Distance Learning Plan Middle School Eighth Grade Weeks 6 and 7

Distance Learning Plan

Middle School Eighth Grade Weeks 6 and 7

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

Course: ELA 8 Unit: 4 Week:6

Secondary ELA Distance Learning Plans

Dear Students and Families,

We hope you are safe and healthy while you are out of school and learning from home! Your assignments in ELA are planned to address content and skills that would have been taught in term 4 of in-person classes. This week, we’ll launch into reading our “Anchor Novel”, 145th Street Short Stories by Walter Dean Meyers and accompanying texts.

Unit 4: Community and Connections 145th Street Short Stories is structured as a frame story that narrates the lives and experiences of people in the 145th Street community in Harlem in 10 different yet connected short stories. Individually, the short stories tell the tales of human compassion, family, sacrifice, grief, love, isolation, and friendship; collectively, the compilation of short stories reveal the human experiences and emotions that are the foundation of any community, serving to connect all of mankind.

This unit is organized in text sets, addressing specific topics that support the concepts of “community and connection”. To achieve this, we’ve selected six specific short stories from 145th Street Shorts and paired those short stories with others from a diverse group of authors. The text sets allow for the analysis of text structure, selection of details, tone, diction, and other literary devices. Students will need to evaluate and analyze text structures in preparation for the short, literary writing tasks. While, specific short stories from the novel have been selected for deep analysis and close reading, we strongly recommend that students read the entire collection, if the full novel is accessible.

Text Set 1: Community Text Set 2: Family & Text Set 3: Loneliness & Text Set 4: Connections Text Set 5: Love & Text Set 6: Connections Sacrifice Grief & Belonging Friendship

• “Big Joe’s Funeral” • “Fighter” from 145th • “Angela’s Eyes” from • “Monkeyman” from • “Kitty and Mack: A • “Block Party—145th from 145th Street Street Short Stories 145th Street Short 145th Street Short Love Story” from Street Style” from Short Stories by by Walter Dean Stories by Walter Stories by Walter 145th Street Short 145th Street Short Walter Dean Myers Myers Dean Myers Dean Myers Stories by Walter Stories by Walter • “Human Family” by • “Those Winter • “Salvador Late or • “Mango Says Dean Myers Dean Myers Maya Angelou Sundays” by Robert Early” from Woman Goodbye • “The World Is Not a • “miss Rosie” by Hayden Hollering Creek and Sometimes” from Pleasant Place to Lucille Clifton • “Papa Wakes Up Other Stories by The House on Be” by Nikki • NPR’s Morning Tired in the Dark” Sandra Cisneros Mango Street by Giovanni Edition “Good from The House on Sandra Cisneros • “Vade Mecum” by Samaritan” Mango Street by Billy Collins • “The Parable of the Sandra Cisneros • “Evil” by Langston Good Samaritan” • “The Child’s View of Hughes Working Parent” from Fortune by Cora Daniels

District of Columbia Public Schools Page 1 of 32 Course: ELA 8 Unit: 4 Week:6

Close Reading and Study Each week (unit) is built around multiple texts (a text set), including one short story from 145th Street Shorts by Walter Dean Meyers. Experiences throughout these Distance Learning plans are designed to support an ongoing, deep analysis of the text leading to written responses to text-based questions/prompts. Each Distance Learning plan includes variations of the following: • Complex Texts • Vocabulary Study • Text-Dependent Questions • Sentence-Level Exercises • Constructed Responses • Reflection

Unlike Close Reading Modules, this (and the subsequent weeks) follow unique sequences to address the learning objectives outlined for that week and text set. Below is a high-level graphic to illustrate the learning sequence ang goals for each day. Be sure to follow the directions provided throughout the lessons!

We recommend that you spend 40-60 minutes per day working on these tasks, as we’ve outlined in the Daily Sequence and Goals below, but you can decide how best to organize your work and spread it out across the week.

Daily Sequence and Goals

Day 1: "Big Joe's Funeral" Day 2: "Big Joe's Funeral" Day 3: "Human Family" Day 4: "Human Family"

•Goal: Reading begins with •Goal: Re-read the text and •Goal: Start with vocabulary •Goal: Re-read the text, defining key vocabulary. Start study diction and syntax. and then read the text studying paradox. Analyze the with vocabulary and then Then analyze the text for straight through to gain a text for evidence of paradox. read the text straight through author's diction and syntax. general sense of the text, Then synthesize both texts in to gain a general sense of the then respond to text- a discussion and in a written text, then respond to text- dependent questions. response. dependent questions.

District of Columbia Public Schools Page 2 of 32 Course: ELA 8 Unit: 4 Week:6

Distance Learning Week: 6 ELA 8 Unit 4 Community and Connection Description: Culminating Question: This text set addresses the essential questions, “How does an author use the story of an individual to connect all of How does the structure of 145th Street Short Stories and “Human humanity?”, and “How community impacts the individual?”, and “How the individual impacts community?” In “Big Family” contribute to the theme of each text? Joe’s Funeral,” the narrator recounts the funeral of Big Joe and reveals Big Joe’s impact on the 145th Street community. The poem “Human Family” expands the idea of connectedness beyond one’s community to illustrate that all mankind is connected through our different yet shared experiences and traits. While you read, you should think about what makes a community and how connection is essential to community. Addressed CCSS: Reading – RL.8.2, RL.8.4, RL.8.5 Writing – W.8.3 Speaking & Listening Language – L.8.5.A Text(s): “Big Joe’s Funeral” from 145th Street Stories by Walter Dean Meyers and “Human Family” by Maya Angelou Day 1 Day 2 Day 3 Day 4 Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objectives: You will be able to… • Define and explore key vocabulary • Explain how the author uses diction and • Connect visual representations of • Analyze Angelou’s use of paradox and words using the Frayer model syntax to communicate tone in “Big Joe’s target vocabulary words word choice to create images to • Analyze the impact of narrative Funeral” • Create visual representations describe the subject elements used to convey messages • Summarize “Big Joe’s Funeral” through an illustrating Angelou’s word choice • Analyze the structure of two texts and about community in “Big Joe’s Funeral” expanded sentence to create images describe how the authors use various • Summarize each stanza in “Human structures to convey theme Family” to deepen understanding Agenda: Agenda: Agenda: Agenda: 1. Video: ELA 8 Week 6 & 7 Overview 1. Warm Up Quick Write 1. Warm Up Vocabulary 1. Warm Up Quick Write 2. Warm Up Quick Write 2. Video: Unpacking Diction and Syntax 2. Read: “Human Family” (Video) 2. Video: Paradox 3. Vocabulary Frayer Model 3. Study Diction & Syntax 3. Answer Text Dependent 3. Re-Read and Analyze “Human 4. Read: “Big Joe’s Funeral” 4. Video: Tone Questions Family” for Paradox 5. Answer Text Dependent Questions 5. Re-Read and Analyze “Big Joe’s Funeral” 4. Chart Analyzing Author’s 4. Quick Write 6. Chart C-S-P-S for Diction & Syntax Message 5. “Discussion” Tasks 7. Write Objective Summary 6. Video: Subordinating Conjunctions 6. Brief Constructed Response 7. Exit Ticket – Sentence Expansion 7. Reflection Instructional Videos and/or Digital Resources • ELA 8 Week 6 and 7 Overview* • Unpacking Diction and Syntax* • Maya Angelou reads Human Family • Paradox* • A Biography of Walter Dean Myers** • Tone * poem* • Starting a Sentence with a Subordinating Conjunctions* * suggested, if accessible **optional, extension experience Key Vocabulary

Liable Profundity Bemuse jibe

District of Columbia Public Schools Page 3 of 32 Course: ELA 8 Unit: 4 Week:6

Task List for Community and Connection, Week 6

Directions: The tasks listed below should be completed during the course of this week.

