Distance Learning Plan - Eliot-Hine Middle School

1200 Firs t Street , NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Distance Learning Plan

6th Grade Weeks 2 and 3

1200 Firs t St reet , NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Student Log in for Digital Platforms and Content

Every student in the District of Columbia Public Schools has access to digital platforms, content, and tools. Below are the resources available and how to log in. Contact your teacher or designated technology representative at your school if you do not know your student log in credentials.

Digital Platform Description How do I log in? Clever

Clever is the platform that puts blended learning digital content on one dashboard and one login.

Go to: https://clever.com/in/dcpsk12 Username/password: your student credentials Select: your digital content

Microsoft Office 365

Microsoft Office 365 includes online versions of Word, Excel, PowerPoint and other applications for preparing future ready learners. Students can access applications anywhere on any device.

Go to: portal.office.com Username/password: your student credentials

Access your documents and assigments on the go! (Word, Powepoint, Teams, Forms, Excel, OneNote, OneDrive)

Go to: your app store Search: for the Office 365 app Install the app Sign in: with your student credentials

Canvas

Canvas is the learning management system for accessing DCPS online courses.

Go to: dcps.instructure.com Username/password: your student credentials Select: your course

Download the Office 365 Apps on your smartphone!

Download the Canvas Student App on your smartphone!

http://www.k12.dc.us/

https://clever.com/in/dcpsk12

Course: ELA 6 Unit: 2

District of Columbia Public Schools Page 1 of 19

Close Reading Module 2 ELA 6 Unit 2 Unit Title: Growing Up

Unit Description: In this unit, students will build upon their learning from ELA 6 Unit 2 Growing Up and continue to explore the benefits and challenges of and multiple perspectives on growing up. In this Close Reading Module extension, students will read two poems about attitudes towards growing up and respond at length to a culminating evidence-based writing prompt connected to the unit topic.

Culminating Writing Task: You have read “Decisions, Decisions” and “Growing Down” two poems that explore conflicted attitudes about growing up. Using details from both poems, write an essay that compares and contrasts how each text approaches the topic of growing up. In your essay, be sure to explain how the narrator of “Decisions, Decisions” and Mr. Brown in “Growing Down” experience an internal conflict about growing up (or down) and the attitudes they ultimately take on.

Addressed CCSS: Reading RL.6.1, RL.6.2, RL.6.4, RL.6.5 Writing W.6.2 Text(s): “Decisions, Decisions” by Unknown and “Growing Down” by Shel Silverstein

Day 1 Day 2 Day 3 Day 4 Learning Objective: By the end of Day 1, you will be able to:

• Define and explore key vocabulary from “Decisions, Decisions” and “Growing Down” using a Frayer Model.

• Engage in a first read of “Decisions, Decisions” and “Growing Down” and write an objective summary of the text.

Learning Objective: By the end of Day 2, you will be able to:

• Complete a second read of “Decisions, Decisions” and “Growing Down” to answer text-dependent questions and annotation prompts.


• Complete a third read of “Decisions, Decisions” and “Growing Down” and collect textual evidence in response to a culminating writing prompt.

• Outline a response to the culminating prompt.

Learning Objectives: By the end of Day 4, you will be able to:

• Compose a text-based response to the “Decisions, Decisions” and “Growing Down” culminating prompt using your evidence collection chart and outline from Day 3.

Agenda: 1. Vocabulary Frayer Models 2. First Read of “Decisions,

Decisions” and “Growing Down”

3. Objective Summaries

Agenda: 1. Second Read of “Decisions,


2. Text-Dependent Questions

Agenda: 1. Third Read of “Decisions,


2. Evidence Collection Chart 3. MPO Outline

Agenda: 1. Review evidence collection

chart and Multi-Paragraph Outline

2. Write culminating multi-paragraph response

Key Vocabulary reckon sneer imitate scuff belch



Task List for 6.2 Growing Up

Directions: At the end of each day, track your work by placing an “X” beside the assignment in the “Done” column. Alternatively, you could also write the date.

Tasks Category Points Due Done Grade

5 Frayer Models Practice/Application 5 Day 1

Objective Summary of “Decisions, Decisions” Practice/Application 5 Day 1

Objective Summary of “Growing Down” Practice/Application 5 Day 1

Text-Dependent Questions and Annotations Practice/Application 5 Day 2

Hochman Sentence Expansion (Because/But/So) Practice/Application 5 Day 2

Evidence Collection Chart and MPO Practice/Application 5 Day 3

Vocabulary Activity Practice/Application 5 Day 4

Culminating Writing Task Assessment 10 Day 4

Close Reading Reflection Participation 5 Day 4

Daily Sequence and Goals

Day 1 and First Read

•Goal: Reading begins with defining key vocabulary. Start with vocabulary and then read the text straight through to gain a general sense of the text(s).

Day 2 and Second Read

•Goal: During this read, stop and address some text-dependent questions and tasks. They will help you better understand the text(s).

Day 3 and Third Read

•Goal: It's imporant to go back to the text and collect textual evidence before you craft a claim and organize your thinking for writing. Return to the text to complete the evidence collection chart.

Day 4 and Fourth Read & Writing

•Goal: Throughout the writing process, you should refer back to the text to select your response.



Day 1

Learning Objective: By the end of Day 1, students will be able to: • Define and explore key vocabulary from “Decisions, Decisions”

and “Growing Down” using a Frayer Model. • Engage in a first read of “Decisions, Decisions” and “Growing

Down” and write an objective summary of the text.

Agenda: 1. Vocabulary Frayer Models 2. First Read of “Decisions, Decisions”

and “Growing Down” 3. Objective Summaries

Tasks: 5 Frayer Models Objective Summary of “Decisions,

Decisions” Objective Summary of “Growing

Down”

Before Reading:

Do Now: Vocabulary

Directions: There are five key vocabulary words that you’ll be using throughout this close reading module. Read each word aloud and indicate how familiar you are with each word. If you know what the word means, jot it in the open space.

Vocabulary Word How familiar are you with this word? If you already know what it means, jot it here.

reckon I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word

sneer I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word

imitate I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word

scuff I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word

belch I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word

Key Vocabulary reckon sneer imitate scuff belch



Vocabulary Frayer Model The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.

Directions: Look up the definition of each vocabulary word and complete all spaces with information related to the word.

Definition (look up word)

Traits/Characteristics

Sentence

Real World Examples

reckon








Sentence

Real World Examples

Sentence

Real World Examples

imitate sneer








Sentence

Real World Examples

Sentence

Real World Examples

belch scuff



“Decisions, Decisions” and “Growing Down” Directions: On Day 1, complete a first read by reading the text straight through without completing the annotations/questions. Then write an objective summary. On Day 2, complete the second read and annotations/questions. Complete a third read on Day 3, an evidence collection, and a multi-paragraph outline in response to the culminating prompt. On Day 4 write the essay.

Culminating Task: You have read “Decisions, Decisions” and “Growing Down” two poems that explore changing attitudes about growing up. Using details from both poems, write an essay that compares and contrasts how each text approaches the topic of growing up. In your essay, be sure to explain how the narrator of “Decisions, Decisions” and Mr. Brown in “Growing Down” experience changing attitudes about growing up (or down) and the attitudes they ultimately take on.

Text Annotations/Questions

Decisions, Decisions by Unknown

Sometimes late at night, All snug in my bed, Thoughts of my childhood Parade through my head. I think back to simpler times, 5 No large decisions to make. Just play time and games, With afternoon naps to take . . . I’d play all day and 10 Sleep when told, Sometimes wishing

What is the speaker’s attitude towards childhood in the first two stanzas? What does the speaker desire in stanza 3? What does the speaker mean when he/she says “growing older, growing choices”?



