Packet for Week of 3/30/20 I hope that everyone is doing well and staying safe. I know many students are working hard and staying connected to school. I would like to say to all our students that “We miss you!” For those students who may be seeing this as time away from school, please get connected today. We need all of you to be working on your school assignments daily, so you are prepared for when school is back in session. We are asking all parents to please bring your child’s completed packets back to school on Wednesday, April 1st. If you absolutely require a printed copy of the new lessons, you will receive them when you drop off. It is extremely important that you please put your child’s name, grade, and teacher on the front page of their packet before dropping it off. This will make it much easier to get it to their teacher for review. We want to limit the number of people coming to the schools. All students and parents may start submitting your child’s work online to his/her class through our Microsoft Teams (LMS). Please watch the videos on how to do this with your devices different types of devices using the below link. How to submit Learning Packet online! https://www.bridgeportedu.net/dlsubmit If you are having any trouble after watching the video, please take a picture of all pages and email them to your child’s teacher. Their email address will be on the school website by April 1st. Sincerely, Michael J. Testani Superintendent

Grade 6

BRIDGEPORT PUBLIC SCHOOLS - LEARNING EXPERIENCES SCHEDULE GRADE SIX

Reading is important. Children should read daily and record books read on the attached reading log daily.

Suggested reading materials: Children’s books, newspapers, magazines, cookbook, how-to manuals, nutritional information on food packaging, YouTube stories

Day 1 - Wed. April 1, 2020 Day 2 - Thurs. April 2, 2020 Day 3 - Fri. April 3, 2020 Day 4 - Mon. April 6, 2020

English Language Arts Mathematics

Science

English Language Arts Mathematics Social Studies

English Language Arts Science

Social Studies

Mathematics Science

Social Studies

Day 5 - Tues. April 7, 2020 Day 6 - Wed. April 8, 2020 Day 7 - Thurs. April 9, 2020 Day 8 - Fri. April 10, 2020 English Language Arts

Mathematics Science

Social Studies

English Language Arts Mathematics

Science Social Studies

PE/Health Music

Art ESL (as needed)

No School Good Friday

Day 1 – Wednesday, April 1, 2020

• English Language Arts • Mathematics • Science • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)

Day 2 – Thursday, April 2, 2020

• English Language Arts • Mathematics • Social Studies • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)

Day 3 – Friday, April 3, 2020

• English Language Arts • Science • Social Studies • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)

Day 4 – Monday, April 6, 2020

• Mathematics • Science • Social Studies • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)

Day 5 – Tuesday, April 7, 2020

• English Language Arts • Mathematics • Science • Social Studies • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)

BRIDGEPORT PUBLIC SCHOOLS - LEARNING EXPERIENCES SCHEDULE GRADE SIX

Day 6 – Wednesday, April 8, 2020

• English Language Arts • Mathematics • Science • Social Studies • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)

Day 7 – Thursday, April 9, 2020

• Art (Complete one of the two recommended activities) • PE/Health (Complete one of the two recommended activities) • Music (Complete one of the two recommended activities) • ESL (If student is receiving this program) • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)

Optional online programs:

• i-Ready (Math & Reading) – Grades K-8 – Three times (3X) per week for 15 minutes each session

• Moby Max (All Subject Areas) Grades K-8 – Three times (3X) per week for 15 minutes each session

• LEXIA Core 5 (READING) – Grades K-2 – Three times (3X) per week for 15 minutes each session

Copyright © 2012 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms. www.k12reader.com

Name: _____________________________________________ Month: __________________

Date Name of Book Author Time spent reading

Daily Reading Log

GRADE: 6 SUBJECT: ELA

ACTIVITY: Read and Respond Read the poem below. Annotate: circle, underline, make notes as you read and reread the poem several times. You may want to sketch a picture of the fairy as you read alongside the poem.

“Dancing Fairy” I saw a fairy dancing in the rain. It can’t be real, I told my brain Spinning and fluttering, dodging drops, on flower petals she skips and hops. A magical display of playful grace. She had a big smile on her face. Her beautiful, shiny wings twinkled. As she moved, her purple dress wrinkled. In her delight she did not seem to care, not even when water dampened her hair. The sun broke through the clouds overhead, And light shown down on the flower bed. The garden sparkled in colorful wonder, Even as the world clapped with thunder. She jumped at the loud booming sound, Taking cover under a mushroom she’d found. I blinked and she was there no more. She’ll be back another rainy day I’m sure.

Now that you have read and annotated the poem answer the following questions.

1. What is this poem mostly about?

a. A fairy lost in a garden after a rainstorm.

b. A fairy trying to hide in a garden.

c. A fairy who dances in the garden during a rain shower.

d. A fairy who is afraid of water.

2. How can you tell the fairy in the poem is small?

3. What causes the fairy to disappear? How do you know?

4. The first stanza of the poem says:

Spinning and fluttering, dodging drops, on flower petals she skips and hops.

What is the best definition of the underlined word?

5. What type of poem is this?

a. non-fiction

b. historical fiction

c. fantasy

d. science fiction

6. How does the fairy feel about getting her hair wet? How do you know? Use evidence from the

poem.

Extension Activity: Use a separate page handwritten or typed.

In the poem, “Dancing Fairy”, a fairy appears and dances around a garden, then disappears again. Write a

story in which you see an imaginary creature. You might see a dragon, a troll, an elf, a leprechaun, or any

other fantasy creature.

Your story should include:

• Descriptive setting

• Well-structured events

• Clear beginning, middle and ending

• Dialogue

• Transition words and phrases

• Descriptive details and sensory language

• Conclusion that follows from the events

GRADE: 6 SUBJECT: Math

ACTIVITY: Design a Neighborhood Playground

You are designing a new playground for your neighborhood.

You will create a blueprint for your playground design using a coordinate plane. You will need to

create at least 5-7 separate play areas. Some play area examples are basketball court, tennis court,

sandbox, playground slides, swings, rest areas, splash pad/water sprinkler park and any other activity

spaces you would like to include.

Draw the outline of the activity area on the coordinate plane. At each vertex mark a clear point and

label the coordinate pair that it represents using a letter. One unit (square on the grid) is equal to 1

yard. Record the activity area names and coordinate pair for each vertex on the chart. Calculate the

area for each activity space.

Each play area must be a at least two yards away from each other.

One of the play areas must be 9 feet by 9 feet.

Once your design is complete, calculate the total area of all activity spaces.

Be creative!

Activity Area Name Vertex Names and Coordinates Area

Example: Swings

A (2, -3) B (2, -5) C (4, -3) D (4, -5) 2 yd2 or 6 ft2

Total Area:

My Neighborhood Playground Blueprint

Tip: Label the plan with numbers to help you correctly identify your vertex coordinates. Remember to

include unit of measurement for all area calculations.

The total playground activity area space is ___________.

GRADE 6 SUBJECT: SCIENCE

ACTIVITY: Create, Compare, Compose, Design or Originate? You decide!

Task #1: You learned about many new topics in science class this year. Review the list and add words,

phrases, or sentences about as many concepts as you can in 5-7 minutes. Ready, Set, Go!

Sixth Grade Science Topics

Earth

Light

Water

Sight

Weather

Smell

Climate

Energy

Ecosystems Chemical

Reactions

Matter

Task #2: Select a science topic from your list and complete an activity to show your “expert”

knowledge.

I am a science expert for the topic _______________________________________.

Submit your final product to your teacher and be prepared to share your “expert knowledge” to your

science class.

Extension: Complete more than one activity!