Tasks Cat. Points Due Done Grade

Warm Up – Quick Write (2) Practice 30 (10 each) Days 1,2, 4

Vocabulary – Frayer Model Practice 40 (10 each) Day 1

“Big Joe’s Funeral” Text Dependent Questions Practice 50 Day 1

“Big Joe’s Funeral” C-S-P-S Chart Practice 50 Day 1

“Big Joe’s Funeral” Summary Assessment 50 Day 1

“Big Joe’s Funeral” Syntax and Diction Practice 25 Day 2

Exit Ticket – Sentence Expansion Assessment 50 Day 2

Warm Up – Vocabulary (2) Practice 100 (50 each) Day 3 + Day 4 “Human Family” Text Dependent Questions Practice 50 Day 3 “Human Family” Visualizing the Author’s Message Practice 50 Day 3 Noticing the Author’s Use of Paradox Practice 50 Day 4 Discussion Tasks Practice 50 Day 4 Brief Constructed Response – Writing Assessment 100 Day 4 Reflection Practice 50 Day 4

District of Columbia Public Schools Page 4 of 32 Course: ELA 8 Unit: 4 Week:6

Day 1 Learning Objective: You will be able to… Agenda: Tasks: Videos/Digital Resources: • Define and explore key vocabulary words 1. Warm Up Quick Write  Warm Up – Quick Write using the Frayer model 2. Vocabulary Frayer Model  Vocabulary – Frayer Model • ELA 8 Week 6 and 7 Overview* • Analyze the impact of narrative elements 3. Read: “Big Joe’s Funeral”  “Big Joe’s Funeral” Text Dependent • A Biography of Walter Dean used to convey messages about community 4. Answer Text Dependent Questions Questions Myers** in “Big Joe’s Funeral” 5. Chart C-S-P-S  “Big Joe’s Funeral” C-S-P-S Chart 6. Write Objective Summary  “Big Joe’s Funeral” Summary

Warm Up – Quick Write

Directions: Read and respond to the prompt below. Tip: Try to write for 3-5 minutes!

Describe the street where you live. What do the homes look like? How does the vibe feel?

District of Columbia Public Schools Page 5 of 32 Course: ELA 8 Unit: 4 Week:6

Use this chart to help you refine your understanding of the vocabulary words:

Word Definition Image Word in Context Liable likely to do something “You go laying up in some coffin and death is liable to reach out and snatch you right away from here!” (p. 4) (“Big Joe’s Funeral”)

profundity n. the quality of showing great Some declare their lives are lived / as true profundity, / knowledge or understanding and others claim they really live / the real reality. (6) (“Human Family”)

Bemuse v. to cause (someone) to be The variety of our skin tones / can confuse, bemuse, confused and often also delight, / brown and pink and beige and purple, / tan and somewhat amused blue and white. (10) (“Human Family”)

Jibe v. to agree with someone or Mirror twins are different / although their features jibe, / something and lovers think quite different thoughts / while lying side by side. (22) (“Human Family”)

District of Columbia Public Schools Page 6 of 32 Course: ELA 8 Unit: 4 Week:6

Key Vocabulary Liable Profundity Bemuse Jibe

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. Optional: You can use the extra Definition (in your own words) Traits/Characteristics Frayer Model to define a word of your choosing from the either text.

Liable

Sentence Real World Examples

District of Columbia Public Schools Page 7 of 32 Course: ELA 8 Unit: 4 Week:6

Definition (in your own words) Traits/Characteristics Definition (in your own words) Traits/Characteristics

Profundity Bemuse

Sentence Real World Examples Sentence Real World Examples

District of Columbia Public Schools Page 8 of 32 Course: ELA 8 Unit: 4 Week:6

Definition (in your own words) Traits/Characteristics Definition (in your own words) Traits/Characteristics

Jibe

Sentence Real World Examples Sentence Real World Examples

District of Columbia Public Schools Page 9 of 32 Course: ELA 8 Unit: 4 Week:6

145th Street Shorts by Walter Dean Meyers “Big Joe’s Funeral” Directions: Read the text below, “Big Joe’s Funeral”, straight through for enjoyment. As you read, consider how Joe’s community plays a role in this story. When you’re finished reading, respond to the text-dependent questions that follow, returning to the text to develop thorough responses. Text

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145th Street Shorts by Walter Dean Meyers “Big Joe’s Funeral” Directions: After reading “Big Joe’s Funeral”, respond to the text-dependent questions below. Likely, you’ll need to return to the text to develop thorough responses. Why did Big Joe want to have a funeral while he was living? Syntax is how the author arranges words and phrases to create sentences. Authors use the arrangements of words to convey meaning and describing syntax is a clue to the understanding the meaning.

Reread page 2, playing close attention to the syntax. Describe the syntax.

Why did Old Man Turner agree to have Big Joe’s funeral?

Why does Peaches try to ruin the funeral? Identify idioms and specific colloquialisms that the speaker uses to narrate the story of Big Joe’s funeral.

What does Big Joe’s character symbolize? What is the function of the simple, declarative sentences and informal diction such as “you, know” and “let me back up here and tell you”?

How does the line “Cassie probably wasn’t going to pay him back the money The plot of “Big Joe’s Funeral” includes a funeral, a party, and a dramatic and Big Joe knew it, but he lent it to her anyway” reveal the idea of community arrest. How does the including all three of these events contribute to the and connection? development of theme?

District of Columbia Public Schools Page 16 of 32 Course: ELA 8 Unit: 4 Week:6

“Big Joe’s Funeral”: Character | Setting | Problem | Solution (CSPS) Directions: After reading “Big Joe’s Funeral” analyzing the impact of the elements included in the story by completing the following graphic organizer. Setting Character Problem Solution Where is the character? When does the Who is the main character? What is What obstacles or challenges does the Is the problem resolved? How does the story take place? Has time passed? How he/she doing, saying, thinking, or feeling? character face? character attempt to solve the problem? do you know? 1a) Character: Who is the main character? What is he/she doing, saying, 2a) Setting: Where is the character? When does the story take place? thinking, or feeling? ______2b) Evidence from the text: 1b) Evidence from the text: ______

3a) Problem #1: What obstacles or challenges does the character face? 4a) Solution #1: Is the problem resolved? How does the character attempt to ______solve the problem? ______

3b) Problem #2: What obstacles or challenges does the character face? 4b) Solution #2: Is the problem resolved? How does the character attempt to ______solve the problem? ______

District of Columbia Public Schools Page 17 of 32 Course: ELA 8 Unit: 4 Week:6

Writing an Objective Summary An objective summary is a short In an objective summary, the writer: statement or paragraph that tells what  Explains the central idea of the subject (text) something is about but does not  Records essential details of the text include unnecessary details or your  Moves from general description to specific description opinions.  Chooses exact descriptive words  Suspends his or her own beliefs and feelings about the text Narrative Objective Summary Strategy Somebody | Wanted | But | So Somebody – Who is the main character? Example: SWBS (Macon, Bewell, & Vogt, 1991, Mr. Sanchez, Harrison + 20 students Beers, 2003) offers students a Wanted – What does the main character want or what is the main In the story, “Mystery on ‘The Blue Ghost’,” Mr. Sanchez framework as they write narrative character’s goal? and his class of 20 students are visiting the aircraft summaries. Students read a story and to leave the aircraft carrier carrier the U.S.S. Lexington. The class wants to leave, but decide who the Somebody is, what But – What is the solution to the problem or how does the character Harrison can’t find his camera. One student thinks the that somebody Wanted, But what reach his/her goal? blue ghost took it, but another reminds the class of the happened to keep something from Harrison couldn’t find his camera history of why the aircraft carrier is actually called the happening, and So, finally, how So – How does the story end? blue ghost. When Harrison remembers he last had the everything works out. so the class looked for it and wondered if the blue ghost took camera on the flight deck, all the students head there to it look for it. The mystery is solved when Harrison spots Then – How does the story end? the camera dangling from an antenna, and the class Then they look on the flight deck find the camera dangling realizes a pelican must have mistaken the camera for a near a pelican fish.

Objective Summary: “Big Joe’s Funeral” Directions: Write an objective summary, using the strategy described above, of “Big Joe’s Funeral”.