I’d quickly grow old. Growing older, growing choices, Each minute, every second. 15 Requires many more decisions Then I ever reckoned. What to do? Where to go? To save or to buy? All the decisions now required 20 Make me shiver and sigh. Childish choices I choose Childish consequences I get Won’t someone come And rescue me yet? 25 If growing older means making Even more choices still, I’d rather stay young Forever, I will!

How does this compare to how the speaker describes “childish choices?” Explain the speaker’s conflict and ultimate attitude towards growing up.



“Growing Down” by Shel Silverstein Mix a grunt and a grumble, a sneer and a frown, And what do you have? Why old Mr. Brown, The crabbiest man in our whole darn town. We all called him Grow-Up Brown: [5] For years each girl and boy and pup Heard “Grow up, grow up, grow up.” He’d say, “Why don’t you be polite? Why must you shout and fuss and fight? Why can’t you keep dirt off your clothes? [10] Why can’t you remember to wipe your nose? Why must you always make such noise? Why don’t you go pick up your toys? Why do you hate to wash your hands? Why are your shoes all filled with sand? [15] Why must you shout when I’m lying down? Why don’t you grow up?” grumped Grow-Up Brown. One day we said to Grow-Up Brown, “Hey, why don’t you try growing down? Why don’t you crawl on your knees? [20] Why don’t you try climbing trees? Why don’t you bang on a tin-can drum? Why don’t you chew some bubble gum? Why don’t you play kick-the-can? Why don’t you not wash your hands? [25] Why don’t you join the baseball team? Why don’t you yell and jump and scream?

How does the author describe Mr. Brown? Why do the kids call Mr. Brown Grow-Up Brown? Who is Mr. Brown speaking to when he asks a series of questions in lines 7-16? What does he want from them? What is meant by the phrase “growing down?”



Why don’t you try skipping stones? Why don’t you eat ice cream cones? Why don’t you cry when you feel sad? [30] Why don’t you cuddle with your dad? Why don’t you have weenie roasts? Why don’t you believe in ghosts? Why don’t you have pillow fights? Why don’t you sleep with your teddy at night? [35] Why don’t you swing from monkey bars? Why don’t you wish on falling stars? Why don’t you run in three-legged races? Why don’t you make weirdie faces? Why don’t you smile, Grow-Up Brown? [40] Why don’t you try growing down?” Then Grow-Up Brown, he scrunched and frowned And scratched his head and walked around, And finally he said with a helpless sound, “Maybe I will try growing down.” [45] So Grow-Up Brown began to sing And started doing silly things: He started making weirdie faces And came in first in three-legged races. All day he swung from monkey bars, [50] All night he’d lie and count the stars. He tooted horns, he banged on drums, He spent twenty bucks on chewing gum, He went to all the weenie roasts And once he thought he saw a ghost.

How does Grow-Up Brown respond to all the questions asked of him?



[55] He got to be great at pillow fights And went to sleep with his teddy at night. He flew a kite, he kicked a can, He rubbed some dirt upon his hands. He drew some pictures, threw some stones, [60] Ate forty-seven ice cream cones. He got some sand between his toes, Got a loose tooth and a bloody nose. He got a dog, they rolled in mud. He imitated Elmer Fudd. [65] He climbed a roof (though no one asked), He broke his wrist — he wore a cast. He rolled down hills, he climbed up trees, He scuffed his elbows, skinned his knees, He tried to join the baseball team; [70] When they said no, he spit and screamed. He cried when he was feeling sad And went and cuddled with his dad. He wore a hat that didn’t fit, He learned just how far he could spit, [75] He learned to wrestle and get tickled, Sucked his thumb, he belched and giggled. He got his trousers torn and stained, He ran out barefoot in the rain, Shouting to all the folks in town, [80] “It’s much more fun, this growin’ down.”

What connections do you see between lines 18-40 and lines 45-66? How does Grow-Up Brown feel about “growing down” at the end of the poem?



After Reading Directions: Write objective summaries for both texts.

What is an objective summary? What does an objective summary look/sound like? How will I know if my objective summary is complete? An objective summary is a short statement or paragraph that tells what something is about but does not include unnecessary details or your opinions. Narrative Objective Summary Strategy: Somebody | Wanted | But | So SWBS (Macon, Bewell, & Vogt, 1991, Beers, 2003) offers students a framework as they write narrative summaries. Students read a story and decide who the Somebody is, what that somebody Wanted, But what happened to keep something from happening, and So, finally, how everything works out.

In chapter 3 of the third part of the novel, Irene goes shopping with her friend, Felise Freeland. It is a cold day, and the women unexpectedly run into Clare’s husband, John Bellew. Mr. Bellew recognizes Irene, but Irene pretends not to know him and does not greet him. Although they do not speak, it is clear that Mr. Bellew notices that Felise and Irene are not white. When they are away from Mr. Bellew, Felise chides Irene for “passing,” and Irene wishes that she had spoken so that Clare’s secret might also be found out by her husband. Irene regrets her loyalty to Clare and to her race. Irene also says she intends to tell Clare about the meeting, but she never does, instead praying for March to “come quickly” because that is when Clare and Mr. Bellew are scheduled to leave New York.

In an objective summary, the writer:

Explains the central idea of the subject (text) Records essential details of the text Moves from general description to specific

description Chooses exact descriptive words Suspends his or her own beliefs and feelings

about the text

Objective Summaries: “Decisions, Decisions” and “Growing Down”



Day 2


• Complete a second read of “Decisions, Decisions” and “Growing Down” to answer text-dependent questions and annotation prompts.

Agenda: 1. Second Read of “Decisions, Decisions” and

“Growing Down” 2. Text-Dependent Questions

Tasks: Text-Dependent Questions and Annotations Hochman Sentence Expansion

(Because/But/So)

Hochman Sentence Expansion Activity

Mr. Brown wants the kids to grow up because…. Mr. Brown wants the kids to grow up, but… Mr. Brown wants the kids to grow up, so…

Day 3


• Complete a third read of “Decisions, Decisions” and “Growing Down” and collect textual evidence in response to a culminating writing prompt.


Agenda: 1. Third Read of “Decisions, Decisions” and

“Growing Down” 2. Evidence Collection Chart 3. MPO Outline

Tasks: Evidence Collection Chart Multi-Paragraph Outline



Evidence Collection Chart Directions: “Attack the Prompt” - Unpack what the prompt expects from you using the process below

1. Identify the part of the prompt that provides actual instructions for writing. Cross out the rest. 2. Circle the verbs. By identifying ALL the tasks, you will avoid only partially answering the prompt. 3. Draw an arrow from each circled word to what it specifically tells you to do.

Culminating Writing Task: You have read “Decisions, Decisions” and “Growing Down” two poems that explore changing attitudes about growing up. Using details from both poems, write an essay that compares and contrasts how each text approaches the topic of growing up. In your essay, be sure to explain how the narrator of “Decisions, Decisions” and Mr. Brown in “Growing Down” experience changing attitudes about growing up (or down) and the attitudes they ultimately take on.

Create an Evidence Collection Chart --Create a chart below to help you gather textual evidence to answer the prompt.

Course: ENG 6 Unit: 2


Multiple Paragraph Outline Name _______________________________________________Date: ___________________________________

Topic:_______________________________________________________________________________________

Thesis Statement: ____________________________________________________________________________

____________________________________________________________________________________________

Main Idea Details

Introduction

¶1

¶2

¶3

¶4

Conclusion

¶5



Day 4


• Compose a text-based response to the culminating prompt using their evidence collection charts and outlines from Day 3.

Agenda: 1. Complete Vocabulary Activity 2. Review evidence collection chart and Multi-

Paragraph Outline 3. Write culminating multi-paragraph response

Tasks: Vocabulary Activity Culminating Writing Task Close Reading Reflection

Do Now: Vocabulary Review

Directions: Demonstrate your understanding of the target vocabulary by composing text-related sentences. Each sentence should begin with a subordinating conjunction.