Create Compare Compose Design Originate Create a diagram that includes labels and explanation about your expert topic.

Compare and contrast two science topics that you learned about this year. Use either a Venn diagram or T-chart.

Compose a poem, song or rap about your expert topic. Include key vocabulary, concepts and processes.

Design a comic book summarizing/ explaining your expert topic. Include key vocabulary, concepts, and processes.

Write a skit or play that explains your expert topic. Include key vocabulary, concepts, and processes.

Grade: 6 Subject: ELA 2A

Activity: Meet Malala Task #1: Read the nonfiction article, “TFK Person of the Year: Malala,” and use evidence from the text to support the claim:

Malala is a brave person.

Annotate when reading: Circle, underline, highlight and/or make notes as you read and reread the text to

find evidence and make inferences to support your claim.

You may hand write or type your response.

Review your completed response using the RACE Rubric:

Restate the Question

Answer the Question

*Cite the Source: Tell where you found examples and details in the text.

*Explain your Response: Give evidence from the text to support your answer. Explain your

thoughts.

Check grammar and conventions for spelling, capitalization and punctuation.

Task #2:

Use the article and your response to create a one minute speech about Malala to share with a family

member or friend. Your task is to teach the listener (your audience) about Malala.

You may use notes when presenting your speech but you cannot read your written response. You may

want to set a timer and practice your speech to make sure it is one minute.

When presenting your speech, use appropriate eye contact, adequate volume and clear pronunciation.

Complete the assessment below.

Speech Presentation Criteria If observed, make a check in box.

Student Listener

Speech was informative and logically sequenced.

Speech was one minute in length.

Appropriate eye contact, adequate volume and clear pronunciation were used.

Overall letter grade (A, B, C)

Additional comments:

Listener’s Signature: Date:

Grade 6 ELA 2B World People TFK Person of the Year: Malala January 23, 2015 Brenda Iasevoli with TIME Reporting

WINNER Malala Yousafzai displays her Nobel Peace Prize, in Oslo, Norway.

ODD ANDERSEN—AFP/GETTY IMAGES

TIME FOR KIDS readers vote for Malala Yousafzai as the top newsmaker of 2014.

In December, we asked you to choose the most important newsmaker of 2014. More than 11,000 votes were cast in our online poll. Who beat out pop star Taylor Swift and football hero Peyton Manning? She is not a musician or an athlete. She is a champion of education rights for girls. Malala Yousafzai, 17, is TFK's Person of the Year. She received more than 2,900 votes.

In 2008, Taliban fighters took control of Malala's hometown of Mingora, in Pakistan. The Taliban believe girls should not go to school. Soon after they took over, Malala, then 11, gave a speech: "How Dare the Taliban Take Away My Basic Right to Education?" In early 2009, she started blogging for the BBC.

The Taliban tried to silence Malala. On October 9, 2012, armed men boarded a truck carrying Malala and her classmates to school. "Which one is Malala?" one of them asked. "I think we must have looked at her," Malala's friend Shazia Ramzan told TIME's Aryn Baker. "We didn't say anything, but we must have looked, because then he shot her."

CHILD CARE Malala meets with kids in Trinidad. She visited the Caribbean island in July.SEAN DRAKES—LATIN CONTENT/GETTY IMAGES

Today, Malala continues her fight for children. She has left Pakistan and is studying in Birmingham, England. Malala is a symbol of courage. On October 10, she was awarded the 2014 Nobel Peace Prize. She is the youngest Nobel winner in history. Malala's friend Shazia attended the ceremony in Oslo, Norway. Shazia says now Malala "has more support in helping every young student go to school."

Heroes Among Us Taylor Swift received the second-highest number of votes for TFK Person of the Year.

Her album 1989 sold more than 1 million copies in its first week. Denver Broncos quarterback Peyton Manning came in third.

GRADE: 6 SUBJECT: Math

ACTIVITY: Ratios Around the House

Take a walk around your house and identify items you can compare using ratios. For example,

you might have 3 boxes of cereal and 1 box of frozen waffles. The ratio of boxes of cereal to

boxes of waffles is 3:1. List at least 7 ratios based on items in your house. Next, calculate a

fraction for each ratio. For example, if you have 3 boxes of cereal and 1 box of frozen waffles

you have a total of 4 boxes of food with ¾ cereal and ¼ waffles. Finally, convert the

ratio/fraction to a percent.

Category

Ratio Fraction Percent

Example

Breakfast Foods

Cereal to waffles 3:1 Cereal ¾

Waffles ¼

Cereal 75%

Waffles 25%

Grade: 6 Subject: Social Studies

Activity: Current Events Watch a news story on the television or read a news article from a newspaper, magazine, or online. Source: TV Newspaper Magazine Online Title: ___________________________________________________________________ Summarize the story or article (5-10 sentences include who, what, when, where, how and why) _________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

______________________________________-

_________________________________________________________________________________________________

____________________________________________________________________________________-

____________________________________________________________________________________

Why is this story or article important to you? (3-5 sentences) _________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________

Grade: 6 Subject: ELA

Learning Activity: Dear Teacher… Task: You have been away from school for some time now. Write a friendly letter or an email to your teacher. Include in your letter or email:

• how you’re feeling

• how you’re coping

• what are your concerns

• what are your hopes

Be sure that your letter contains the 5 main parts: ✓ Heading ✓ Greeting (Dear _________,) ✓ Body (at least 4 paragraphs) ✓ Closing (Sincerely) ✓ Your Name

Use the letter format for email without the heading. Check your work for correct grammar usage, capitalization, and punctuation. You may hand write or type your response. Share with your teacher.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

GRADE 6 SUBJECT: Science ACTIVITY: IQWST in Action Task: Examine the map, table and data about the trout population in the Great Lakes. Use the information from the images to answer the questions about the trout population in the Great Lakes. Develop 3-5 new guiding questions about the trout population in the Great Lakes for further research.

A few types of fish found in the Great Lakes

We are here!

These are the

5 Great Lakes

There are many

types of fish in

these lakes.

Trout is just one

type.

This data chart shows the number of trout that were in the lake each year (in thousands).

For example: In 1930, there were about 200,000 trout in the Great Lakes.

What happened to the trout between 1930 and 1940?

________________________________________________________________________________________

What happened to the trout between 1940 and 1950?

________________________________________________________________________________________

What happened after 1950?

________________________________________________________________________________________

What is currently happening to the trout population? (1980-2000)

_________________________________________________________________________________________

List reasons why people should care about the trout population.

_________________________________________________________________________________________________

GRADE 6 SUBJECT: Social Studies # 2A ACTIVITY: Current Events and Geography

Read the Time For Kids article Safe Travels (below). As you read, annotate the text: circle, highlight, underline, and/or write notes in the margins.

Key Vocabulary: A pika (/ˈpaɪkə/ PY-kə) is a small mountain-dwelling mammal found in Asia and North America. With

short limbs, very round body, an even coat of fur, and no external tail, they resemble their close cousin the rabbit, but

with short rounded ears.

After reading: Use the U.S. map to analyze the likelihood of an animal collision. Write a one paragraph summary of the article include the topic, main ideas, and key details. Submit the complete map and summary to your teacher.