District of Columbia Public Schools Page 18 of 32 Course: ELA 8 Unit: 4 Week:6

Day 2

Learning Objective: You will be able to… Agenda: Tasks: Videos/Digital Resources: • Explain how the author uses diction and 1. Warm Up Quick Write  Warm Up – Quick Write • Unpacking Diction and Syntax* syntax to communicate tone in “Big Joe’s 2. Study Diction & Syntax  “Big Joe’s Funeral” Syntax & Diction • Tone * Funeral” 3. Re-Read and Analyze “Big Joe’s  Exit Ticket – Sentence Expansion • Starting a Sentence with a • Summarize “Big Joe’s Funeral” through an Funeral” for Diction & Syntax Subordinating Conjunctions* expanded sentence 4. Exit Ticket – Sentence Expansion

* suggested, if accessible **optional, extension experience

Warm Up – Quick Write

Directions: Read and respond to the prompt below. Tip: Try to write for 3-5 minutes!

Return to “Big Joe’s Funeral” and the summary you wrote. What lesson does the author convey about community?

What are you feeling after having read this short story?

District of Columbia Public Schools Page 19 of 32 Course: ELA 8 Unit: 4 Week:6

Noticing the Author’s Use of Syntax and Diction

Diction - word choice Syntax – sentence structure A study of diction is the analysis of how a writer uses language for a distinct Syntax controls verbal pacing and focus. Examine purpose and effect, including word choice and figures of speech. “ sentence patterns and variety for their effects. Types of Diction: Types of Patterns in Syntax: 1) Formal Diction (academic or literary writing) e.g. germ, relatives, position, 1) Sentence Length (short, medium, long) child, superior, communicate 2) Sentence Functions 1) Jargon – the special language of a profession or group (lawyer • Declarative sentence – Tom ate the rat. talk, technical talk) • Interrogative sentence – Did Tom eat the rat? 2) Informal Diction (personal writing) e.g. bug, folks, job, kid, boss, get • Exclamatory sentence – Tom ate the rat! across • Imperative sentence – Eat the rat. (Subject of the sentence is 1) Colloquial words – conversational language – Is there dialect? understood to be “you.”) 2) Slang – highly informal 3) Sentence Format (simple, complex, compound, repetition, juxtaposition, use of imagery and details) When looking for patterns in an author’s diction, use the following questions When looking for patterns in an author’s syntax, use the following to investigate the text: questions to investigate the text: • Is the diction formal or informal? • Are the sentences simple and direct or complex and convoluted? • Does the author use words that are specific to a profession (jargon)? • Are the sentences loose/cumulative or periodic? Does the author use colloquial words (specific to a region’s • Are there rhetorical questions in the passage? conversational language)? Does that author use a slang (very • Is there variety in the sentence patterns? informal) in the text? • Does the author use repetition? • Are the words monosyllabic or polysyllabic? • Does the author use parallel structure? • Is the language concrete or abstract? • Does the author use antithesis? • Does the author use juxtaposition? Line from the text that reveals What words do you notice? How do these words fit together? What does this reveal about the syntax and/or diction author’s purpose? “The other time you need to show One pattern that I see is the use of a some respect is when a person is I notice that there is an informal tone conversational tone with words like The tone that Meyers is setting is one going on out of this world. You know, in these sentences “going on out”, “dead and whatnot” that is both informal and direct. like they’re dead and whatnot.” and “show some respect”.

District of Columbia Public Schools Page 20 of 32 Course: ELA 8 Unit: 4 Week:6

Noticing the Author’s Use of Syntax and Diction Directions: Return to the excerpt from 145th Street Shorts, “Big Joe’s Funeral” and notice how Meyers uses word choice, specifically syntax and diction, to covey a specific tone. Consider: How does the author’s use of syntax and diction affect the reader? Locate three examples from the text to analyze. WORD CHOICE Syntax and/or Diction Theme/Tone Line from the text that reveals What words do you notice? How do these words fit together? What does this reveal about the syntax and/or diction • Formal tone • One pattern I see is ______author’s purpose? • Informal tone with words like…. • Tone • A clear voice • These words fit together, like • Central Idea ______, and make me feel…

District of Columbia Public Schools Page 21 of 32 Course: ELA 8 Unit: 4 Week:6

Exit Ticket – Sentence Expansion

Directions: Below is a sentence composing exercise called “Sentence Expansion”, where you’re given a sentence kernel (short, simple sentence) and it’s your job to share how much you remember from the text by creating an expanded sentence, summarizing the passage. 1. Read the kernel. 2. Answer each question, clarifying aspects of the kernel, using words and phrases (not complete sentences) 3. Complete the stem below to write one expanded sentence summarizing the passage. 4. Combine the kernel, words and phrases to create an expanded sentence. Tip: Beginning your sentence with the “when”, using a subordinating conjunction will improve your ability to write varied, informative sentences. Example Sentence Expansion Kernel: They rebelled. Who? The American colonists When? In 1775 Why? Because they felt the British taxed them unfairly

Complete Response: In 1775, the American colonists rebelled because they felt the British taxed them unfairly.

Sentence Expansion for “Big Joe’s Funeral”

Kernel: He decided.

What?

Why?

When?

Who?

Expanded Sentence:

District of Columbia Public Schools Page 22 of 32 Course: ELA 8 Unit: 4 Week:6

Day 3 Learning Objective: You will be able to… Agenda: Tasks: Videos/Digital Resources: • Connect visual representations of target vocabulary 1. Warm Up Vocabulary  Warm Up Vocabulary • Maya Angelou reads Human Family words 2. Read: “Human Family”  “Human Family” Text poem* • Create visual representations illustrating Angelou’s 3. Answer Text Dependent Questions Dependent Questions word choice to create images 4. Chart Analyzing Author’s Message  Visualizing the Author’s • Summarize each stanza in “Human Family” to deepen Message understanding

Warm Up – Vocabulary

Directions: Write the vocabulary word underneath the picture that matches the meaning.

Word: Word: Word: Word:

Explain: Explain: Explain: Explain:

District of Columbia Public Schools Page 23 of 32 Course: ELA 8 Unit: 4 Week:6

“Human Family” by Maya Angelou

Text Text Dependent Questions

(1) I note the obvious differences (6) Mirror twins are different 1) What details in “Human Family” reveal the differences in the human in the human family. although their features jibe, race? Some of us are serious, and lovers think quite different some thrive on comedy. thoughts while lying side by side. (2) Some declare their lives are lived (7) We love and lose in China, 2) What details in “Human Family” reveal the similarities in the human as true profundity, we weep on England's moors, race? and others claim they really live and laugh and moan in Guinea, the real reality. and thrive on Spanish shores.

(3) The variety of our skin tones (8) We seek success in Finland, can confuse, bemuse, delight, are born and die in Maine. 3) How would you characterize the ways the poem points out how all brown and pink and beige and In minor ways we differ, humans are alike? purple, in major we're the same. tan and blue and white. (9) I note the obvious differences (4) I've sailed upon the seven seas between each sort and type, and stopped in every land, but we are more alike, my 4) How do stanzas 5 and 6 in “Human Family” use paradox (contrast)? I've seen the wonders of the friends, world than we are unalike. not yet one common man. (10) We are more alike, my friends, (5) I know ten thousand women than we are unalike. 5) What is the purpose of the narrator of “Human Family” repeating the line called Jane and Mary Jane, “We are more alike, my friends, / than we are unalike”? but I've not seen any two (11) We are more alike, my friends, who really were the same. than we are unalike.

(continue reading in the next grey column)

District of Columbia Public Schools Page 24 of 32 Course: ELA 8 Unit: 4 Week:6

Visualizing the Author’s Message Directions: Reread “Human Family”, (entirely) paying attention the Angelou’s word choice and images she creates. Then, reading each stanza set closely and deliberately, visualize the images she creates to describe the subject. You’ll then draw and write a caption (summary) for your image. 2. Read Aloud + Visualize and Summarize Strategy Step 1: Visualize - As you read, pay attention to the images the author Step 2: Summarize - Write a caption for your picture, making sure to include describes. Form a picture or a movie in your mind, then draw a picture! important information about the characters, setting, or subject the speaker describes. Stanzas 1-3 Stanzas 4-6 1a) Visualize: What images does the author use to describe the subject? 2a) Visualize: What images does the author use to describe the subject?

1b) Summarize: Write a caption for your picture. Include information about 2b) Summarize: Write a caption for your picture. Include information about the character, setting, or subject the speaker describes. the character, setting, or subject the speaker describes.