Subordinating Conjunction List Before After If When Even though Although Since While Unless Whenever

reckon

sneer

imitate

scuff

belch



Name _________________________________________Date: _______________________

Culminating Task: You have read “Decisions, Decisions” and “Growing Down” two poems that explore changing attitudes about growing up. Using details from both poems, write an essay that compares and contrasts how each text approaches the topic of growing up. In your essay, be sure to explain how the narrator of “Decisions, Decisions” and Mr. Brown in “Growing Down” experience changing attitudes about growing up (or down) and the attitudes they ultimately take on.



Anchor Writing Standard Checklist Grade 6 CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

A. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate transitions to clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style. F. Provide a concluding statement or section that follows from the information or explanation presented.

Target Writing Standard Checklist

W.2 • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

A.

• Introduces a topic • Organizes into broader categories:

o Ideas o Concepts o Information

• Uses strategies to aid comprehension: o Definition o Classification o Comparison/Contrast o Cause/effect o Formatting (e.g., headings) o Graphics (e.g., charts, tables)

• Multimedia

B.

• Develops the topic with: o Relevant facts o Definitions o Concrete details o Quotations o Other information and examples

C.

• Use transitions: o To clarify relationships:

Among ideas Among concepts

D. • Use precise language to inform about or explain the topic • Use domain-specific language to inform about or explain the topic

E. • Establish a formal style • Maintain a formal style

F. • Provide a conclusion that follows from information presented:

o Statement o Section

DCPS Distance Learning Plan

6th Grade Science/Math

Week 2

Grade 6 STEM: Week 2 Distance Learning

Dear Students and Families,

We hope you are safe and healthy while you are out of school and learning from home! Your assignments in science and math are combined into a single STEM block. In science, you will be reviewing, applying, and extending content from first semester. This week you will be focused on Unit 2: The History of Planet Earth. In math you will have a daily opening activity, a math activity connected to the science content, an extended math application, and a daily reflection.

Science: Mission Log and Action Plan (45 minutes per day) During the first part of the week, you will review content from each of topic in the science unit and apply it to a mission. Read the Mission Briefing at the front of your packet and work through the Class Mission Log. You can refer to your notes or online STEMscopedia to complete the Information Gained column. Then use what you know to complete the Connection to Mission column. Details on accessing the STEMscopedia are included below.

After you complete the Mission Log, you should move on to the Action Plan. The Action Plan summarizes what you should know and invites you to apply your science knowledge and skills to a new situation. In most cases you will need to use some imagination and creativity to create your plan. There is no single correct answer! Questions are included to guide your work.

We recommend that you spend 45 minutes per day working on these tasks, but you can decide how best to organize your work and spread it out across the week.

Math: Daily Problems and Science-Math Connections (50 minutes per day) Your math work is organized differently from science, and it is separated by day. Each day, you have an opening set of problems (5 minutes), extended math application tasks (approximately 30-40 minutes), and a closing reflection on your learning (5 minutes). For example, Day 1 has an opening activity, tasks, and a reflection component. Sample Pacing for STEM Block

Monday Tuesday Wednesday Thursday Friday

Science Mission Log (45 min.)


Science Action Plan (45 min.)


n/a

Math Day 1

(40-50 min.)

Math Day 2

(40-50 min.)

Math Day 3

(40-50 min.)

Math Day 4

(40-50 min.) n/a

Note: Work is designed to be completed in four days. Students should work with their families in determining how to pace their work. This calendar with Friday off is only one example.

District of Columbia Public Schools | SY 2019-2020 Page 1 of 2

Repeating Prior Work In some cases, your science teacher may have already assigned the Mission Log, Action Plan, or Math Connections activity earlier in the year.

• If you have done the Mission Log before, challenge yourself to complete as much as possible without looking at your notes.

• If you have done the Action Plan already, come up with an alternative solution. There is more than one correct way to respond!

• If you have done a Math activity, build on it and complete the additional math exercises.

Your teacher may also share specific expectations for you. Instructions on accessing optional extension activities are included below.

Accessing the STEMscopedia The STEMscopedia is the primary text within STEMscopes, your science curriculum resource. You have likely been reading excerpts from it all year. You can access the STEMscopedia on STEMscopes via Clever. Sections relevant to this week are also posted online at http://bit.ly/DCPSscienceathome.

Using STEMscopes via Clever By default, the STEMscopedia is turned on for all units. Your teacher does not need to assign it to you. You can access STEMscopes online through Clever.

• Go to https://clever.com/in/dcpsk12 • As your username, use your DCPS student ID number. • As your password, use your date of birth (mmddyy). • Find the “STEMscopes” icon to get started. • Select “Learning Resources” at the top of the page. • Search for the name of the topic you are reviewing (e.g., Cells). The topics are

included as subtitles on the Mission Log.

Optional Extended Learning Opportunities (Science) You can also explore a list of science learning activities that you can complete at home. These Science Extensions can be found at http://bit.ly/DCPSscienceathome in the Grade 6 folder.

Optional Extended Learning Opportunities (Math) i- Ready- In addition to the math tasks and connections in the distance learning plan, you can also supplement your learning by continuing your lessons on i-Ready. You can access i-Ready through your Clever account (clever.com). All students will have access to i-Ready lessons even if you usually do not work on i-Ready lessons at school.

Khan Academy- You can explore math topics for your grade by following the steps below:

1. Go to khanacademy.org and click on “Courses” on the top left 2. Find “Math” and then select “Eureka Math/EngageNY” 3. Work for your grade is organized by the modules you use in class (On-Grade Support).

You can also choose to click on “Remediation Support” if you want to review concepts you have been struggling with this year.


http://bit.ly/DCPSscienceathome



The History of Planet Earth Bundle 2

1

Mission Briefing

Anchoring Phenomena

What clues can tell us about a planet’s past and help us predict its future?

Mission Briefing You work for NASA as a planetary geologist and have just discovered a new planet in the "Goldilocks" zone of a different solar system. You will create a model predicting the tectonic activity of the new planet to present to your fellow scientists at NASA.

● How can rock strata organize Earth’s history? ● Has Earth always looked the same as it does today? ● What are some pieces of evidence that prove that the surface has changed? ● How has the seafloor changed over time?


2

Class Mission Log

Information Gained

Geologic History of Earth

Connection to Mission


When studying rock strata, are the oldest rocks usually found at the bottom or in the top layers?

What are index fossils?

Imagine the new planet you helped discover. Draw and label the rock strata from this planet’s history. Make sure to include index fossils.


3

Class Mission Log

Information Gained

Plate Tectonics


Plate Tectonics

What evidence do we have that tectonic plates have moved over time?

If you find similar fossils and rocks in very different parts of the world, what can you conclude about their previous locations?

Sketch the current look of continental shapes on your newly discovered planet.


4

Class Mission Log

Information Gained

Seafloor Spreading


Seafloor Spreading

Draw a diagram of seafloor spreading. While examining your new planet, you discover ocean ridges and trenches. What do you know about the age of the land around those landforms?


1

Create a model predicting the tectonic activity of the new “Goldilocks” zone planet you discovered. Be prepared to present it to your fellow scientists at NASA.

Here’s what we know:

● The crust of Earth is separated into different tectonic plates. ● These plates move and crash into each other slowly over time. ● Scientists use fossil record, rock data, continental shapes, and seafloor

structures as evidence for past plate motion. ● The rock strata provide a geologic timescale of Earth’s 4.6-billion-year history. ● New ocean floor is created at ridges and destroyed at trenches.


2

Draw and label the fossils and rock strata you discovered on your new planet.


3

Draw and label any glacial evidence and seafloor spreading you discovered on your planet.


4

Take Action! Now, put it all together. Name your planet and predict the future plate motion of your planet. Be prepared to present it to your fellow scientists at NASA.