Safe Travels Patty Garvey-Darda loves pikas. They are small mammals related to rabbits. “I think they are about the cutest animals alive,” she told TIME for Kids. Garvey-Darda is a wildlife biologist. She works for the United States Forest Service. She wants to protect pikas and other creatures from a common threat: vehicles. The Federal Highway Administration says more than a million roadway accidents involving animals happen in the U.S. each year. These collisions hurt wildlife and people. One solution to this problem? Wildlife crossings. In the U.S. and around the world, bridges and underpasses are being built to help animals safely cross roads. Global Solution

Banff National Park in Alberta, Canada, has some of the most successful wildlife crossings. Completed in 2014, these include 38 underpasses and six overpasses, or bridges. They prevent the park’s animals from being hit while crossing the Trans-Canada Highway, which bisects the park. Parks Canada says the crossing system has reduced collisions with wildlife by more than 80%. People study the Banff crossings as a guide for new construction projects, Rob Ament says. He works for the Western Transportation Institute at Montana State University. Ament notes Banff’s “high quality of design.” This includes fencing to direct animals away from roads. Ament is using his expertise on wildlife crossings for a project in Assam, India. One of the state’s highways is on the border of Kaziranga National Park. “Animals leave the park to go up a dry hill during monsoon season,” Ament says. “That means they have to cross the highway.” Plans are in the works for a safe pathway beneath it. Under Construction

Wildlife crossings have been built in several U.S. states, including Arizona, Utah, and Wyoming. In Washington State, Garvey-Darda is part of a major project. She’s helping to design a set of about 20 wildlife crossings. “Banff has been the best model for us,” she says. Washington’s crossings are being built along a 15-mile stretch of Interstate 90 (I-90). That’s a long highway. This section of I-90 bisects the Cascade mountain range. It has disrupted the migration of animals in the area. All 20 crossings are expected to be completed by 2029. So far, six underpasses and one overpass have been built. Garvey-Darda says these crossings have made a difference. “We now have close to 5,000 deer and elk going through the undercrossings,” she says. “All of these animals were potential accidents.” This spring, Washington locals can plant vegetation on the I-90 overpass. Garvey-Darda says the plants will encourage animals, including her beloved pika, to use the crossings. “It’s important to be proactive,” she says, “and not wait until a species is endangered.”

Grade 6 Social Studies #2B

Name ·····- ·····--·-····- ····-·················- ····--··············- Date --··--····- ···-·····--··

Roadway Risk Read "Safe Travels" (March 13, 2020). Use lhe map below to analyze the likelihood of an animal collision in each slate. Then answer the questions below.

2019-2020 Odds of Collision with Animals

MT Hn48

WY 1h56

co NJ

1n186

NM 1hZlt

<) ~ <>

D D D 1> <> \)

~G <>~o~ • HI

1h731

1i1200> 1h101-:00 1 h1-100Ho w•l1•"4Ai•t1rt•l"tft0tt~I~~

1. Create a key. Color the map to indicate states that are high, medium, and IC7N risk for animal collisions.

2. Which state has the highest risk of animal colfisions?

3. Which three slates have the lowest risk of animal collisions?

4. How fikely is it for a person to hit an animal in your state?

Challenge! Look up landform maps, population maps, and/or road maps and try to identify potential causes of the risk i1 each state. Explain your conclusions.

0 2020TIW€ (or Kads, thrsd'ork,ds.it(lm, tdihon $-6. T1l lsp~• nuybl! 1>botocopiied (1)r Ille with ,;1udents. • Vol. 10, No. I• • M:.rd't l l, 2020

Tic Tac Math Board

GRADE: 6 SUBJECT: Math ACTIVITY: Tic Tac Math Basic: Complete three activities in a row for “Tic Tac Toe!” Intermediate: Play twice. Advanced: Fill the entire card. Show your work on another piece of paper. You may also play Tic tac math with a grownup or friend!

1 Explain the order of

operations in your own words.

Create your own mnemonic

saying to remember the order

of operations.

PEMDAS

2 Create four unique numerical

expressions using these combinations of operations

and solve:

-add subtract -multiply divide -add multiply -subtract multiply

3 Randomly draw 4 cards from a

deck. Create 4 different equations using all four numbers and at least 3

different operations. Solve.

(If you don’t have a deck of cards, use the numbers from the current time on your electronic device. If

you need a 4th digit, use your favorite number).

4

Explain how addition and subtraction operations are

solved when they are in the same equation. Provide an

example to support your thinking.

5 Write two story problems with

decimals as the numbers. Make one problem addition and the other subtraction.

6 Write five expressions in word

form using:

-the product of... -divided by... -subtracted from -added to -difference between

7 Create four different

subtraction problems with these decimals and solve.

99.4 12.74 412.5 0.89

8 Write four expressions in

word form with these words and solve:

-the sum of -the quotient -multiplied by -less than

9 Create four different

multiplication problems with these decimals and solve.

6.3 18.52 9.13 0.58

GRADE: 6 SUBJECT: Science

ACTIVITY: Tracking Temperature Patterns

Create a data chart and graph to show temperature patterns. Use an outdoor thermometer, weather app, phone or

a tv weather report to find out and record the temperature throughout the day at least 5 times and at least 1 hour

apart. Carefully label your graph. Choose a scale that works best with your data. Based on the data you record

answer the following questions:

• Based on the temperatures you recorded what is the best time of day for outdoor activities? Use

the data to explain why.

• What occupations might be impacted by outdoor temperatures? How could people with those jobs

adapt to the changing temperatures?

• What factors do you think caused the changes in temperature throughout the day?

Extension: Track the temperature over longer periods of time (week or month). What patterns do you observe?

Date:

Time

Temperature

Title: ________________________________________________

Article link: https://newsela.com/read/lib-egyptian-hieroglyphs/id/33418/write?collection=340

Answer the following prompt based on the article: How are Egyptian hieroglyphs similar to

English letters? How are they different? Use evidence from the text to support your response.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Grade: 6 Subject: Social Studies #3A

Activity: A-B- C- D- E- F –G- Hieroglyphs!

Read the article entitled “The Evolution of Egyptian Hieroglyphs” and answer the four

questions based on the text. In addition, respond to the question below.

This article is available at 5 reading levels at https://newsela.com.

The Evolution of Egyptian Hieroglyphs

Stele of the scribe Minnakht around 1321 B.C. Scribes were very educated and often worked with painters and artisans. Together, theymade hieroglyphs like this one. Photo by: Clio20/Wikimedia Commons.

The early Egyptians wrote using a system called hieroglyphics. They used elegant pictures, or

hieroglyphs, instead of letters.

In the ancient Egyptian language, hieroglyphs were called medu netjer, or "the gods' words." It

was believed that writing was invented by the gods.

The Egyptians used a large number of different hieroglyphs. The English alphabet has 26 letters,

but the Egyptians may have had more than 1,000 hieroglyphs.

The gift of writing

According to Egyptian tradition, the god Thoth created writing to make the Egyptians wiser and to

strengthen their memory. The god Re, however, said that giving writing to humans was a bad idea.

He thought that people should use their minds instead of texts. In Re's view, writing would make

people less wise and give them a poor memory.

By Ancient History Encyclopedia, adapted by Newsela staff on 08.10.17Word Count 711Level 840L

This article is available at 5 reading levels at https://newsela.com.

Still, Thoth gave writing to a small number of

Egyptians, called the scribes. In ancient Egypt, scribes

were very respected for their knowledge. They were

the only ones who could read and write.

Pictures in place of words

Before hieroglyphics, the first Egyptians drew pictures

on rock walls. Some of the signs on these rock images

are also found on pottery from 3500–3200 B.C., more

than 5,000 years ago. The pots were buried in the

tombs of rich Egyptians.

One of these tombs is inside a cemetery called

Abydos. In this tomb, hundreds of jars were found

with labels on them. The labels said where the goods

came from, who owned them or what was inside

them. The Egyptians were very careful about keeping

records.