District of Columbia Public Schools Page 25 of 32 Course: ELA 8 Unit: 4 Week:6

Stanzas 7-8 Stanzas 9-11 1a) Visualize: What images does the author use to describe the subject? 2a) Visualize: What images does the author use to describe the subject?

District of Columbia Public Schools Page 26 of 32 Course: ELA 8 Unit: 4 Week:6

Day 4

Learning Objectives: You will be able to… Agenda: Tasks: Videos/Digital Resources: • Analyze Angelou’s use of paradox and word 1. Warm Up Quick Write  Warm Up – Quick Write • Paradox* choice to create images to describe the 2. Re-Read and Analyze “Human Family”  Noticing the Author’s Use of subject for Paradox Paradox • Analyze the structure of two texts and 3. Quick Write  Quick Write describe how the authors use various 4. “Discussion” Tasks  Discussion Tasks structures to convey theme 5. Brief Constructed Response  Brief Constructed Response 6. Reflection (Writing)  Text Set 1 Reflection

Warm Up – Quick Write

Directions: Read and respond to the prompt below.

Summarize the ideas in “Human Family.” What lesson does the author convey about community?

District of Columbia Public Schools Page 27 of 32 Course: ELA 8 Unit: 4 Week:6

Noticing the Author’s Use of Paradox Directions: Return to Maya Angelou’s “Human Family” and notice how Angelou uses paradox to covey a specific tone. Consider: How does the author’s use of paradox affect the reader? Locate three examples from the text to analyze. How does the author’s use of paradox develop the tone? WORD CHOICE Paradox Tone Line from the text that reveal the What words do you notice? How do these words fit together? What does this reveal about the paradox • Strong Emotions • One pattern I see is… author’s purpose? (See stanzas 5-6) • Strong Images • These words fit together • Tone • Clear Ideas because they sound…

District of Columbia Public Schools Page 28 of 32 Course: ELA 8 Unit: 4 Week:6

Quick Write Directions: Read and respond to the prompt below

What is the purpose of the narrator of “Human Family” repeating the line “We are more alike, my friends, / than we are unalike”?

District of Columbia Public Schools Page 29 of 32 Course: ELA 8 Unit: 4 Week:6

Discussion Task

Directions: With a classmate via Microsoft Teams, phone, or other form of communication, respond to the following discussion prompts and questions about the above text and the visual text below, and jot down your thinking. If this is not feasible, have the discussion with a family member or take time to independently reflect and jot your thoughts. Using the check boxes below, please indicate the way in which you were able to complete this discussion activity:  With a classmate via technology  With a family member in my home  Independently

1. Discuss the irony of a funeral being used to develop community in “Big Joe’s Funeral.”

2. Maya Angelou titles the poem “Human Family” and repeats the word friend in the poem. Discuss the significance of the words family and friend to the larger idea of the poem and unit topic.

3. Discuss how the views of community and connection are different in the two texts. How are they the similar?

District of Columbia Public Schools Page 30 of 32 Course: ELA 8 Unit: 4 Week:6

Brief Constructed Response: “Big Joe’s Funeral” and “Human Family” Directions: Read the prompt below and, using evidence from each text, develop a thorough response.

How does the structure of 145th Street Short Stories and “Human Family” contribute to the theme of each text?

Check your work! □ My claim is strong and clear. □ I used more than one piece of evidence to support my claim. □ My evidence is relevant, and my source is credible. □ I explained how my evidence relates to my claim. □ My concluding statement follows the claim I presented.

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Text Set 1 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?

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Family Guidance

Dear Students and Families,

We hope you are safe and healthy while you are out of school and learning from home! In this learning plan, you will be continuing where we left off on scatter plots.

We recommend that you spend 40 – 60 minutes per day working on these tasks, but you can decide how best to organize your work and spread it out across the week.

Week at a Glance

Day 1 Day 2 Day 3 Day 4 Learning Objective: Learning Objective: Learning Objective: Learning Objective: By the end of today’s By the end of today’s By the end of today’s By the end of today’s learning, I will draw a line learning, I will use the learning, I will pick out lesson, I will analyze and to fit data in a scatter plot slope of a line fit to data in clusters in data from a interpret bivariate data in and determine whether a scatter plot to explain scatter plot and use a context by creating a data in a scatter plot has a how the variables are scatter plot to decide if scatter plot, identifying positive, negative, or no connected in real-world two variables have a linear outliers, fitting a line, and association. situations. association. determining and interpreting the slope of the line. I will also compare actual and predicted values using the model.

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

Day One - Describing Trends in Scatter Plots

Adapted from Open Up Resources Grade 8 Unit 6 Objective By the end of today’s learning, I will draw a line to fit data in a scatter plot and determine whether data in a scatter plot has a positive, negative, or no association.

Opening

Think back to two weeks ago when you looked at the slope of linear functions. In each of the scatter plots below, describe the slope of the linear functions that model the relationship between two variables.

______

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New Learning

In the Opening, you described the slope of the lines modeling a linear relationship between two variables.

Today, you will be using new vocabulary to describe the patterns you’ve seen in scatter plots.

Vocabulary:

Linear association: we say there is a linear association between the variables when a linear function fits data well.

Positive association: A positive association is a relationship between two quantities where one tends to increase as the other increases. In a scatter plot, the data points tend to cluster around a line with positive slope.

The relationship between height and weight for 25 dogs is shown in the scatter plot. There is a positive association between dog height and dog weight.

Negative association: A negative association is a relationship between two quantities where one tends to decrease as the other increases. In a scatter plot, the data points tend to cluster around a line with negative slope.

Different stores across the country sell a book for different prices. The scatter plot shows that there is a negative association between the price of the book in dollars and the number of books sold at that price.

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Example: Informally draw linear models to fit the data in a scatter plot.

For this example, you will need a straightedge (edge of a book, another pencil or pen, the edge of a phone, etc.).

1. Here are two copies of the same scatter plot. Experiment with different ways to draw lines to fit the data. First put your pencil on top of the graph to estimate, then draw it. You can either draw a line using a different method for each of the two copies or have someone in your home draw a line through the second scatter plot. Pick the line that you think best fits the data.

2. On the next page, there are two copies of another scatter plot. Experiment with different ways to draw lines to fit the data again, and either draw a line using a different method for the two copies or have someone in your home draw a line through the second scatter plot. Pick the line that you think best fits the data.

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3. In your own words, describe what makes a line fit a data set well. (Some questions to help you think: did you try connecting certain points? How did you decide what the slope of the line should be and just how steep to draw it? Where are the points related to the line?)

In 8th grade math, you are informally finding a line that fits the data to prepare you for formally fitting the line in Algebra. For a model that fits the data well, it’s important to consider the whole data set and not just a few points. Here’s one way to draw a line that fits the data well and where the points are as close to it as possible.

1. Enclose all the points in the scatter plot with a blob. 2. Use a straightedge to draw a line “through the middle” of the blob. You can think of the blob as a hot dog bun, and the line as the hot dog, if it helps.

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Your Turn!

The scatter plots both show the year and price for the same 17 used cars. However, each scatter plot shows a different model for the relationship between year and price.

1. Look at Diagram A.

a. For how many cars does the model in Diagram A make a good prediction of its price?

b. For how many cars does the model underestimate the price?

c. For how many cars does it overestimate the price?

2. Look at Diagram B.

a) For how many cars does the model in Diagram B make a good prediction of its price?

b) For how many cars does the model underestimate the price?

c) For how many cars does it overestimate the price?

3. For how many cars does the prediction made by the model in Diagram A differ by more than $3,000? What about the model in Diagram B?

4. Which model does a better job of predicting the price of a used car from its year?

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1. Is this line a good fit for the data? Explain your reasoning. ______

______

2. Draw a line that fits the data better (try out the hot dog rule!).

3. Is this line a good fit for the data? Explain your reasoning.

______

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4. Draw a line that fits the data better.

Exit Ticket

1. Elena said, “I think this line is a good fit because half of the points are on one side of the line and half of the points are on the other side.” Do you agree? Explain your reasoning next to the graph.