Day 1 Opening 5 minutes

Directions: Complete the Opening in the space provided showing all work. Please limit your time spent to 5 minutes.



Ice core samples, drilled from ice sheets in Antarctica and Greenland, are used to gain information about temperature, precipitation levels, volcanic activity, and wind patterns from thousands of years ago. The oldest sample from Greenland dates to 123,000 years ago, and the oldest sample from Antarctica dates to 800,000 years ago. These samples contain enclosed samples of air that tell us about the atmospheric conditions during that time period. This information helps scientists predict how the changes may affect our future.

Location and Data The Law Dome is located in Antarctica, and data from there contains information from year 1 AD to 2000 AD. The data shown here include the dates and levels of carbon dioxide, methane, and nitrous oxide in the Law Dome core samples.

Chemicals in the Ice Carbon Dioxide (CO2) Levels of CO2 were relatively stable until the onset of the industrial revolution. Two of the contributors could be fossil fuel usage and deforestation. The amount of CO2 has increased by 20 ppm in just the last 10 years. Before that, the last 20 ppm increase occurred over the course of 1,000 years.

Methane (CH4) Methane levels also show a significant increase in the last 200 years. Some of the factors contributing to the increase are emissions from animals like cows, goats, sheep, and other animals that eat a plant-based diet that use fermentation to digest their food. Other sources of methane are landfills, rice fields, and wetlands.

Nitrous Oxide (N2O) Nitrous oxide increases have contributed to radiative forcing and were caused by agricultural activities and land use change.

Ice Core Data – Law Dome, NOAA 25 km depth Latitude: 66°44’S Longitude: 112°50’E

Year, AD CO2 in ppm CH4 in ppb N2O in ppb

1 276.7 647.6 264.2

100 277.5 630.9 266.2

200 280.6 641.4 266.9

300 279.8 624.6 262.5

400 276.7 630.3 264.2

500 276.4 659.5 261.7

600 276.9 644.0 260.8

700 279.7 649.8 262.1

800 278.5 642.6 270.7

900 278.9 646.8 272.1

1000 279.0 662.4 265.3

1100 282.6 675.9 268.2

1200 283.8 681.7 267.8

1300 281.0 691.6 269.3

1400 280.2 670.6 266.2

1500 282.3 690.1 268.2

1600 275.4 665.1 267.4

1700 276.6 669.2 271.2

1800 282.6 726.6 272.6

1900 296.1 865.0 277.2

2000 366.8 1,703.4 315.4

2001 368.7 1,706.5 316.2

2002 370.6 1,708.3 317.0

2003 372.6 1,709.1 317.8

2004 374.6 1,709.7 318.6

Day 1- Extended Math Application

1. Over approximately 2000 years, from 1 AD to 2004 AD, what is the difference in the levels of Carbon

Dioxide?

2. Over approximately 2000 years, from 1 AD to 2004 AD, what is the difference in the levels of Methane?

3. Over approximately 2000 years, from 1 AD to 2004 AD, what is the difference in the levels of Nitrous Oxide?

Day 1- Extended Math Application

Directions: Continue solving problems applying operations to rational numbers today. Show your work in the space provided. Here is a diagram of a tennis court.

The full tennis court, used for doubles, is a rectangle. All the angles made by the line segments in the diagram are right angles. • The net partitions the tennis court into two halves. Is each half a square? Explain your reasoning.

• Is the service line halfway between the net and the baseline? Explain your reasoning.

• Lines painted on a tennis court are 5 cm wide. A painter made markings to show the length and width of the

court, then painted the lines to the outside of the markings. a. Did the painter’s mistake increase or decrease the overall size of the tennis court? Explain how you

know.

b. By how many square meters did the court’s size change? Explain your reasoning.

Day 1- Reflection 5 minutes

What is one thing you learned or found interesting today?

What is one question that you still have after today?

Scale: 1 cm = 1315 km

Plate Tectonics

Maps of Ancient Lands

Approximately 300 million years ago, all continental plates on Earth formed one large continent, called Pangaea. For the past 100 years, geologists have studied information about continental drift.

Scale: 1cm=1315 km Use the information and map above to answer questions 1–3. Point A is the origin point from Pangaea. Round all answers to the nearest whole number.

1. If the Antarctic plate is estimated to move 2.05 cm per year, how long did it take for the plate to

move from point A to point B?

2. If the North American plate is estimated to move 0.95 cm per year, how long did it take for the plate to move from point A to point F?

3. If the Eurasian plate is estimated to move at 1.15 cm per year, how long did it take for the plate to move from point A to point G?

(D)

(G)

(H) (F) (A)

(E) (C)

(B)

1

Plate Tectonics

Use the map from the previous page to answer questions 4–6.

4. If the African plate is estimated to move 2.15 cm per year, how long did it take for the plate to move from point C to point D?

5. If the South American plate is estimated to move 1.45 cm per year, how long did it take for the plate to move from point C to point E?

6. Challenge: If the North American plate continues on its present course, it will end up at point H. Write an equation to calculate the number of years it will take for the plate to reach point H. Let x represent the distance between F and H in centimeters.

7. Challenge: Boston and London are presently moving away from each other at a rate of 2.1 cm per year and are currently 5,262.5 km apart. Write an equation to predict the distance between the two cities after x number of years (from today), assuming that the rate of movement stays the same.

8. Challenge: Brazil and Nigeria are presently moving away from each other at a rate of 3.6 cm per year and are currently 7,161.5 km apart. Write an equation to predict the distance between the two cities after x number of years (from today), assuming that the rate of movement stays the same.

Day 2 - Extended Math Application

Directions: Continue using your understanding of ratios and make conversions. Show your work in the space provided. Use the conversions on the PARCC Reference Sheet for help.

Veterinary Weights A veterinarian uses weights in kilograms to figure out what dosages of medicines to prescribe for animals. For every 10 kilograms, there are 22 pounds.

Calculate each animal’s weight in kilograms. Explain or show your reasoning. If you get stuck, consider drawing a double number line or table.

a. Fido the Labrador weighs 88 pounds.

b. Spot the Beagle weighs 33 pounds.

c. Bella the Chihuahua weighs 5 12 pounds.

A certain medication says it can only be given to animals over 25 kilograms. How much is this in pounds?

Cooking with a Tablespoon Diego is trying to follow a recipe, but he cannot find any measuring cups! He only has a tablespoon. In the cookbook, it says that 1 cup equals 16 tablespoons.

How could Diego use the tablespoon to measure out these ingredients?

a. 12 cup almonds

b. 1 14 cup of oatmeal

c. 2 34 cup of flour

Diego also adds the following ingredients. How many cups of each did he use?

a. 28 tablespoons of sugar

b. 6 tablespoons of cocoa powder

Day 2 Reflection



Day 3 Opening

Day 3 Extended Math Application Directions: Continue using your understanding of ratios and make conversions today. Show your work in the space provided. Use the conversions on the PARCC Reference Sheet in yesterday’s work for help. Priya’s family exchanged 250 dollars for 4,250 pesos. Priya bought a sweater for 510 pesos. How many dollars did the sweater cost?

pesos dollars

4,250 250 25 1 3

510

There are 3,785 milliliters in 1 gallon, and there are 4 quarts in 1 gallon. For each question, explain or show your reasoning.

b. How many milliliters are in 3 gallons?

c. How many milliliters are in 1 quart?

Lin knows that there are 4 quarts in a gallon. She wants to convert 6 quarts to gallons but cannot decide if she should multiply 6 by 4 or divide 6 by 4 to find her answer. What should she do? Explain or show your reasoning. If you get stuck, consider drawing a double number line or using a table.