The labels found in the tomb were carved on small

rectangles of wood or bone. Usually, the Egyptians

wrote on a kind of thick paper called papyrus. They also used bone, metal and leather as tools for

writing.

A life story carved in stone

By 3000 B.C., the Egyptians carved hieroglyphs into special stones when a ruler died. On the

stone, they wrote about the king's life and his great actions.

Around 2500 B.C. the Egyptians wrote the "Pyramid Texts." These were found on the walls of

pyramids and are some of the oldest examples of Egyptian literature.

Over time, many new forms of writing were used. Priests and scribes, the expert writers of the

kingdom, wanted to make hieroglyphics simpler. By the year 600 A.D., script in Egypt did not use

pictures at all. A form of hieroglyphics was still used, but mostly for important religious writings.

Christianity brought its own alphabet

From 332 B.C. to about A.D. 395, Greek and Roman culture started to influence Egypt more.

These cultures came from Europe on the other side of the Mediterranean Sea. Toward A.D. 100,

the religion of Christianity started to take over the Egyptian religion.

Christian Egyptians wrote using the Coptic alphabet, a different version of the Egyptian language.

This alphabet had 32 letters. Examples of the Coptic alphabet were found sometime around A.D.

200.

Egyptian hieroglyphs were replaced by the Coptic alphabet. The written language of the old gods

disappeared for nearly 2,000 years.

The mysterious Rosetta Stone

This article is available at 5 reading levels at https://newsela.com.

For many years, no one knew how to read hieroglyphs

anymore. Then, in 1799, the Rosetta Stone was

discovered. On this stone, a speech by the Egyptian

king Ptolemy V from 196 B.C. had been written down.

The same text was written in three languages, once in

Greek, once in hieroglyphics and once in another

Egyptian script called demotic. Demotic was a kind of

writing that came later and had no pictures.

A man named Jean-François Champollion used the

Rosetta Stone to crack the code of hieroglyphs. He

compared the Egyptian signs with the Greek words he

knew. He figured out how to write the name of

Ptolemy V. Then, he compared the words with other

objects found in Egypt.

He found out that ancient Egyptian hieroglyphic

writing was not a normal alphabet. Its pictures stood

for sounds, ideas and words, not letters. Champollion

discovered the secret of ancient Egyptian writing and allowed the world to finally learn about

Egyptian history.

This article is available at 5 reading levels at https://newsela.com.

Quiz

1 What effect did Christianity have on Egyptian hieroglyphs?

(A) Hieroglyphs were introduced to Egypt by Christians who arrived from Europe.

(B) Christian Egyptians combined hieroglyphics with the Coptic alphabet to form demotic script.

(C) Christianity was brought to Egypt by the Greeks and Romans, who then adopted Egyptian hieroglyphs.

(D) The Coptic alphabet used by Christians replaced Egyptian hieroglyphs.

2 According to the section "The gift of writing," how did Egyptians learn to write?

(A) Thoth gave writing to scribes so that Egyptians could become wiser and have stronger memories.

(B) Re realized that people's memories were poor, so he gave them writing to help them to remember theirhistory.

(C) Scribes worked together to come up with a language that would help them to communicate with thegods.

(D) Egyptians adopted a language from ancient religious texts and learned about the gods Thoth and Re.

3 Examine the three photographs within the article.

What do the photographs show about hieroglyphs?

(A) They show how different hieroglyphs were put together to form complex words.

(B) They show the many different symbols used to compose a hieroglyphic inscription.

(C) They show how Egyptians used hieroglyphs in their daily lives.

(D) They show the complicated writing process Egyptians used to be able to communicate in hieroglyphs.

4 Examine the image in the section "The mysterious Rosetta Stone" and read the selection below.

For many years, no one knew how to read hieroglyphs anymore. Then, in 1799, the RosettaStone was discovered. On this stone, a speech by the Egyptian King Ptolemy V from 196 B.C.had been written down. The same text was written in three languages, once in Greek, once inhieroglyphics and once in another Egyptian script called demotic. Demotic was a kind of writingthat came later and had no pictures.

How does the image support the information in the selection above?

(A) It illustrates the author's claim that Egyptian hieroglyphics were influenced by Greek and demotic textsby highlighting the three kinds of texts.

(B) It shows that Rosetta Stone was written and carved in 1799 to preserve ancient Egyptian, Greek, anddemotic writing.

(C) It illustrates the author's description that the same text was written in three different languages to enablethe translation of hieroglyphs.

(D) It shows how Jean-François Champollion used the carved Rosetta stone to translate Egyptianhieroglyphs.

GRADE: 6 SUBJECT: ELA

ACTIVITY: Extra! Extra! Read All About It!

Task: The construction of your neighborhood park design is complete! Now it is time to invite the

community to visit and enjoy the new park. Select one of the writing activities to inform the

community about the new park in their neighborhood.

Newspaper Article

Write a newspaper article for community

members to read inviting them the Grand

Opening. Your article must be at least two

quality paragraphs and include the following

information:

• Create a headline to capture the

reader’s attention and accurately

describe the content of the article.

• Your opening sentence should also pull

the reader in.

• Include several details describing what

activities are available at the park and

appropriate age levels.

• Be clear about the date and time of your

event. Perhaps you should offer a rain

date.

• Provide readers with the exact location

of the park.

• You may want to include 1 or 2 text

features, such as a picture of the park

and a caption.

• You may to have some opening day

special events. Be sure to include what

those will be.

• Before you submit your article edit your

spelling, grammar, punctuation, and

sentence/paragraph structure.

Park Pamphlet Create a pamphlet/brochure for community

members to read inviting them to the Grand

Opening. Your pamphlet must include the

following:

• Include a cover page with graphics and

text that will capture the reader’s

attention.

• The inside should include several 2 to 3

sentence blurbs (short paragraphs)

describing the park in detail.

• Include 2-3 graphics or text features (ex.

picture, illustrations, caption, sidebar,

headings, map, bold words, italicized

words, highlighted text).

• The inside should include information

about the time and date of the event.

Perhaps you should offer a rain date.

• The inside should also include several

details describing what activities are

available at the park and what age levels

they are appropriate for.

• Provide readers with the exact location

of the park.

• You may have some opening day special

events. Be sure to include what those

will be.

• Before you submit your pamphlet edit

your spelling, grammar, punctuation,

and sentence/paragraph structure.

Share your article or pamphlet with a family member. Submit your completed project to your teacher.

*Create three original Fill in the Blank problems and have a family

member solve.

*Visit the Greg Tang website for fun math games and activities: https://www.gregtangmath.com/

Grade 6 Subject: Math Activity: Math Stories

Field Study

Field Notes

Observation #1: Two organisms interacting

Observation #2: One organism interacting with its environment

What Where

Temperature

Observation Date Time

Interaction What are they doing?

What is organism doing?

Observation Notes

Sketches

Grade 6 SUBJECT: SCIENCE

ACTIVITY: Field Study Task

First, you will observe two organisms interacting. Second, you will observe an organism interacting with its environment. Conduct two observations and record on the field notes chart. Summarize your findings and make conclusions based on your observations. Vocabulary Organism- a living thing, such as plant, animal, or germ. Interaction- an action on another or others

GRADE: 6 SUBJECT: Social Studies

ACTIVITY: “A Picture is Worth a Thousand Words”

Task: There is a saying that “a picture is worth a thousand words.” Read the article about Mexican Muralism. It describes how artists following the Mexican Revolution, including Diego Rivera, painted murals to show their political beliefs or pride in their country.