2. Noah said, “I think this line is a good fit because it passes through the leftmost point and the rightmost point.” Do you agree? Explain your reasoning next to the graph.

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Day Two - The Slope of a Fitted Line

Adapted from Open Up Resources Grade 8 Unit 6 Objective By the end of today’s learning, I will use the slope of a line fit to data in a scatter plot to explain how the variables are connected in real-world situations.

Opening

In the graph below, you are given points that are close to the line, but not on the line. Estimate the slope of the line and explain your reasoning.

______

New Learning

In your learning last week, you described the patterns you saw in data. Today, you will be describing the trends using the slope of a fitted line and use the language you learned yesterday to describe the association between the two

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variables as positive or negative. Think back to what you learned about interpreting the rate of change when you learned about linear functions.

In the Opening, you could have either used the two points closer together in the first quadrant to find the slope, or two points further away – one point in the first quadrant and the other in the third quadrant. To estimate the slope of a line that fits the data (the three points) better, the graph on the right shows how choosing the two points further away work better. The graph on the right includes the original line from the Opening plus three lines connecting the points.

Example 1: Reviewing how to describe patterns in data

For each scatter plot, decide if there is an association between the two variables, and describe the situation using one of these three sentence starters. You may use a sentence starter more than once or not at all.

Sentence starters:  For these data, as ______increases, ______tends to increase.

 For these data, as ______increases, ______tends to decrease.

 For these data, ______and ______do not appear to be related.

1. Description of the situation:

For these data, ______

______

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2. Description of the situation:

For these data, ______

______

3. Description of the situation:

For these data, ______

______

Example 2: Identifying and interpreting the slope in situations

Using the linear equation and graph, let’s identify the slope and the meaning of the slope in different situations. The first one is done for you.

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What is the slope of the line in the scatter plot for each situation? What is the meaning of the slope in that situation? Show your thinking on the lines next to each graph.

1. Diamond Price v. Weight = 5, 520.619 1, 091.393 The slope is approximately 5,521. 𝑦𝑦 𝑥𝑥 − In this context, the slope means

that the model predicts that its

price increases by $5,521 if the

weight of a diamond increases by 1

carat.

2. Fuel Efficiency v. Weight of Car = -0.011 + 40.604 The slope is ______

𝑦𝑦 𝑥𝑥 ______

______

3. Energy consumed v. daily high temperature = 0.59 21.912 The slope is ______

𝑦𝑦 𝑥𝑥 − ______

______

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Your Turn!

1. The scatter plot shows the weight and fuel efficiency data used in an earlier lesson along with a linear model represented by the equation = -0.0114 + 41.3021.

𝑦𝑦 𝑥𝑥

a. What is the value of the slope and what does it mean in this context?

b. What does the other number in the equation represent on the graph? What does it mean in context?

c. Use the equation to predict the fuel efficiency of a car that weighs 100 kilograms.

d. Use the equation to predict the weight of a car that has a fuel efficiency of 22 mpg.

e. Which of these two predictions probably fits reality better? Explain.

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2. Determine whether the scatter plots below show evidence of a positive, negative, or no association between the variables. Explain your reasoning below by identifying each graph with the letters A, B, C, D, or E.

______

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Exit Ticket

Here is a scatter plot that shows the years when some used cars were made and their prices in 2016, together with the graph of a linear model for the relationship between year and price.

1. Is the slope positive or negative?

2. Which of these values is closest to the slope of the linear model shown in the scatter plot?

a. 1,000

b. 3,000

c. -1,000

d. -3,000

3. Use the value you selected to describe the meaning of the slope in this context.

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Day Three - Observing More Patterns in Scatter Plots

Adapted from Open Up Resources Grade 8 Unit 6 Objective By the end of today’s learning, I will pick out clusters in data from a scatter plot and use a scatter plot to decide if two variables have a linear association.

Opening Look at the four scatter plots below. How are these scatter plots alike? How are they different? HINT: think about which ones have positive or negative associations, what the slopes of lines fitting the data would look like, or anything unusual about the graphs.

Alike Different

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New Learning

In real life, scatter plots may have points that show a pattern or not. Today, you will be seeing and interpreting scatter plots, like the ones you compared in the Opening, where new vocabulary words will help you describe them.

Vocabulary:

Non-linear association: The points in a scatter plot do not lie

along a straight line, and there is not a constant increase or

decrease of one variable based on the other.

Clusters: The points in a scatter plot are clumped together in different groups, and there may be multiple patterns present within the data. Sometimes there may be subgroups that show different patterns.

Example 1: Non-linear Association

Let’s look at oil production and price for a non-linear association. Production is measured in “thousand tons,” so a point on the left side of this graph represents 250,000 thousand tons (or 250,000,000 tons). Price is measured in “dollars per barrel.” A barrel of oil is equivalent to 42 gallons. The prices in this chart are for crude oil which would still need to be processed to be made useful for gasoline, plastics, or other oil-based materials.

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Instead of a straight line, we can see that the data appear to be grouped along a curve.

Even when a linear association seems to be present, it may only fit the data very close to the data that is present. For example, if we cover up the scatter plot to the right of 300,000, there may appear to be a linear association that would fit the data, but it would not apply to the data on the right side of the scatter plot. Additionally, in this particular situation, a linear model does not make sense in the long term, since a linear model would eventually have a value of zero and then become negative, something that would probably not happen to the price of oil.

Your Turn

1. Literacy rate and population for the 12 countries with more than 100 million people are shown in the scatter plot. Circle any clusters in the data.

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2. Here is a scatter plot:

Select all the following that describe the association in the scatter plot:

a. Linear association

b. Non-linear association

c. Positive association

d. Negative association

e. No association

3. For the same data, two different models are graphed. Which model more closely matches the data? Explain your reasoning.

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4. Here is a scatter plot of data for some of the tallest mountains on Earth.

The heights in meters and year of the first recorded climb to the highest point of each mountain is shown. Mount Everest is the tallest mountain in this set of data.

a. Estimate the height of Mount Everest.

b. Estimate the year of the first recorded ascent of Mount Everest.

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Exit Ticket

Make Your Own Scatter Plot

1. Draw a scatter plot that shows a positive linear association and clustering.

2. Draw a scatter plot that shows a negative non-linear association and no clustering.

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Day Four - Analyzing Bivariate Data

Adapted from Open Up Resources Grade 8 Unit 6 Objective By the end of today’s lesson, I will analyze and interpret bivariate data in context by creating a scatter plot, identifying outliers, fitting a line, and determining and interpreting the slope of the line. I will also compare actual and predicted values using the model.

Opening Think back to the work you did interpreting the rate of change and initial value a couple weeks ago to help you the question.

A researcher found an association between a dog’s stride length and its speed: the longer a dog’s steps, the faster it goes. The predicted speed in meters per second, , as a function of step length in meters, , is

𝑠𝑠 = 4 1.6 𝑙𝑙 What does the rate of change of the function tell you about the association between stride length and speed? 𝑠𝑠 𝑙𝑙 −

New Learning

Let’s put together everything you’ve learned about scatter plots and linear models today to analyze data like a pro!

In today’s Opening, a sample correct response is that for every one-meter increase in a dog's step length, its speed increases by 4 meters per second. Did you reason about the rate of change in a similar or different way?

______

People often collect data in two variables to investigate possible associations between two numerical variables and use the connections that they find to predict more values of the variables. Data analysis usually follows these steps:

1. Collect data. 2. Organize and represent the data and look for an association. 3. Identify any outliers and try to explain why these data points are exceptions to the trend that describes the association. 4. Find a function that fits the data well.

Although computational systems can help with data analysis by graphing the data, finding a function that might fit the data, and using that function to make predictions, it is important to understand the process and think about what is happening. A computational system may find a function that does not make sense or use a line when the situation suggests that a different model would be more appropriate.