Tyler has a baseball bat that weighs 28 ounces. Find this weight in kilograms and in grams. (Note: 1 kilogram ≈ 35 ounces)

Identify whether each unit measures length, volume, or weight (or mass).

d. Mile

e. Cup

f. Pound

g. Centimeter

e. Liter

f. Gram

g. Pint

h. Yard

i. Kilogram

j. Teaspoon

k. Milliliter

A recipe for trail mix uses 7 ounces of almonds with 5 ounces of raisins. (Almonds and raisins are the only ingredients.) How many ounces of almonds would be in a one-pound bag of this trail mix? Explain or show your reasoning.

An ant can travel at a constant speed of 980 inches every 5 minutes.

h. How far does the ant travel in 1 minute?

i. At this rate, how far can the ant travel in 7 minutes?

Day 3 Reflection



5 minutes Day 4 Opening

Day 4 Extended Math Application

Directions: Continue using your understanding of ratios and make conversions today. Show your work in the space provided. Use the conversions on the PARCC Reference Sheet in yesterday’s work for help.

Day 4 Reflection 5 minutes



1200 Firs t Street , NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Distance Learning Plan

6th Grade Week 3



Close Reading Module 3 ELA 6 Unit 3 Unit Title: Embracing Heritage Extension

Unit Description: In this unit, students will build upon their learning from ELA 6 Unit 3: Embracing Heritage and continue to explore stories about the American immigrant experience. In this Close Reading Module extension, students will read about and analyze the experiences of immigrants journeying to and at Ellis Island as portrayed in two different texts and respond at length to a culminating evidence-based writing prompt connected to the unit topic.

Culminating Writing Task: You have read "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" two texts about immigrants journeying to America. Using details from both texts, write an essay that compares and contrasts how both texts portray the experiences immigrants endured on the way to and at Ellis Island.

Addressed CCSS: Reading RL/RI.6.1, RI/RL.6.2, RI/RL.6.4,

RI/RL.6.5 Writing W.6.2, W.6.4, W.6.9

Text(s): “Voyage of Hope, Voyage of Tears” and “Practice Standing Unleashed and Clean”

Day 1 Day 2 Day 3 Day 4 Learning Objective: By the end of Day 1, you will be able to:

• Define and explore key vocabulary from "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" using a Frayer Model.

• Engage in a first read of "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" and write an objective summary of the text.


• Complete a second read of "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" to answer text-dependent questions and annotation prompts.


• Complete a third read of "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" and collect textual evidence in response to a culminating writing prompt.


Learning Objectives: By the end of Day 4, you will be able to:

• Compose a text-based response to the "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" culminating prompt using your evidence collection chart and outline from Day 3.

Agenda: 1. Vocabulary Frayer Models 2. First Read of "Voyage of Hope,

Voyage of Tears" and "Practice Standing Unleashed and Clean"


Agenda: 1. Second Read of "Voyage of

Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean"


Agenda: 1. Third Read of "Voyage of Hope,



Agenda: 1. Review evidence collection

chart and Multi-Paragraph Outline

2. Write culminating multi-paragraph response

Key Vocabulary emigrate antiseptic fumigate steerage disembark



Task List for 6.3 Embracing Heritage Extension

Directions: At the end of each day, track your work by placing an “X” beside the assignment in the “Done” column. Alternatively, you could also write the date.

Tasks Category Points Due Done Grade

5 Frayer Models Practice/Application 5 Day 1

Objective Summary of “Voyage of Hope, Voyage of Tears” Practice/Application 5 Day 1

Objective Summary of “Practice Standing Unleashed and Clean” Practice/Application 5 Day 1

Text-Dependent Questions and Annotations Practice/Application 5 Day 2

Hochman Sentence Expansion (Because/But/So) Practice/Application 5 Day 2

Evidence Collection Chart and MPO Practice/Application 5 Day 3

Vocabulary Activity Practice/Application 5 Day 4

Culminating Writing Task Assessment 10 Day 4

Close Reading Reflection Participation 5 Day 4

Daily Sequence and Goals

Day 1 and First Read

•Goal: Reading begins with defining key vocabulary. Start with vocabulary and then read the text straight through to gain a general sense of the text(s).

Day 2 and Second Read

•Goal: During this read, stop and address some text-dependent questions and tasks. They will help you better understand the text(s)

Day 3 and Third Read

•Goal: It's imporant to go back to the text and collect textual evidence before you craft a claim and organize your thinking for writing. Return to the text to complete the evidence collection chart.

Day 4 and Fourth Read & Writing

•Goal: Throughout the writing process, you should refer back to the text to select your response.



Day 1

Learning Objective: By the end of Day 1, students will be able to: • Define and explore key vocabulary from "Voyage of Hope, Voyage of

Tears" and "Practice Standing Unleashed and Clean" using a Frayer Model. • Engage in a first read of "Voyage of Hope, Voyage of Tears" and "Practice

Standing Unleashed and Clean" and write objective summaries of the texts.

Agenda: 1. Vocabulary Frayer Models 2. First Read of "Voyage of Hope,



Tasks: 5 Frayer Models Objective Summary of “Voyage of

Hope, Voyage of Tears” Objective Summary of “Practice

Standing Unleashed and Clean”

Key Vocabulary emigrate antiseptic fumigate steerage disembark

Before Reading:

Do Now: Vocabulary

Directions: There are five key vocabulary words that you’ll be using throughout this close reading module. Read each word aloud and indicate how familiar you are with each word. If you know what the word means, jot it in the open space.

Vocabulary Word How familiar are you with this word? If you already know what it means, jot it here.

emigrate I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word

antiseptic I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word

fumigate I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word

steerage I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word

disembark I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word






Sentence

Real World Examples

emigrate








Sentence

Real World Examples

Sentence

Real World Examples

fumigate antiseptic








Sentence

Real World Examples

Sentence

Real World Examples

disembark steerage



"Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" Directions: On Day 1, complete a first read by reading the text straight through without completing the annotations/questions. Then write an objective summary. On Day 2, complete the second read and annotations/questions. Complete a third read on Day 3, an evidence collection, and a multi-paragraph outline in response to the culminating prompt. On Day 4 write the essay.

Culminating Task: You have read "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" two texts about immigrants journeying to America. Using details from both texts, write an essay that compares and contrasts how both texts portray the experiences immigrants endured on the way to and at Ellis Island.

Text Annotations/Questions

Voyage of Hope, Voyage of Tears by Mimi Boelter 1 Hope was the one guiding star that led millions of people to immigrate to America. But those people had to endure a lot even before they arrived on this country’s shores. Their journey began when they said good-bye to their ancestral homes and set out—by train or wagon or on foot—for a seaside port and a ship that would take them to their new country. 2 By 1880, an Atlantic Ocean crossing on a steamship lasted eight to 14 days—not bad, compared with the one- to three-month expeditions of the earlier sailing ships. Shipping lines actually competed for emigrating passengers, who were considered highly profitable, self-loading cargo. Some ships, for example, could hold more than 2,000 emigrants in steerage. At 10 to 40 dollars per traveler, those ships could make a good profit carrying many people in the least expensive and least luxurious way. 3 When emigrants arrived at European port cities, such as Antwerp (Belgium), Liverpool (England), or Naples (Italy), to name just a few, they often had to wait up to two weeks for a ship that was departing for the United States. So, shipping companies made even more money by building hotels where travelers had to pay to stay while they waited. The Hamburg-Amerika Shipping Line maintained an entire village on the outskirts of

Why does the author compare the hope of immigrants to one guiding star? What does the author mean when she says “the least luxurious way?” Describe the experience of individuals waiting to come to America.