After reading the article:

1. Answer the questions.

2. Write a brief summary of the article that includes main ideas and key details.

3. Create your own mural. Decide what the big idea of your mural will be. What different scenes might you include to express your idea? After your mural is complete, write a paragraph explaining how you believe your mural depicts or shows your big idea.

m newsela

Mexican Muralism: The Art of Identity and Revolution By The Art Story, adapted by Newsela staff on 10.20.17 Word Count 944 Level 830L

Mural by Jose Clemente Orozco. Photo by: Wonderlane/Flickr.

"The artist must paint as he would speak. I don't want people to speculate what I mean, I want them to understand." - David Alfaro Siqueiros

The Mexican Revolution began in 1910. For the next 10 years, the country was gripped in a civil war.

When the fighting finally ended, a new government took power. It decided to hire artists to produce large murals, a kind of painting that is painted directly on a wall. This led to an artistic movement called the Mexican muralist movement.

The murals were meant to spread messages from the government and give people pride in their country. They were displayed in public places, where anyone could see them for free. They reached a large audience of common people.

The artists in the movement did notjust spread the messages of the government, though. They also included their own ideas. These often challenged artistic and political traditions.

This article is available at 5 reading levels at https://newsela.com.

The three men had different political beliefs, but they all agreed that art should play a central part in Mexico's new culture. Together, they formed the Labor Union of Technical Workers, Painters and Sculptors. The group helped bring their work to wider attention.

Mexican muralism in the U.S.

By the end of the 1920s, the movement was spreading beyond Mexico. Each oflos tres grandes spent some time in the United States. Their work became widely known there, leading to new interest in murals.

Back in Mexico, however, the movement started to change. Murals stopped being directed at the poor and working classes. They became more closely linked with the country's growing upper class.

Revolutionary concepts and styles

One of the key goals of the movement was to shake up art in the same way that the revolution had shaken up Mexico. The artists were revolutionaries. They were eager to reject traditional ways of making and displaying art.

Their work challenged the way the art world normally worked as a business. Their murals were free to look at. They also could not be sold because they were painted directly on walls.

Socialism

Many of the artists in the movement were socialists. They believed in the power of the working classes and in the equal distribution of wealth.

In the late 1920s, the government grew concerned. It started restricting what the muralists could paint. Socialist and communist ideas were restricted, forcing artists to either change how they painted or leave the country.

Industry

The Industrial Revolution had brought rapid changes, as masses of workers moved out of the fields and into factories. Some muralists saw a bright future driven by technology. Diego Rivera painted murals in Detroit, for example. They show men working in harmony with machines.

Others, though, saw technology as potentially dangerous. Siqueiros painted a mural for the Electrical Workers Union that showed electricity powering the "machine" of war, which was pumping out death and destruction.

This article is availab le at 5 reading levels at https://newsela.com.

Quiz

One MAIN idea of the article is that muralism was a way for Mexicans to learn about the values of their country.

What is another MAIN idea of the article?

(A) Murals help to spread socialist beliefs across a country.

(B) Murals are best when great artists paint them, like los tres grandes.

(C) Murals can be painted about many subjects and ideas.

(D) Murals are an art fonn that belongs to all people in a community.

2 What is the MAIN idea of the section "Industry?"

(A) Murals showed the dangerous side of industry.

(B) Murals showed different beliefs about the growth of industry.

(C) Murals showed the bright future of industry.

(D) Murals showed how industry compares to socialism.

3 If this article were organized chronologically, which section would come Fl RST?

(A) Introduction [paragraphs 1-5]

(B) "The beginnings of Mexico's traditional murals"

(C) "Key ideas"

(D) "A government-backed program"

4 Read the section "A government-backed program."

Which answer choice BEST describes the structure of the section?

(A) compare/contrast

(B) problem/solution

(C) cause/effect

(D) question/answer

This article is available at 5 reading levels at https://newsela.com.

5A

Grade: 6 Subject: ELA + SEL

Activity: How am I feeling today?

Read an article, answer text-based questions, and write a journal entry in response.

Essential question: What can I do to make myself more comfortable with the change happening?

Read the article, “Mitigate those trying situations with these cooling-down strategies” from NewsELA.

Directions for students: Use the following active reading strategies to read the article.

1. Preview the text – look at the pictures and headings. What do you think it will be about?

2. After each chunk of text, pause to clarify tricky words and ideas. What parts are tricky and what

do you think they mean?

3. After each chunk of text, pause to summarize what you read out loud.

4. After you finish reading the article, answer the 4 text-based questions.

5. Then, write a journal entry: Why do you think change is hard? What strategy or strategies do

you want to try using and why?

Extension: Try out some of the strategies you read about! Go Noodle also has guided meditation and

breathing techniques to get you started! https://www.gonoodle.com/good-energy-at-home-kids-games-

and-videos/

This article is available at 5 reading levels at https://newsela.com.

Mitigate those trying situations with thesecooling-down strategies

Image 1. In high-stakes games like professional football, players can get upset and conflicts can arise. One tip for calming down when youare upset, both in and out of the game, is walking away from the situation. Photo: Getty.

Feeling upset is a normal part of life. Something stressful may happen at home or school, and the

troubling event may leave you feeling angry or frustrated. We can't control everything that's

happening around us. However, we can control how we behave and react to the challenges we face.

With some knowledge and practice, we can learn useful ways to keep our cool when we feel

stressed.

Do Breathing Exercises To Immediately Relax

When we're upset, our bodies go into what's known as "fight or flight" mode. The nervous system

speeds up our heart rate and our muscles tense. It prepares the body as if to meet an attack.

You can offset this physical reaction using breathing techniques. If possible, find a place where you

feel safe and can be quiet. Sit comfortably with your hands on your belly. Focus on your breath,

breathing deeply and evenly. Mindful breathing slows the heart rate and helps us calm our

feelings.

By WikiHow, adapted by Newsela staff on 07.20.18Word Count 1,112Level 800L

This article is available at 5 reading levels at https://newsela.com.

Count To 10

Sometimes it's not possible to leave a tense situation,

as when we sit down to take a test. When that

happens, we can still practice mindful breathing. We

can also practice counting from 1 to 10. As you count,

imagine that with each number, you're reaching a new

level of calmness. You can do this counting exercise

anywhere: at home, on the bus, or in the classroom.

Remove Yourself From An Upsetting Situation

Conflicts with others can be difficult to deal with. Sometimes we need to leave an upsetting

situation. It is OK to say, "I'm going to take a break" and go for a walk or find a quiet place to sit

and cool off. The goal is to give yourself some space to calm down and consider what to do next.

Acknowledge Your Thoughts

Feeling angry, scared, or upset is natural. In fact, experiencing feelings gives us a chance to learn

about our emotions and accept them.

We can even talk to ourselves as a way to acknowledge our emotions. We can say something like,

"I'm feeling really upset right now. That is OK because I can control how I respond to these

feelings."

Make Yourself Laugh To Improve Your Mood

Laughter relieves the tension we feel when upset. We

can think of a joke or watch a video that always makes

us laugh. Laughter clears our minds. Afterward, you

can deal with stressful situations more thoughtfully.

Make sure that the humor you use is not mean-

spirited or sarcastic, though. Those kinds of humor

can actually make us feel more upset.

Listen To Calming Music

When you're upset, take a break and listen to your

favorite music. Let the sound wash over you while you breathe and relax. If you feel like it, you can

also dance or sing. Being physical and creative calms your body and also helps you connect with

your feelings.