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Your Turn

1. Is there an association between the weight of an animal’s body and the weight of the animal’s brain? Use the data in the table to make a scatter plot. Are there any outliers?

body brain weight weight animal (kg) (g) cow 465 423

grey wolf 36 120 goat 28 115 donkey 187 419 horse 521 655

potar 10 115 monkey cat 3 26 giraffe 529 680 gorilla 207 406

human 62 1,320 rhesus 7 179 monkey kangaroo 35 56

sheep 56 175 jaguar 100 157 chimpanzee 52 440 pig 192 180

a) Cross out the outliers. Does there appear to be an association between body weight and brain weight? Describe the association in a sentence.

b) Using your pencil and a straightedge, fit a line to your scatter plot, and estimate its slope. What does this slope mean in the context of brain and body weight?

c) Does the fitted line help you identify more outliers?

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2. Different stores across the country sell a book for different prices. The table shows the price of the book in dollars and the number of books sold at that price. (Draw scatter plot here) price in dollars number sold 11.25 53 10.50 60 12.10 30 8.45 81 9.25 70 9.75 80 7.25 120 12 37 9.99 130 7.99 100 8.75 90

a. Draw a scatter plot of this data. Label the axes.

b. Are there any outliers? Explain your reasoning.

c. If there is a relationship between the variables, explain what it is.

d. Cross out any outliers and draw a line that you think is a good fit for the data.

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Exit Ticket

Drawing a Line

1. Draw a line on the scatter plot that fits the data well.

2. A new point will be added to the scatter plot with = 4. What do you predict for the -value of this point?

𝑥𝑥 𝑦𝑦

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Science Distance Learning Plan

Introduction

Welcome to another week of distance learning!

Week 6: Potential Energy During Week 6, you will explore the topic of potential energy. You will: • Reflect on the phenomena of how potential energy can change • Design an experiment to investigate potential energy • Read the STEMscopedia about potential energy • Construct a claim-evidence-reasoning response

Activities are organized and labeled by day.

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 tohttps://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., Structures of Matter). 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 8 folder.

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Science Distance Learning Plan

Week 6: Day 1 – Engage: Phenomena

What can change the amount of potential energy in an object?

1. Generate possible answers to the question above.

2. Make your own questions about the phenomena.

As you move through the lessons you will be doing many activities to learn the information needed to describe why traits of the same species vary.

Week 6: Day 1 – Engage: Activating Prior Knowledge

Directions:

1. Cut the following sheet “Potential Energy Card Sort” into squares.

2. Once you have cut them, observe the picture cards and organize them into two groups: one group that shows energy in motion and one group that shows energy waiting to happen.

3. Record your “rule” for arranging the card sort pieces in the space here.

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Science Distance Learning Plan

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District of Columbia Public Schools | SY 2019-2020

Science Distance Learning Plan

Potential Energy Card Sort

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Science Distance Learning Plan

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Week 6: Day 2 – Explore: Investigate Potential Predictions

Directions: Complete the investigation on potential energy and the Claim- Evidence- Reasoning after. If you don't have the materials, just predict what you think the data might be.

Potential Predictions The force of gravity can cause objects within a system to interact. The mass of the objects and distance between them are the variables that control how much gravitational potential energy is stored in the system.

Consider an apple hanging on a tree several meters above Earth’s surface. The apple and Earth make up a system. The apple stores potential energy because of its position above Earth’s surface. The apple has the “potential” to fall, so it has gravitational potential energy.

When the apple falls from the tree, its potential energy transforms into kinetic energy, causing it to fall faster and faster until it strikes the ground. A system’s energy equals its potential energy plus its kinetic energy and the total does not change as the apple falls. When the apple is still in the tree, the energy of the system is 100% potential. The moment it has fallen halfway down, the system’s energy is 50% potential and 50% kinetic. The moment just as the apple is about to strike the ground, the system’s energy is almost 100% kinetic.

Procedure:

Plan an investigation to explore potential energy by holding a ball above Earth’s surface and then dropping it from different heights. If you don't have the materials, you can still guess what your data might be.

Question:

Hypothesis:

Materials: 1 Bouncy ball 1 Meterstick or measuring tape

Remember, if you do not have these materials, predict what your data might be.

Science Distance Learning Plan

Procedures and Data:

Record the steps you will take in this investigation and record your data below.

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Potential Predictions Claim-Evidence-Reasoning

Write a scientific explanation explaining how the position of an object affects the amount of potential energy the object possesses.

Claim:

Evidence:

Reasoning:

Week 6: Day 3 - Explain: Pre-Reading and Reading

Directions: Complete the charts below and then complete the Potential Energy STEMscopedia.

Potential Energy Pre-Reading A cart travels up and down on a roller coaster. How does the cart’s potential energy change on the way up? How does the cart’s potential energy change on the way down? When is the cart’s potential energy greatest? Write your responses on the lines provided.

Potential energy on the way Potential energy on the way Potential energy is the up the roller coaster down the roller coaster greatest

Increasing / Decreasing Increasing / Decreasing Up / Down / Middle

Pre-Reading Quick Write

What do you know about energy and types of energy?

Potential Energy

All types of energy can be sorted into one of two basic types of energy: kinetic energy and potential energy. One form often changes into the other. Kinetic energy is the energy of motion. Potential energy is the energy stored in an object because of its position. An object with potential energy has the potential to move because of its position.

Look at the picture of the man about to hit a nail with a hammer. Which position of the hammer represents the greatest potential energy (stored energy), and which position represents the greatest kinetic energy: when he hits the nail or when he moves the hammer up, getting ready to swing down? The hammer held still in the position above the nail, right before the man swings, represents the highest potential energy. See the diagram below.

There are different types of potential energy. Energy can be stored, ready for release into kinetic energy, in several common ways. Potential energy can be described as gravitational or chemical. Gravitational potential energy is when objects have the potential to change their position due to the force of gravity (for example, a rock about to fall off a cliff). The height above the surface and the mass of the object affect the amount of potential energy. The higher or the more massive the object is, the greater the amount of potential energy is.

Chemical potential energy is when the energy is stored within the matter itself (for example, energy stored in a battery). When a battery is connected in a closed circuit to power an object, electricity can flow and potential energy is changed to the kinetic energy of an electric current. 1

Potential Energy

Potential energy can be considered elastic, magnetic, or static.

Elastic potential energy is when it is stretched or compressed within the object (for example, a stretched string on a bow about to shoot an arrow).

Magnetic potential energy is when certain metal objects in a magnetic field have the potential of changing their position due to the force of magnetism.

Static potential energy is when charged particles in an electrostatic field have the potential of moving toward the opposite charge or away from the same charge.

In other words, any object inside a force field has potential energy. Just being inside the force field gives the object the potential of moving due to gravitational, electric, magnetic, electrostatic, chemical, or even nuclear forces.

According to the law of the conservation of energy, energy can be neither created nor destroyed, but it can be transformed from one form to another. The total energy of a system remains constant.

What do you think happens to the energy of a ball in a pendulum that swings back and forth? The ball at the top of the swing is briefly motionless. It has the greatest potential energy, because it is highest above the surface.

At every point in the swing, the system of the ball on the pendulum string has the same total amount of energy. In other words, when the system has less potential energy, it has more kinetic energy. And when the system has more kinetic energy, it has less potential energy. At each moment, the system’s kinetic energy and potential energy add up to the same value. 2

Potential Energy

Potential energy and kinetic energy are similar but not the same. Scientists measure both potential and kinetic energy in joules (J). A joule describes the amount of energy needed to do a certain amount of work or cause a certain amount of change. The amount of potential energy depends on the mass and position of the object, whereas the amount of kinetic energy depends on the mass of the object and its velocity squared.

Fuel energy is potential energy. The chemicals in the food you eat, in batteries, and in fuel for vehicles all contain potential energy. When you eat food and it goes through your digestive system, your body converts the food’s potential energy into kinetic energy that you use to move muscles.

When fuel such as gas is burned in an engine, the fuel’s chemical potential energy is converted in the car’s engine to kinetic energy that powers the vehicle.

Potential energy becomes electrical energy. A hydroelectric dam keeps water held a certain height above Earth’s surface. Gravitational potential energy builds in the water retained by the dam.

When the water is released, its potential energy is changed into the kinetic energy of moving water, which turns the blades of a water turbine generator.

The original potential energy stored in the dammed-up water becomes mechanical energy that is transformed into electrical energy.

Potential Energy

A student sets up the pendulum system shown below. He holds the pendulum at the top of its arc.