Hamburg, Germany, that included two churches, a synagogue, a kosher1 kitchen, and accommodations for 5,000 people. 4 Steamship companies required steerage passengers to take an antiseptic2, have their baggage fumigated3, and be examined by doctors before boarding. The emigrants also answered questions—such as name, age, occupation, native country, and destination—for the ship’s manifest. At the other end of the trip, Ellis Island officials would use such information to verify and group the immigrants. 5 Once the ship was underway, first- and second-class passengers ate meals in a dining hall and enjoyed private cabins through which fresh sea breezes could blow. Steerage passengers, on the other hand, had food brought to them, as they traveled in the dark bowels of the ship where there was no privacy. Keeping clean was difficult, as fresh water was often available only on deck. “That hope to be in America was so great and so sunny, that it colored all the pain that we had during our trip,” remembered Gertrude Yellin about her voyage in 1922. 6 Steerage passengers slept in narrow bunks, usually three beds across and two or three deep. Burlap-covered mattresses were filled with straw or seaweed. During fierce North Atlantic storms, all hatches4 were sealed to prevent water from getting in, making the already stuffy air below unbearable. 7 Many children died when contagious illnesses, such as measles, broke out onboard ship. Their lifeless bodies were taken from their mothers’ arms and dropped into the ocean. Throughout their 1905 voyage, Fannie Kligerman’s mother hid Fannie’s infant sister in an apron, hoping the child would stay healthy. She did. 8 Outbreaks of seasickness also were present on every ship, keeping hundreds of passengers in their beds through most of the ocean crossing. And the lack of sanitation in steerage made cleaning up vomit impossible. As time went on, the stench of the unventilated cargo area would grow worse. Bertha Devlin, who immigrated in 1923, recalled a particularly bad Atlantic crossing: “One night I prayed to God that [the boat] would go down . . . I was that sick. . . . And everybody else was the same way.”

How did the experience of steerage passengers compare to the experience of first- and second-class passengers? Why did Fannie Kilgerman’s mother chose to hide Fannie’s infant sister? Describe the conditions that immigrants faced on the ships to Ellis Island.



9 Immigrants often crowded on the deck of the ship at the end of the trip when the Statue of Liberty was sighted in New York Harbor. Steamships made their first stop at a pier on the mainland. There, the first- and second-class passengers were free to leave the ship, with little or no medical examination. Afterward, steerage passengers were crowded onto a barge or ferry, often with standing room only, and taken to Ellis Island. On a busy day, immigrants might have to wait their turn to disembark5, standing for several hours with no food or drink. The ordeal of the ocean voyage was over, but the unknowns of the Ellis Island examination process were just ahead. “Emigrate” and “Immigrate” The words emigrate and immigrate are both used of people involved in a permanent move, generally across a political boundary. Emigrate refers to the point of departure: He emigrated from Germany (that is, left Germany). By contrast, immigrate refers to the new location: The promise of prosperity in the United States encouraged many people to immigrate (that is, move to the United States).

How did the experience of arriving at Ellis Island differ for steerage passengers versus first- and second-class passengers?



Practice Standing Unleashed and Clean by Patricia Smith - 1955- Upon their arrival in America, more than twelve million immigrants were processed through the Ellis Island Immigration Center. Those who had traveled in second or third class were immediately given a thirty-second health inspection to determine if they were fit to enter their new country. A chalk checkmark on their clothing signaled a health problem and meant a stay in the Ellis Island Immigrant Hospital, where they either recovered or, if deemed incurable, were kept until they could be sent back home. Even if just one family member was sick, that person’s entire family was turned away. “This poem conjures one woman in line for her examination, trying desperately to suppress everything that was "other" about her, not knowing if her features, unfamiliar way of speaking or even the faint spell of a foreign spice in her clothing would be considered symptoms of 'sickness.'" —Patricia Smith Hide the awkward jolt of jawline, the fluttering eye, that wide brazen slash of boat-burned skin. Count each breath in order to pacify the bloodless roiling just beneath the rib, to squelch the mushrooming boom of tumor. Give fever another name. I open my mouth, just to moan, but instead cluttered nouns, so unAmerican, spew from my throat and become steam in the room. That heat ripples through the meandering queue of souls and someone who was once my uncle grows dizzy with not looking at me. I am asked to temporarily unbutton the clawing children from my heavy skirt, to pull the rough linen blouse over my head and through my thick salted hair. A last shelter thuds hard, pools around my feet on the floor. I traveled with a whole chattering country’s restless mass weakening my shoulders. But I offer it as both yesterday and muscle. I come to you America, scrubbed almost clean, but infected with memory and the bellow of broiling spices

What did a chalk checkmark mean for immigrants coming to Ellis Island? According to this quote from the author, who is the speaker of the poem? What does she say the poem is mainly about? Describe how the women in the poem is feeling. What is happening to her; how do you know? What does the speaker of the poem mean when she says, “I traveled with a “whole chattering country’s restless mass weakening my shoulders?”

https://poets.org/poet/patricia-smith



in a long-ago kitchen. I come with a sickness insistent upon root in my body, a sickness that may just be a frantic twist from one life’s air to another. I ask for nothing but a home with windows of circled arms, for a warm that overwhelms the tangled sounds that say my name. I ask for the beaten woman with her torch uplifted to find me here and loose my new face of venom and virus. I have practiced standing unleashed and clean. I have practiced the words I know. So I pray this new country receive me, stark naked now, forearms chapped raw, although I am ill in underneath ways. I know that I am freakish, wildly fragrant, curious land. I stink of seawater and the oversea moonwash I conjured to restart and restart my migrant heart. All I can be is here, stretched between solace and surrender, terrified of the dusty mark that identifies me as poison in every one of the wrong ways. I could perish here on the edge of everything. Or the chalk mark could be a wing on my breastbone, unleashing me in the direction of light. Someone will help me find my clothes and brush the salt from my hair. I am marked perfect, and I hear the word heal in a voice I thought I brought from home.

The speaker describes things she has come to America with. What does she mean by this? Who is the beaten women with her torch uplifted? What does the speaker of the poem say she has practiced? Why has she practiced this? How does the author describe the impact of potentially receiving a chalk mark? What does this tell you about her attitude about coming to Ellis Island? Restate the last sentence of the poem in your own words.



After Reading Directions: Write an objective summary of the text.

What is an objective summary? What does an objective summary look/sound like? How will I know if my objective summary is complete? An objective summary is a short statement or paragraph that tells what something is about but does not include unnecessary details or your opinions. Narrative Objective Summary Strategy: Somebody | Wanted | But | So SWBS (Macon, Bewell, & Vogt, 1991, Beers, 2003) offers students a framework as they write narrative summaries. Students read a story and decide who the Somebody is, what that somebody Wanted, But what happened to keep something from happening, and So, finally, how everything works out.

In chapter 3 of the third part of the novel, Irene goes shopping with her friend, Felise Freeland. It is a cold day, and the women unexpectedly run into Clare’s husband, John Bellew. Mr. Bellew recognizes Irene, but Irene pretends not to know him and does not greet him. Although they do not speak, it is clear that Mr. Bellew notices that Felise and Irene are not white. When they are away from Mr. Bellew, Felise chides Irene for “passing,” and Irene wishes that she had spoken so that Clare’s secret might also be found out by her husband. Irene regrets her loyalty to Clare and to her race. Irene also says she intends to tell Clare about the meeting, but she never does, instead praying for March to “come quickly” because that is when Clare and Mr. Bellew are scheduled to leave New York.

In an objective summary, the writer:

Explains the central idea of the subject (text) Records essential details of the text Moves from general description to specific

description Chooses exact descriptive words Suspends his or her own beliefs and feelings

about the text

Objective Summaries: "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean"



Day 2


• Complete a second read of "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" to answer text-dependent questions and annotation prompts.

Agenda: 1. Second Read of "Voyage of Hope, Voyage of

Tears" and "Practice Standing Unleashed and Clean"


Tasks: Text-Dependent Questions and Annotations Hochman Sentence Expansion

(Because/But/So)

Hochman Sentence Expansion Activity

The journey to Ellis Island was very difficult because… The journey to Ellis Island was very difficult, but… The journey to Ellis Island was very difficult, so…

Day 3


• Complete a third read of "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" and collect textual evidence in response to a culminating writing prompt.


