes of independent research reading each evening that they are not prereading a chapter from the whole-class anchor text and should also continue independent research reading over weekends.

In Unit 2, students will continue to read Summer of the Mariposas by Guadalupe Garcia McCall. The first half of the unit will focus on theme in Summer of the Mariposas, analyzing how the theme has developed over 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 in a similar manner to the other monsters chosen by McCall. In order to do this, students research a monster from Latin American folklore to choose.

As English Language Arts educators know, theme is a nuanced concept. It is a big idea, a message that develops over the course of the text, emerging from the events and character responses in the text itself. In The Summer of the Mariposas, as in other literary works, several notable and thought-provoking themes develop over the course of the text. EL Education has chosen to emphasize two prominent and important themes of the text (“Being kind and pure of heart can help people live fuller, more meaningful lives” and “Things are not always as they appear”) in order to allow students to track the development of these themes over multiple chapters of the text. This will not only help students deeply understand this particular text—it will also allow students to better understand the concept of theme development, so it can become one of the habits of mind they bring to any rich literary text.

It is important to note that EL Education has decided to include a theme statement at the end of chapter summary paragraphs. A summary is an objective synthesis of the key ideas of the chapter. It is true that a theme statement is not a core requirement of a summary, and not all summaries that students write anywhere else will include this type of analysis. However, this approach of ending with a theme statement (as a sort of “so what” after the synthesizing summary) helps students make a connection between summarizing and analysis.

For homework in Unit 2, students will continue to preread chapters of Summer of the Mariposas before discussing them in class. On any day that a prereading of a chapter is not assigned, students should continue their independent research reading by reading for at least 20 minutes and responding to a prompt. Additionally, students should continue independent research reading over the weekends.

In the first half of the unit, students read informational texts relevant to Summer of the Mariposas and the topic to determine central idea. In the second half of the unit, students write a literary analysis essay using the Painted Essay® structure to compare and contrast how La Llorona was portrayed in Summer of the Mariposas with the original story, to explain how Guadalupe Garcia 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.

For homework, students will continue to preread chapters of Summer of the Mariposas before discussing them in class. On any day that a prereading of a chapter is not assigned, students should continue their independent research reading by reading for at least 20 minutes and responding to a prompt. Additionally, students should continue independent research reading over the weekends.

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?”

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

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.

In this module, students explore the array of options, access, and information Americans have when deciding what to eat through the topic of Food Choices. As in previous modules, in Lesson 1 of Unit 1, students discover this topic by examining multiple artifacts, and they are introduced to the guiding questions of the module and the culminating performance task. In the second lesson, students begin reading their anchor text, The Omnivore’s Dilemma by Michael Pollan, and they analyze the author’s point of view and perspective. Throughout the subsequent lessons in the first half of the unit as they continue to read excerpts from The Omnivore’s Dilemma, students also analyze the structure Pollan uses and how it contributes to key points. Students begin to delineate and evaluate Pollan’s arguments, as well as arguments presented in video format. When reading and watching videos to delineate and evaluate arguments, they consider whether the evidence is sound and sufficient. This work prepares students for the Mid-Unit 1 Assessment.

In the second half of Unit 1, students continue to read The Omnivore’s Dilemma while exploring other mediums such as digital print, video, and photographs that express information about food choices. Students analyze the purpose and motive behind information presented in these different mediums and evaluate the advantages and disadvantages of using different mediums to present information. Students also analyze cases in which two sources disagree. This work prepares students for the end of unit assessment.

In Unit 2, students are introduced to new research skills as they work together to research how GMOs impact access to healthy food. Students choose a second topic about access to food—pesticides, organic food, food deserts, or high-fructose corn syrup—and begin to conduct internet research independently. This prepares students for their mid-unit assessment, in which are given a new research question and are assessed on their research skills.

In the second half of Unit 2, students plan and draft an informative essay using the Painted Essay® structure, explaining how the topic they chose to research impacts access to healthy food. For their end of unit assessment, students prepare a short lesson to present their findings to their classmates and include visuals in their presentations.

In the first half of Unit 3, students analyze language and connotations in The Omnivore’s Dilemma in order to understand what Michael Pollan intends his readers to understand. In the second half of Unit 3, students consider the many food choices they have researched and formulate an argument about a choice their community can make to eat healthily and sustainably. Students plan and draft argument essays to defend their claim.

For their performance task, students create an infographic to visually depict their argument and prepare prompt cards to present their argument to an audience of classmates, teachers, and community members.

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.

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

In this module, students explore the topic of Voices of the Holocaust. In Lesson 1 of Unit 1, students discover this topic by examining multiple artifacts and encountering the guiding questions of the module and the culminating performance task. As the unit continues, 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 will be introduced to their anchor text, Maus I, 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 will 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.