Draw the path of the pendulum after the student releases it. Label the following points in the pendulum’s path if the total mechanical energy of the system is 100 J.

Where does the pendulum have 100 J of kinetic energy? How many joules of potential energy does the pendulum have at this point?

Where does the pendulum have 100 J of potential energy?

How many joules of kinetic energy does the pendulum have when it has 100 J of potential energy?

Where does the pendulum have an equal amount of potential and kinetic energy?

How many joules of kinetic energy does the pendulum have at each of these points?

Week 6: Day 4 - Explain & Evaluate

Directions: Complete the following two pages of Explain and then finish Day 4 with the Evaluate: Claim- Evidence -Reasoning. Application Exploration

Instructions: Use a ruler for the dotted line and circle on each drawing. 1. Draw and label all the points of maximum potential energy on the pendulum. 2. Draw and label all the points of 50 percent potential energy on the pendulum. 3. Draw and label the point of maximum kinetic energy on the pendulum.

Create Your Own Demonstration:

With a tennis ball and two different height settings, brainstorm and then write out how you would demonstrate maximum potential energy and how you will demonstrate where it becomes maximum kinetic energy.

Draw a sketch below of what you think will occur.

Potential Energy Post-Reading

Ski Slope Engineering: The engineer that designed this ski slope made the first hill, the starting point, the highest part of the mountain. Why did the engineer do this?

Ski Application:

1. Which point represents maximum potential energy? 2. Which point represents potential energy at 0 joules? 3. Which point represents potential energy at 50 percent? 4. Which point represents maximum kinetic energy?

The picture to the left does not involve height, but it does illustrate a maximum potential energy point. Can you explain where the maximum potential energy point is and why?

Science Distance Learning Plan

Week 6: Day 4 – Evaluate: Claim-Evidence-Reasoning

Scenario In a pinball machine, a ball, usually steel, moves through a game board. The object of the game is to keep the ball in play to gain as many points as possible before the ball falls through the hole at the bottom. To begin the game, you pull back a lever with a spring and shoot the ball onto the board. Typically, the farther you pull back the spring, the farther and faster the ball goes. Also, there are pieces called flippers that you can manipulate to try to keep the ball from falling into the hole.

External Data

Prompt Write a scientific explanation that explains when the roller coaster has the most kinetic energy.

Claim:

Evidence:

District of Columbia Public Schools | SY 2019-2020

Science Distance Learning Plan

Reasoning:

District of Columbia Public Schools | SY 2019-2020

8th Grade U.S. History Distance Learning Plan: Week 6 Why change American society? Dear students and families,

We hope you are continuing to stay safe and healthy while we engage in distance learning. Over the Student two weeks, you will have the opportunity to learn about reform movements before the Civil War Directions so that you can answer the question – Why change American society? The table below outlines the sources and tasks you should complete each day and the pages in the packet to find the materials you will need to complete each task. 8.10.3: Identify the various leaders of the abolitionist movement (e.g., John Quincy Adams…John Brown, Harriet Tubman; Theodore Weld; William Lloyd Garrison; Frederick Douglass; Martin Delany, and Sojourner Truth). Learning 8.8.4: Trace the development of slavery; its effects on black Americans and on the region’s political, social, Standards religious, economic, and cultural development; and the strategies that were tried to both overturn and preserve it. 8.7.8: Explain the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Sojourner Truth, Maria Stewart, Margaret Fuller, Lucretia Mott, and Susan B. Anthony).

Week 6 (This Week) Supporting Question 1: Why was there a need for social reform? Day Sources/Tasks Pages Read Source A: The Need for Social Reform and write a summary paragraph that explains how 1 3-4 industrialization impacted society and life. Supporting Question 2: Who desired change? Day Sources/Tasks Pages Read and review Source B: Declaration of Sentiments, Source C: Nat Turner, Source D: The Spread 2 of Slavery and Cotton and Source E: Slave Rebellions and Resistance Sources to complete the 5-8 questions that follow. Read and annotate Source F: Abolitionist Movement Timeline (1828-1859) and Source G: 3 9-12 Abolitionist Primary Sources and complete questions that follow. Supporting Question 3: Who was John Brown, and how did he justify his actions toward abolishing slavery? Read and annotate Source H: John Brown Primary and Secondary Documents and answer the 4 13-15 evaluation questions that follow. Week 7 (Next Week) Supporting Question 3: Who was John Brown, and how did he justify his actions toward abolishing slavery? (continued) Day Sources/Tasks Pages Closely read Source I: John Brown’s Last Speech and answer the analysis questions. You are 5 encouraged to read the text multiple times in order to understand what the text says, how the text n/a works, and what the text means. Supporting Question 4: Were John Brown’s actions justifiable? Complete the reflection prompts about John Brown based on your learning from the past few days. 6 n/a Use Source H and Source I, as needed. Performance Task: Why change American society? Day Sources/Tasks Pages Create a protest song, poem or rap about when and why we should attempt to change American 7-8 society and what we, as citizens, should do during times of moral crisis. After writing your n/a song/poem/rap, you may wish to use your phone to film your work.

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Supporting Question 1 – Day 1 Read Source A: The Need for Social Reform and write a summary paragraph Directions summary paragraph of Source A. Featured Source Source A: The Need for Social Reform Watch Slavery and Women’s Rights video from the Discovery Education Digital Extension Techbook.

Source A: The Need for Social Reform The industrialization that took place in the early 1800s brought big changes to the United States. The urban population of the nation increased as young men and women from the countryside moved to the cities to work in factories. There, immigrants primarily from northern and western Europe looking for jobs and a better life in America joined them.

In 1800, the population of New York City, the largest urban center in the United States at the time, was just over 60,000. By 1830, that number had leaped to more than 300,000. New York was not the only place that was expanding. From 1800 to 1840, the total population of the country increased from 2 million to 17 million people. Urban growth led to overcrowded, dangerous, and unsanitary living conditions for the working class. Factory work required long days in unhealthy and dangerous conditions. As a result, several earlier labor movements called for improving such working conditions. One movement called for limiting the working day. In some cases, workers might spend up to 12 hours on the job. In 1835, workers went on strike in Philadelphia, Pennsylvania, to demand a 10-hour workday. In 1847, New Hampshire enacted the first state law for the 10- hour-day.

Men and women workers alike also started to demand higher wages, and as a result, many labor unions started to emerge. In Lynn, Massachusetts, for example, female shoe-binders formed an alliance in 1833 and demanded higher pay. Drawing on the Declaration of Independence and Constitution, these women proclaimed that “Women as well as men have certain inalienable rights, among which is the right at all times of peaceably assembling to consult upon the common good.” As industrialization progressed during the middle of the 1800s, working conditions somewhat improved and, in some instances, wages increased. However, there were still many new challenges due to technological innovations and continually changing patterns of migration and urban growth.

Around the turn of the century, a religious movement called the Second Great Awakening helped shift attention to the social problems associated with urbanization and industrialization. Because of low attendance at church services and declining religious convictions, many religious faiths held revivals to re-emphasize peoples’ dependence on God. During the Second Great Awakening, these revivals expanded across the nation, serving as an opportunity to hear the word of God. They also were social gatherings in which concerned citizens discussed faith-based solutions to problems in their communities. Charles Finney, a Presbyterian theologian and president of Oberlin College, organized many of the revivals. Finney encouraged women to participate and hoped his revivals would spark reform efforts around the country

Many problems associated with industrialization primarily affected the North, which was much more industrialized and urban than other regions of the country. But Americans from all walks of life—women and men, North and South, African American and white alike—got involved with social reform, the effort to improve social institutions. These reformers wanted changes that would raise the quality of life for other members of society. Page 3

Challenging Slavery Antislavery movements existed in the United States since the end of the 1700s. Still, the abolitionist movement, or movement to end slavery, was different. These new abolitionists called for an end to slavery with the immediate emancipation of all enslaved people. Emancipation means “letting people be free.” They also did not believe that the enslaved people’s owners should be paid for the loss of their “property.” The new wave of abolitionists saw slavery as wrong on many different levels. Slavery was illegal because it went against the rights for all men in the Declaration of Independence. They also believed it was sinful for man to act above other people. They felt that slavery encouraged immoral behavior in owners of enslaved people. They also felt it destroyed the institutions of marriage and family. Enslaved children, wives, and husbands were bought and sold separately. Abolitionists asked for slavery to end. They ran for government office. They also wrote articles against slavery. These were published in both the North and South.