Slow, quiet music helps many people relax. More importantly, the music should be enjoyable to

you.

Change Your Language

When we're upset, many of us punish ourselves with unkind words. Instead, we can reframe harsh

thoughts into positive statements. For example, instead of saying, "I always mess things up," we

This article is available at 5 reading levels at https://newsela.com.

might say, "I made a mistake. Next time I'll do it differently." Using positive language is an

effective way to stay calm and avoid overreacting.

You may also become upset if we "personalize" situations. Personalization means making a

situation about us when it isn't. For example, if someone bumps into you in the lunch line, you

may jump to the conclusion that the person did it on purpose. In truth, it may have been an

accident. Even if the person is being mean, we can practice staying calm and choose how to

respond.

Do Something Physical To Release Tension

You can calm your mind through physical activity. Exercise releases endorphins, which are natural

chemicals that boost mood. Moderate exercise can relieve stress and anxiety.

Some people find a cleaning project calms them down. Cleaning your room is a physical activity

with positive results.

Recognize That You Cannot Control Others

The only person you can fully control is yourself.

Trying to control the behaviors and actions of others

can lead to big problems. We cannot completely shield

ourselves from the upsetting actions of other people.

However, we can be kind and caring to ourselves.

Reading a book or playing a game we like are ways to

build up positive emotions. When we feel good about

ourselves we are better prepared to deal with stress.

Try The RAIN practice

RAIN stands for Recognize, Allow, Investigate, and

Natural Loving Awareness. It is a way of practicing mindfulness in your daily life. Here is how

RAIN works:

Recognize the experience and what is happening at the present moment. Notice how you feel, what

you're thinking, and how your body is reacting.

Allow yourself to feel these things and acknowledge your feelings without labeling them "right" or

"wrong." Blocking our emotions can leave us feeling more upset.

Investigate the situation with kindness. In other words, be friendly toward yourself. If you would

never say something to your best buddy, don't say it to yourself.

Natural loving awareness develops as we practice the first three steps. This awareness lets us calm

our inner voices that say "I'm a loser" or "I'm stupid." Natural loving kindness also helps us

understand the struggles others are facing.

Practice Meditation

Studies show meditation can change how our brains respond to stress. Meditation is a calming

practice that concentrates on breathing. Meditating daily for 15 minutes creates a calmer mindset.

This article is available at 5 reading levels at https://newsela.com.

Pay Attention To Your Emotions Each Day

Our feelings are a natural part of us and help us

navigate the world. When we respect our emotions, it

is easier to stay calm. When our mind is clear, we can

respond better to upsetting situations.

This article is available at 5 reading levels at https://newsela.com.

Quiz

1 One MAIN idea of the article is that there are some things you can do to relax when you feel stressed.

What is another MAIN idea of the article?

(A) Sometimes people assume that if someone bumps into them, that person did it on purpose.

(B) The main reason why music helps to calm you down is because it allows you to dance or sing.

(C) Taking time to breathe deeply and acknowledge your feelings can help to calm you down.

(D) Laughter that is mean-spirited or sarcastic can actually make you feel more upset.

2 How does the section "Try The RAIN Practice" develop the MAIN idea of the article?

(A) It outlines the consequences of not learning to be calm and positive in daily life.

(B) It highlights the idea that everyone faces struggles in daily life, so there is nothing to be ashamed of.

(C) It emphasizes the idea that there is no right or wrong way to think, feel, or act in daily life.

(D) It shows a helpful way to remember steps you can take to stay calm in daily life.

3 Read the sentence from the section "Listen To Calming Music."

Let the sound wash over you while you breathe and relax.

Which sentence uses the word "wash" in the SAME way as it is used above?

(A) He felt excitement wash over him after he scored the winning goal.

(B) The clothes smelled good when they came out of the wash.

(C) Make sure to let the water wash over each of the vegetables before chopping them.

(D) The wash of color in the painting showed the beautiful ocean sunset.

4 Read the section "Pay Attention To Your Emotions Each Day."

Our feelings are a natural part of us and help us navigate the world. When we respect ouremotions, it is easier to stay calm. When our mind is clear, we can respond better to upsettingsituations.

What is the meaning of the word "navigate" as it is used above?

(A) map out

(B) figure out

(C) sail across

(D) travel around

Grade 6 Subject: Math

ACTIVITY: Math Problem Solving

Create two Who Am I? and one Split Decision problems for your teacher

to solve.

*Visit the Greg Tang website for fun math games and activities: https://www.gregtangmath.com/

Grade 6 SUBJECT: Science Activity: Build A Tower

Using a deck of playing cards or index cards, you and your parent or sibling will compete with each other in the building of two types of towers! If you do not have cards, use other materials. Rules:

• You each get the same number of cards (26 is easy if you’re using playing cards since there are 52 cards in a deck)

• NO bending, taping or gluing your cards (you’ll want to use the cards for a card game in the future!)

CONTEST 1: Build the Tallest Tower This is easy: The tower must be able to stand on its own without support. Measure the height of the tower in inches using a yard stick or ruler. Data & Observations

Number of cards

Height in inches

Special building tricks used!

You

Your competitor

WINNER:____________________ CONTEST 2: Build the Strongest Tower This is more challenging: Build the tallest tower you can capable of holding something, like a stuffed animal or a baseball. You’re building it tall AND strong! Data & Observations

What did it hold?

Height in inches

Special building tricks used!

You

Your competitor

WINNER:____________________ Reflection Question:

• How is building a TALL tower different than building a STRONG tower? Are there any construction techniques that you need to use?

GRADE: 6 SUBJECT: Social Studies ACTIVITY: A Historical Interview Task: Think of some of the historical figures in the world. List 5-7 historical figures from any time period. Select one historical figure from your list to “interview.” Think of questions you would like to ask this person and do the research to find the answers. Write at least 5-10 questions for your “interview” and answer the questions. Historical Figures List 1- 2- 3- 4- 5- 6- 7-

Interview Questions and Answers

Question Answer

Source List:

Grade: 6-8 Subject: VISUAL ART

Activity: Word Art

You will create an illustration of a noun or adjective (describing word).

Materials:

1 piece of white paper, pencil, crayons, colored pencils or markers

Directions:

1. Choose a noun or an adjective that you think you can express in a picture. 2. LIGHTLY sketch out the word you chose. 3. Turn the letters into a picture that shows the meaning of the word. Make it awesome! 4. Send me a picture!

5. Be creative. Feel free to do more than one!

GRADE: 6-8 SUBJECT: VISUAL ART

ACTIVITY: Zentangle - A piece of art created by repeated patterns. Using your knowledge of pattern and line to fill in each space of the elephant head. Each space should be a different pattern. Use what you have: pencil, marker or colored pencil – anything is fine! Go slow and make sure every mark is thought out. Make a mistake? Go with it. Make it look like it was done on purpose!