Agenda: 1. Third Read of "Voyage of Hope, Voyage of

Tears" and "Practice Standing Unleashed and Clean"


Tasks: Evidence Collection Chart



Evidence Collection Chart Directions: “Attack the Prompt” - Unpack what the prompt expects from you using the process below

1. Identify the part of the prompt that provides actual instructions for writing. Cross out the rest. 2. Circle the verbs. By identifying ALL the tasks, you will avoid only partially answering the prompt. 3. Draw an arrow from each circled word to what it specifically tells you to do.

Culminating Writing Task: You have read "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" two texts about immigrants journeying to America. Using details from both texts, write an essay that compares and contrasts how both texts portray the experiences immigrants endured on the way to and at Ellis Island.

Create an Evidence Collection Chart --Create a chart below to help you gather textual evidence to answer the prompt.



Multiple Paragraph Outline Name _______________________________________________Date: ___________________________________

Topic:_______________________________________________________________________________________

Thesis Statement: ____________________________________________________________________________

____________________________________________________________________________________________

Main Idea Details

Introduction

¶1

¶2

¶3

¶4

Conclusion

¶5



Day 4

Learning Objective: the end of Day 4, you will be able to:

• Compose a text-based response to the culminating prompt using your evidence collection chart and outline from Day 3.

Agenda: 1. Complete Vocabulary Activity 2. Review evidence collection chart and Multi-

Paragraph Outline 3. Write culminating multi-paragraph response

Tasks: Vocabulary Activity Culminating Writing Task Close Reading Reflection

Do Now: Vocabulary Review

Directions: Demonstrate your understanding of the target vocabulary by composing text-related sentences. Each sentence should begin with a subordinating conjunction.

Subordinating Conjunction List Before After If When Even though Although Since While Unless Whenever

emigrate

antiseptic

fumigate

steerage

disembark



Name _________________________________________Date: _______________________

You have read "Voyage of Hope, Voyage of Tears" and "Practice Standing Unleashed and Clean" two texts about immigrants journeying to America. Using details from both texts, write an essay that compares and contrasts how both texts portray the experiences immigrants endured on the way to and at Ellis Island.



Anchor Writing Standard Checklist Grade 6 CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,

comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate transitions to clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style. F. Provide a concluding statement or section that follows from the information or explanation presented. Target Writing Standard Checklist

W.2 � Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

A.

� Introduces a topic � Organizes into broader categories:

o Ideas o Concepts o Information

� Uses strategies to aid comprehension: o Definition o Classification o Comparison/Contrast o Cause/effect o Formatting (e.g., headings) o Graphics (e.g., charts, tables)

� Multimedia

B.

� Develops the topic with: o Relevant facts o Definitions o Concrete details o Quotations o Or other information and examples

C.

� Use transitions: o To clarify relationships:

Among ideas Among concepts

D. � Use precise language to inform about or explain the topic � Use domain-specific language to inform about or explain the topic

E. � Establish a formal style � Maintain a formal style

F. � Provide a conclusion that follows from information presented:

o Statement o Section



Close Reading Reflection

Process Reflection What went well? What challenges did you encounter?

Learning Reflection

What did you learn from this Close Read? How will you use what you’ve learned?

DCPS Distance Learning Plan

6th Grade Science/Math

Week 3

Grade 6 STEM: Week 3 Distance Learning

Dear Students and Families,

We hope you are safe and healthy while you are out of school and learning from home! Your assignments in science and math are combined into a single STEM block. In science, you will be reviewing, applying, and extending content from first semester. This week you will be focused on Unit 3: Earth's Materials, Systems, and Natural Hazards. In math you will have a daily opening activity, a math activity connected to the science content, an extended math application, and a daily reflection.

Science: Mission Log and Action Plan (45 minutes per day) During the first part of the week, you will review content from each of topic in the science unit and apply it to a mission. Read the Mission Briefing at the front of your packet and work through the Class Mission Log. You can refer to your notes or online STEMscopedia to complete the Information Gained column. Then use what you know to complete the Connection to Mission column. Details on accessing the STEMscopedia are included below.

After you complete the Mission Log, you should move on to the Action Plan. The Action Plan summarizes what you should know and invites you to apply your science knowledge and skills to a new situation. In most cases you will need to use some imagination and creativity to create your plan. There is no single correct answer! Questions are included to guide your work.

We recommend that you spend 45 minutes per day working on these tasks, but you can decide how best to organize your work and spread it out across the week.

Math: Daily Problems and Science-Math Connections (50 minutes per day) Your math work is organized differently from science, and it is separated by day. Each day, you have an opening set of problems (5 minutes), extended math application tasks (approximately 30-40 minutes), and a closing reflection on your learning (5 minutes). For example, Day 1 has an opening activity, tasks, and a reflection component. Sample Pacing for STEM Block

Monday Tuesday Wednesday Thursday Friday





n/a

Math Day 1 (40-50 min.)



Math Day 4 (40-50 min.) n/a

Note: Work is designed to be completed in four days. Students should work with their families in determining how to pace their work. This calendar with Friday off is only one example.


Repeating Prior Work In some cases, your science teacher may have already assigned the Mission Log, Action Plan, or Math Connections activity earlier in the year.

• If you have done the Mission Log before, challenge yourself to complete as much as possible without looking at your notes.

• If you have done the Action Plan already, come up with an alternative solution. There is more than one correct way to respond!

• If you have done a Math activity, build on it and complete the additional math exercises.

Your teacher may also share specific expectations for you. Instructions on accessing optional extension activities are included below.

Accessing the STEMscopedia The STEMscopedia is the primary text within STEMscopes, your science curriculum resource. You have likely been reading excerpts from it all year. You can access the STEMscopedia on STEMscopes via Clever. Sections relevant to this week are also posted online at http://bit.ly/DCPSscienceathome.

Using STEMscopes via Clever By default, the STEMscopedia is turned on for all units. Your teacher does not need to assign it to you. You can access STEMscopes online through Clever.

• Go to https://clever.com/in/dcpsk12 • As your username, use your DCPS student ID number. • As your password, use your date of birth (mmddyy). • Find the “STEMscopes” icon to get started. • Select “Learning Resources” at the top of the page. • Search for the name of the topic you are reviewing (e.g., Cells). The topics are

included as subtitles on the Mission Log.

Optional Extended Learning Opportunities (Science) You can also explore a list of science learning activities that you can complete at home. These Science Extensions can be found at http://bit.ly/DCPSscienceathome in the Grade 6 folder.

Optional Extended Learning Opportunities (Math) i- Ready- In addition to the math tasks and connections in the distance learning plan, you can also supplement your learning by continuing your lessons on i-Ready. You can access i-Ready through your Clever account (clever.com). All students will have access to i-Ready lessons even if you usually do not work on i-Ready lessons at school.

Khan Academy- You can explore math topics for your grade by following the steps below:

1. Go to khanacademy.org and click on “Courses” on the top left 2. Find “Math” and then select “Eureka Math/EngageNY” 3. Work for your grade is organized by the modules you use in class (On-Grade Support).

You can also choose to click on “Remediation Support” if you want to review concepts you have been struggling with this year.





Earth’s Materials Systems and Natural Hazards Bundle 3

Anchoring Phenomena

Mission Briefing

What can past geoscience processes tell us about Earth’s materials and natural hazards?

Mission Briefing You work for the United States Geological Survey (USGS) and have been given the task of creating an emergency response plan for a community living near an active volcano. Your plan will include a before, during, and after volcano preparedness plan based on your knowledge of Earth’s materials, systems, and natural hazards.