BLACKHAM ENGLISH LANGUAGE LEARNER DEPARTMENT Good morning students and parents/guardians, It is our hope that you are healthy and staying positive during this stressful time. The Blackham ELL team wants you to know that we are here to help and support you. As you may have heard, our schools will remain closed until March 31st. We will be moving to distance learning at this time. That means that some of your teachers will be posting assignments online. Please make sure you check Microsoft TEAMS and your emails daily, if your homeroom teachers use that platform. If your homeroom teacher does not use Teams, follow the directions on the distance learning packets available on the District website. You have access to i-Ready (math and reading) and Myon. This is the perfect time to practice and bring up your minutes! We have also provided you with a list of specific ELL practice sites and sites that offer specific academic help. We will also check our emails three times a day (9:00, 12:00 and 2:30) if you have specific questions. If you do not have a computer or WiFi at home, your homeroom teachers will be making packets for you. We will provide a list of supports and websites that might help intermediate and advanced ELL students and a beginner packet for year one students. Your parent or guardian can pick up the packet at the school. If you are sick and unable to do schoolwork, please let us know. We are a team and will get through this situation together. We are proud of all your accomplishments this year and look forward to seeing your hard work. Please visit the site below for multilingual Covid-19 information https://www.colorincolorado.org/coronavirus ELL Team Chris Novotny (cnovotny@bridgeportedu.net) Victor Alers (valers@bridgeportedu.net) Lisa Dias (ldias@bridgeportedu.net)

Buenos días estudiantes y padres/tutores, Esperamos que estés sano y que te mantengas positivo durante este tiempo estresante. El equipo deBlackham ELL quiere que sepas que estamos aquí para ayudarte y apoyarte. Como habrán oído, nuestras escuelas permanecerán cerradas hasta el 31 de marzo. Nos moveremos hacia el aprendizaje a distancia en este momento. Eso significa que algunos de sus profesores estarán publicando tareas en línea. Asegúrese de revisar Microsoft TEAMS y sus correos electrónicos diariamente si sus profesores de aula doméstica utilizan esa plataforma.Si su maestro de aula no utiliza los equipos, siga las instrucciones de los paquetes de aprendizaje a distancia disponibles en el sitio web del Distrito. Usted tiene acceso a i-Ready (matemáticas y lectura) y Myon. ¡Este es el momento perfecto para practicar y traer tus minutos! También le hemos proporcionado una lista de sitios y sitiosde práctica de ELL específicos que ofrecen ayuda académica específica. También revisaremos nuestros correos electrónicos tres veces al día (9:00, 12:00 y 2:30) si tiene preguntas específicas. Si usted no tiene una computadora o WiFi en casa, sus maestros de aula estarán haciendo paquetes para usted. Proporcionaremos una lista de soportes y sitios web que podrían ayudar a los estudiantes el ELL intermedios y avanzados y un paquete para principiantes para estudiantes de primer año. Su padre o tutor puede recoger el paquete en la escuela. Si usted está enfermo y no puede hacer tareas escolares, por favor háganoslo saber. Somos un equipo y superaremos esta situación juntos. Estamos orgullosos de todos sus logros este año y esperamos ver su trabajo duro. Visite el sitio a continuación para obtener información en varios idiomas sobre Covid-19 https://www.colorincolorado.org/coronavirus ELL Team Chris Novotny (cnovotny@bridgeportedu.net) Victor Alers (valers@bridgeportedu.net) Lisa Dias (ldias@bridgeportedu.net)

Bom dia, alunos e pais / responsáveis,

É nossa esperança que você esteja saudável e permaneça positivo durante esse período estressante. A equipe de Blackham ELL deseja que você saiba que estamos aqui para ajudá-lo e apoiá-lo.

Como você já deve ter ouvido, nossas escolas permanecerão fechadas até 31 de março. Neste momento, mudaremos para o ensino a distância. Isso significa que alguns de seus professores postarão tarefas on-line. Verifique todos os dias o Microsoft TEAMS e seus e-mails, se os professores da sua sala de aula usarem essa plataforma.

Se o seu professor de sala de aula não usar equipes, siga as instruções nos pacotes de ensino a distância disponíveis no site do distrito.

Você tem acesso ao i-Ready (matemática e leitura) e Myon. Este é o momento perfeito para praticar e expor seus minutos! Também fornecemos uma lista de sites de prática de ELL específicos e sites que oferecem ajuda acadêmica específica. Também verificaremos nossos e-mails três vezes ao dia (9:00, 12:00 e 2:30) se você tiver perguntas específicas.

Se você não possui um computador ou Wi-Fi em casa, os professores da sua sala de aula criarão pacotes para você. Forneceremos uma lista de suportes e sites que podem ajudar estudantes intermediários e avançados de ELL e um pacote iniciante para alunos do primeiro ano. Seus pais ou responsáveis podem pegar o pacote na escola.

Se você estiver doente e incapaz de realizar trabalhos escolares, informe-nos.

Somos uma equipe e vamos superar essa situação juntos. Estamos orgulhosos de todas as suas realizações este ano e estamos ansiosos para ver seu trabalho duro.

Visite o site abaixo para obter informações multilíngues sobre o Covid-19

https://www.colorincolorado.org/coronavirus ELL Team Chris Novotny (cnovotny@bridgeportedu.net) Victor Alers (valers@bridgeportedu.net) Lisa Dias (ldias@bridgeportedu.net)

Dear Parent/Guardian and student, The following websites provide our year 1-3 students with English language practice and activities. Duolingo.com Englishcentral.com/videos Learningchocolate.com Lingohut.com Multilingual.mpls.k12.mn.us/newcomer_toolkit english.yabla.com Englishmedialab.com Manythings.org ESL-Lab.com ESLfast.com English-guide.org Translation Sites: Google Translate (for text and documents) 365 Word (click Review tab) Yandex Translate Reverso

These websites on flyer are free tools that will provide academic practice.

ESL at Home K-2Weeks1-2 Use notebook paper to complete these activities. Do one each day!

Monday

Watch a TV show or movie.

List: • Title

• Characters • Setting

• Beginning • Middle

• End

Monday

Find 10 things that are heavy. Draw them or write a

list.

Find 10 things that are red.

Draw them or write a list.

Find 10 things that are soft.

Draw them or writP. n liC\t _

Tuesday

Use objects in your house to

invent something.

Illustrate it and label it.

--.'Jt .-'-~<' • ' ~>

,_,_"---~·~ ~

Tuesday

Stack cans and boxes to make a

tower. Stand back and throw a

small pillow to knock it down.

Wednesday

What do you look like? Use a mirror

to draw and label yourself.

~J Wednesday

Write a message to someone, then

write it backwards. Ask them to figure it

out!

Example: I love you

uoy evol I

Thursday

Write a word that that starts with

every letter of the alphabet. Example: A: apple

B:boy

Thursday

Write an acrostic poem using your

name. Example:

R: Really fun 0: Outgoing Y: yellow hair

Friday

Use a toothbrush to measure 5 things in your

house. Toothbrush Mr;asurins ~­

The ===1•s __ roochbrushes long.

The .___:=]is __ roothbrushes long.

The ===1is __ coochbrushes long.

Tht.' l is __ roorhbrush~'1l lung.

Friday

Watch two TV shows or movies

and pick two characters.

Draw a cartoon of them meeting

each other.

0 « c ..

0

ESL at Home 3-5 weeks 1-2 Use notebook paper to complete these activities. Do one each day!

Monday Tuesday Wednesday Thursday Friday

Choose Use things you something in your

Choose any TV can find in your Write a letter to Find something in house to use as a house to invent your house that measuring tool, show or movie. something new. your teacher

starts with every like a water bottle Write the title, about what you Illustrate and letter of the or a spoon. characters, did today. Use label it. Write alphabet. Measure 10 things setting, words like first,

about how you Example: with that tool and beginni.ng, next, then, last, would use this A: airplane toy make a list. middle, and end. and finally. invention to solve B: bread Example: My bed

a problem. is 1 2 water bottles long.

Monday Tuesday Wednesday Thursday Friday

Roll up three

Find 30 objects in pieces of paper Write acrostic to make tubes. Create a poems to Think of two your home. Sort Stand them up. scavenger hunt describe each characters from them into lists.