● Where does the energy that supplies Earth’s processes come from? ● Do Earth’s processes occur quickly or slowly? ● How does water change the land? ● How can scientists predict the likelihood of natural hazards?

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Class Mission Log

Information Gained

Earth Materials


Earth Materials

In the table below, list the three types of rocks, write a description of each, and state if they undergo physical or chemical changes when they are formed.

Rock Type Description Physical/ Chemical

Describe the type of rock that would form during an explosive volcano.

What types of rock would you see around a volcano?

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Class Mission Log

Information Gained

Weathering and Erosion


Weathering and Erosion

In the table below, describe the processes of weathering, erosion, and deposition.

Process Description Types

What factors can increase the amount of erosion by water?

What types of erosion would increase during a volcanic eruption? Explain your reasoning.

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Class Mission Log

Information Gained

Geoscience Processes List examples of both global and microscopic geoscience processes.

Give examples of both fast and slow occurring geoscience processes.


Geoscience Processes

What small scale and large scale geoscience processes could occur during a volcanic eruption?

Small Scale Large Scale

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Class Mission Log

Information Gained

Natural Hazard Predictions



What do scientists rely on to help predict natural hazards?

How can scientists predict the likelihood of a volcanic eruption?

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Take Action

Use the space below to describe what people living in the community might need to know about volcanoes in general as well as a list of supplies they will need to have ready in case of a volcanic eruption.

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Take Action

Use the space below to plan an evacuation route for the community. What should they avoid?

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Take Action

Use the space below to plan out what the community will need to know when returning after the volcanic eruption.

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Take Action

Create your emergency response plan. This can be in the form of a checklist or brochure. Include information about what the community needs to do and know before, during, and after the eruption.

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Q.

Earth Materials

Earth Materials

Igneous, metamorphic, and sedimentary rocks have unique characteristics that can be used for identification and classification. Rocks can be identified by their composition, the minerals within them, and the arrangement, size, or shape of the minerals. Solve the equations and match them to their answers to figure out the texture and composition of each type of igneous rock. The first rock is answered for you.

Igneous Rock Classification Chart

Name Texture Composition

Granite 2x = 6 Coarse-grained 31 + x = 56 Felsic

Diorite 12 + x = 15 5x = 150

Gabbro 90x = 270 x + 65 = 85

Peridotite 45x = 135 17x = 68

Porphyritic rhyolite 16 + x = 39 36 + x = 61

Porphyritic andesite 2x= 46 78 + x = 108

Porphyritic basalt x + 49 = 72 5x = 100

Rhyolite 3x = 99 19 + x = 44

Andesite x + 14 = 47 x + 96 = 126

Basalt 5x = 165 6x = 120

Obsidian 3x = 48 F, I, or M

Pumice 16 + x = 58 F or I

Scoria 3x = 126 x + 56 = 76

Volcanic tuff and breccia 54 + x = 89 F, I, or M

Texture Composition

3 Coarse-grained 25 Felsic: > 5% quartz & <15% dark minerals

23 Porphyritic – different-sized crystals 30 Intermediate: < 5% quartz & 5%-10% dark minerals

33 Fine-grained 20 Mafic: no quartz; no feldspar, & >40% dark minerals

16 Glassy – smooth and shiny 4 Ultramafic: 100% dark minerals

42 Vesicular – many cavities or holes

35 Pyroclastic – volcanic material

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Directions: Continue solving problems using equations and algebraic thinking today. Show your work in the space provided.

5 minutes Day 3 Opening




The Himalayan mountains, located on the Indian plate, were formed from the uplifting of Earth’s surface at the convergent plate boundary, between the Indian and Eurasian plates. The peak of Mount Everest, the tallest of all mountains on Earth, is growing 4 mm each year.

Use the information above to answer questions 1–4.

1. Write an equation that could be used to calculate the growth of Mount Everest in any given number of years.

2. What is the independent variable?

What is the dependent variable?

3. Using the equation that you created in question 1, complete the data table on the right.

4. In 2005, Mount Everest was believed to have a rock

height of approximately 8,844 m high. Using the formula from question 1, calculate how much Mount Everest has grown since the 2005 data was collected.

Growth of Mt. Everest Over Time

The surface of Earth is ever-changing from the movement of Earth’s plates. The North American plate is moving in the west-southwest direction at a predictable rate.

Use the information and table on the right to answer questions 5–8. 5. Challenge: Based on the data in the table, what is the

rate of movement of the North American plate?

6. Challenge: Write an equation for calculating the rate of movement of the North American plate over time.

7. What is the independent variable? What is the dependent variable?

Predicted Movement of the North American Plate Over Time

8. How long would it take the North American plate to move 287,500 cm, or 2.875 km?

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Time in Years (x)

Total Growth in mm (y)

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4

6

8

12.5

Time in Years (x)

Total Movement in cm (y)

2 4.6

4 9.2

8 18.4

16 36.8

32 73.6


The Mid-Atlantic Ridge is a divergent tectonic plate located on the floor of the Atlantic Ocean. It spreads at a rate of approximately 2.5 cm per year.

9. Challenge: Write an equation that could be used to calculate the amount of expansion of

this divergent boundary based on any given amount of time.

10. Challenge: Using the equation you created in question 9, complete the data table to predict the amount of expansion of the Mid-Atlantic Ridge in 5, 10, 15, 20, 25, and 30 years.

Amount of Spreading of the Mid-Atlantic Ridge Over Time

(x) (y)

11. How long would it take the Mid-Atlantic Ridge to expand 25 km? Remember 1 km = 100,000 cm.

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Part I: Predicting a Volcanic Eruption Volcanoes exhibit warning signs before an eruption. Signs include an increase in the pressure of the magma, changes in surrounding hydrothermal activity, movement of the flanks of the volcano, and changes in the types or amounts of gases expelled from the volcano. This information cannot be used to pinpoint an exact time a volcano will erupt but serves as an indication that the population needs to prepare for a possible eruption. The plots below are used to display data used to predict an eruption.

• The thrust plot shows the movement in faults created from magma pushing on the crater floor.

• The earthquake plot shows the number of earthquakes occurring around the area of the volcano as a result of the magma pushing on the surface and causing rock to move.

• The tiltmeter plot shows the change in the angle of the ground tilt resulting from magma pushing upwards on the dome of the volcano.

The chart below shows the readings from a monitored volcano. Use the data to construct a thrust plot, earthquake plot, and tiltmeter plot. The plots will be used to create a prediction and action plan regarding the volcano.

Volcanic Activity Data

Day Thrust Reading

(cm) Cumulative Number

of Earthquakes Tiltmeter Reading

(Angle in Micro Radians)

November 5 48.5 0 2 November 12 48.4 0 2 November 19 48.3 100 2

November 26 48.1 100 2 December 3 47.9 100 2 December 10 47.6 100 2.5 December 17 47.4 200 3 December 23 47.1 300 4 December 25 46.4 400 5 December 30 46.2 500 6

January 2 46.1 650 7 January 6 45.0 1,000 9 January 13 41.0 2,500 15

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Plot the data from page 1 on the graphs below. Use the plots to answer the questions below and make predictions about the potential of a volcanic eruption.

1. Would a scientist have cause to suspect a volcanic eruption before December 3?

2. Based on the data between December 3 and December 17, which form of action should take place?

a. No cause for concern – maintain periodic monitoring

b. There is a rise in activity – increase monitoring of activity

c. Issue a statement to the public that a volcanic eruption is certain

3. When does the thrust plot show

significant movement in the faults?

4. When do the number of earthquakes begin to drastically increase?

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15 5. When does the tiltmeter show a

12 significant increase in the angle of the dome?

9 6 3 0 6. At what point would you issue a

prediction and warning to the public that an eruption will occur shortly?

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Distance Learning Plan - Eliot-Hine Middle School

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