Example: things See how many for your family. member of your two different things you can Hide things family (even your books or shows. that are red,

things that are stack on top of around your pets!) Write a story

the tubes. house, then write Example: about what might plastic, things Make a list of all clues to help M-magical happen if they that are

magnetic. the things you them search. A - ambitious met each other. were able to X - excellent

stack.

ESL At Home 6-8weeks1-2 Use notebook paper to complete these activities. Do one each day!

Monday

Choose any book, TV show or movie. Write a 1

paragraph summary, and then write and

illustrate an alternate ending.

Monday

Find 30 objects in your home. Sort

them into lists. Example: things

that are red, things that are plastic, things

that are magnetic.

Tuesday

Use things you can find in your house to invent something new.

Illustrate and label it. Write

about how you would use this

invention to solve a problem.

Tuesday

Roll up three pieces of paper to make tubes. Stand them up. See how many things you can stack on top of

the tubes. Make a list of all the things you were able to

stack.

Wednesday

Create a cipher code, then write a message to a family member. See if they can

unlock the code. EX:

:1 :1 :1 VJ :1 ~I ~I : Wednesday

Create a scavenger hunt for your family.

Hide things around your

house, then write clues to help them search.

Thursday

For each letter of the alphabet,

find four objects in your house that

begin with the letter.

Example: A: airplane toy,

animal crackers .. B: bread

C: D:

Thursday

Observe the cars that pass by your home in 1 hour. Tally the color of

each car. Create ratios to

explain the probability of a

certain color car passing by.

Friday

Choose something in your house to use as a measuring tool,

like a water bottle or a spoon.

Measure 10 things with that tool and

make a list. Example: My bed = 12 water bottles

by 16 water bottles.

Friday

Think of two characters from

two different books or shows.

Write a story about what might

happen if they met each other.

ESL Lesson Plans Geraldine W. Johnson School

Monday

SCHOOL: Johnson GRADE: __6 - 8_ SUBJECT: _ESL___

ACTIVITY: Watch a TV show or a movie. Write a one paragraph summary.

Tuesday

SCHOOL: Johnson GRADE: __6 - 8_ SUBJECT: _ESL___

ACTIVITY: Make a box building or town out of old boxes. Label buildings.

Example:

Wednesday

SCHOOL: Johnson GRADE: __6 - 8_ SUBJECT: _ESL___

ACTIVITY: Read the scholastic article Saving Our Language

Google: Saving our Language-Scholastic

https://sn4.scholastic.com/issues/2018-19/111918/saving-our-language.html#On%20Level

In year notebook, write one paragraph about why a language dies out and what happens as a result. Thursday

SCHOOL: Johnson GRADE: __6 - 8_ SUBJECT: _ESL___

ACTIVITY: For each letter of the alphabet, find 2-3 objects in your house that begin with the letter.

Example: A: apple, animal crackers, etc.

B: bread Friday

SCHOOL: Johnson GRADE: __6 - 8_ SUBJECT: _ESL___

ACTIVITY: Write a letter to your teacher about what you did this week. Use verbs in the past tense.

GRADE: 6-8 SUBJECT: MUSIC

ACTIVITY: GENERATION TO GENERATION INTERVIEW

Directions: Ask the following questions to an adult in your household to learn more about the music they listened to/experienced when they were your age.

Name of person: How are you related: What is their age category: 25-35 36-45 46-55 56-65 66-75 76-85 OTHER

What kind of music did you listen to in middle school? Choose all that apply

Rock ‘n Roll Country R&B Gospel Pop/New Wave Hip-Hop Rap Other: _______________

Who was your favorite singer or band?

What is a song that would get you dancing?

What is a song you heard in your home growing up?

What as a song that you heard in your church or a community event?

What song made you think of summer?

To the student: List 2-3 similarities or differences in the music you and the person you interviewed listen to.

GRADE: 6-8 SUBJECT: General Music

ACTIVITY: Write new lyrics to a song originally performed by someone else. You can change the chorus or verse or add a verse using original lyrics. Don’t forget to include the following: Title of the song/ Original name of the song, original artist, why you chose this song and how you changed the song. In my example, I changed just the chorus. I picked this song, because it is simple, popular and very catchy! Song- Lil Nas X - Panini

Chorus: Just say to me, what you want from me Just say to me, what you want from me Ayy, Panini, don't you be a meanie Thought you wanted me to go up Why you tryna keep me teeny now? Now they need me, number one on streaming Oh yeah, you used to love me So what happened, what's the meaning?

I thought you want this for my life, for my life Said you wanted to see me thrive, you lied

My Remix: What is it that you see in me? What is it that you see in me? Ayy, Timmy, please do not forget me Wanted me to blow up Now you want me hiding in a box, Top charts, tryna make trillions You use to love me But disappeared like cash, noooo Thought you wanted this for our lives, for my life Thought you wanted me to shine, now you crying

Now you try! Make sure the song choice is appropriate. Song Title: ___________________________________ Artist: _________________________________ Why did you pick this song? ____________________________________________________________

What in the song lyrically have you changed? ______________________________________________

Original Lyrics:

Your Remix. Please identify chorus & verses

Grade: 6-8 Subject: Physical Education & Health

Activity: Please select one activity to complete this week. Do both if you’re up to it! Don’t forget to have your parent/guardian sign off on your activity.

OPTION 1 Activity: Spell Your Name!

Spell your first and last name by completing the exercise that goes with each letter of your name. Goal: Take a 2 minute rest and repeat this 5 more times! BONUS: Spell your favorite food, fruit, vegetable or sport!

A- 15 Jumping Jacks B- 15 Jumping Jacks C- 10 Squat Jumps D- Hop on your right foot 15 times E- Hop on your left foot 15 times F- Wall-Sit for 30 seconds G- 10 Pushups H- Run in place for 30 seconds I- Dance for 30 seconds J- Plank for 20 seconds K- 10 Sit-ups L- 10 lunges on left leg M- 10 lunges on right leg N- 15 Squat Jumps O- Walk up and down stairs in your house for 30 seconds P- Plank for 20 seconds Q- 10 Sit-ups R- 10 Pushups S- 15 Jumping Jacks T- Run in place for 30 seconds U- 30 second high knees V- 10 Squat Jumps W- Balance on left leg for as long as possible (time yourself!) X- Balance on right leg for as long as possible (time yourself!) Y- Dance for 30 seconds Z- Wall-Sit for 30 seconds

OPTION 2 Activity: HIIT Workout

(Modify depending on fitness level) GOAL: 7 times

Grade: 6-8 Subject: Physical Education & Health

Activity: A FAMILY GRATITUDE JAR

I'm sure it has been challenging to get used to distance learning and it may cause you frustration and stress at times. The gratitude jar will help you focus on one thing that made you smile each day. How to create a Gratitude Jar: Get permission to find a large jar or container (clear if possible). Each day, try to find one thing that you appreciate or are thankful for and write it down on a slip of paper. Add the note to the jar. Include your whole family; this is great way to open positive conversation to your household. When you start your Gratitude Jar, place it in the house where family members will see it, like your kitchen counter. Choose a consistent time of day to share gratitude with each other. It could be part of a dinner or bedtime routine. Remember, when you are thinking of something you are grateful about, it doesn’t have to big. It can be whatever you want it to be. Giving gratitude for anything, no matter how silly or small you think it may be, is powerful.

Have Fun With It!!

ACTIVITY LOG DATE ACTIVITY PARENT/ GUARDIAN SIGNATURE

Additional Activities (optional)