Rights for Women At the beginning of the 1800s, women had a great many duties at home and in the church, but they had very little political or economic power. They were not allowed to vote, they had no access to colleges and universities, they could not hold any form of government office, and they had few professional opportunities for work. Married women were seen as dependent on and under the control of their husbands. They were unable to own property or make any sort of legal contracts, and in the case of a separation or divorce, the father retained custody of the children. As the 1800s progressed, however, more women became empowered.

As women joined the ranks of the social reformers, working for the benefit of others, they began to see the need for reform and equality for themselves as well. The fight for women’s rights began mainly with the abolitionist movement. In the 1830s, many women were involved with the fight against slavery. More than 100 all-female antislavery organizations had been formed by the mid-1830s, and women were working hard behind the scenes to circulate petitions, edit antislavery articles, and help organize conventions.

Source: Discovery Education Techbook: United States History (Prehistory – Reconstruction)

Supporting Question 1 – Day 1 Directions Write a one-paragraph summary of Source A: The Need for Social Reform.

STUDENT RESPONSE

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Supporting Question 2 – Day 2 Read and review Source B, Source C, Source D and Source E and complete the questions Directions that follow. Source B: Declaration of Sentiments Source C: Nat Turner Featured Source Source D: The Spread of Slavery and Cotton Source E: Slave Rebellions and Resistance

Background: Throughout this school year, you’ve learned about how early American society was highly influenced by the institution of slavery and the exclusion of rights for many. The following sources present historical artifacts and analysis that address the question “Who desired change?”. As an important final note, the topic of slavery may bring up many types of emotional responses. It is important to talk through our emotions with people we trust – such as members of our families, our teachers, and our friends.

Source B: Declaration of Sentiments

Source Background: In 1848, an assembly of women who had been excluded from the World Anti-Slavery Convention in London eight years earlier gathered in Seneca Falls, New York, the home of Elizabeth Cady Stanton. Modeling her declaration closely on the Declaration of Independence.

“We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed. Whenever any form of government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution of a new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to affect their safety and happiness.

…Governments long established should not be changed for light … causes; and accordingly, all experience hath shown that mankind are more disposed to suffer. while evils are sufferable, then to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object, evinces a design to reduce them under absolute despotism, it is their duty to throw off such government. The history of mankind is a history of repeated injuries … on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world.

He has never permitted her to exercise her right to the elective franchise. He has compelled her to submit to laws, in the formation of which she had no voice. He has withheld from her rights which are given to the most ignorant and degraded men—both natives and foreigners. He has made her, if married, in the eye of the law, civilly dead. He has taken from her all right in property, even to the wages she earns. In marriage, she is compelled to promise obedience to her husband, he becomes, to all intents and purposes, her master—the law giving him power to deprive her of her liberty, and to administer chastisement. After depriving her of all rights as a married woman, if single, and the owner of property, he has taxed her to support a government which recognizes her only when her property can be made profitable to it. He has denied her the facilities for obtaining a thorough education, all colleges being closed against her.

Now, in view of this entire disfranchisement of one-half the people of this country… we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of the United States.

Source: Elizabeth Cady Stanton, 1848

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Document C: Nat Turner Nathanial “Nat” Turner (1800-1831) was an enslaved man who led the only effective, sustained slave rebellion (August 1831) in U.S. history. Spreading terror throughout the white South, his action set off a new wave of oppressive legislation prohibiting the education, movement, and assembly of enslaved people and stiffened proslavery, anti-abolitionist convictions that persisted in that region until the American Civil War (1861–65).

He was born on the Virginia plantation of Benjamin Turner, who allowed him to be instructed in reading, writing, and religion. Sold three times in his childhood and hired out to John Travis (1820s), he became a fiery preacher and leader of enslaved Africans on Benjamin Turner’s plantation and in his Southampton County neighborhood, claiming that he was chosen by God to lead them from bondage.

An insurrection was planned, aborted, and rescheduled for August 21,1831, when he and six others killed the Travis family, managed to secure arms and horses, and enlisted about 75 other enslaved people in a disorganized insurrection that resulted in the murder of 51 white people.

Afterwards, Turner hid nearby successfully for six weeks until his discovery, conviction, and hanging at Jerusalem, Virginia, along with 16 of his followers. In confessions that were narrated to southern lawyer Thomas R. Gray after his capture on October 30, 1831, and published for his trial, Nat Turner is reported to have said

“I heard a loud noise in the heavens, and the Spirit was loosened, and Christ had laid down the yoke he had borne for the sins of men, and that I should take it on and fight against the Serpent [slave-holders], for the time was fast approaching when the first should be last and the last should be first.”

Source: History.com and The Confessions of Nat Turner, 1831. The text has been edited for length and clarity.

Source D: The Spread of Slavery and Cotton

Spread of Cotton and Slavery Map (1860). Source: Mapping History, University of Oregon

Source E: Slave Rebellions and Resistance Since enslaved people outnumbered white people in the South, generations of whites lived in constant fear of slave uprisings. Organized revolts against slavery… made a strong impression. These incidents dated back to colonial times. In 1739, for example, a large uprising in South Carolina called the Stono Rebellion resulted in 60 deaths. Afterwards, colonial officials enforced strict restrictions on African Americans. Nearly a century

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later, Denmark Vesey was enslaved to a Charleston, South Carolina, slave trader and planter. Vesey purchased his freedom and became a preacher. He began organizing a revolt and was thought to have as many as 9,000 African Americans ready for an uprising. Before the revolt could begin, he was caught, and in 1822, he and 35 of his followers were hanged.

Some who escaped, such as Harriet Tubman, returned and helped others escape to freedom on the Underground Railroad, a system of escape routes and safehouses secretly operated by free people. Frederick Douglass escaped slavery and later worked hard for abolition through his writing and speeches.

In 1831, Nat Turner led a revolt in Virginia that killed more than 60 people, including Turner’s owner and family. In retaliation, slave owners attempting to put down the revolt killed more than 100 enslaved people, many of whom were not involved in the uprising. Following Turner’s revolt, Virginia and other states passed restrictive laws to further limit what enslaved people could do. Nat Turner’s rebellion also frightened many white people into believing that slavery was the only effective way to control the African American population.

Source: Discovery Education Techbook: United States History (Prehistory – Reconstruction)

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Supporting Question 2 – Day 2 Complete the questions below using information you learned by reading Source Directions B, Source C, Source D and Source E.

1. How do the primary and secondary excerpts above compare and contrast to one another?

2. What do you think activists like Elizabeth Cady Stanton and Nat Turner were trying to accomplish through their actions?

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Supporting Question 2 – Day 3 Read and annotate Source F: Reform Movement Timeline (1828-1859) and Directions complete questions that follow. Featured Source Source F: Reform Movement Timeline Digital Extension Watch Antislavery Movement video, from the Discovery Education Techbook.

Source F: Reform Movement Timeline (1828-1859) Date Event Context 1828 • New York State abolishes slavery. • David Walker’s Appeal Walker calls for the immediate abolition of 1829 slavery and equal rights for Black people. • William Lloyd Garrison publishes The For more on Nat Turner, see Source B. 1831 Liberator • Nat Turner Slave Rebellion 1833 • American Anti-Slavery Society formed • Horace Mann is elected to the Horace Mann becomes known as a leader of 1837 Massachusetts Legislature the Common School Movement and the fight for public education • Abolitionist Elijah Lovejoy is murdered Minister shot and killed by a pro- 1837 slavery mob in Alton, Illinois. • Frederick Douglass escapes slavery and 1838 becomes active in the abolitionist cause. • Formation of the Liberty Party which ran The Liberty Party was a political party that 1840 presidential candidates in 1840 and 1844 wanted to end slavery. • Dorothea Dix makes made a speech to The speech was designed to advocate for 1843 Massachusetts Legislature better treatment of the mentally challenged 1845 • Frederick Douglass publishes memoir. • Wilmot Proviso is passed in the House, but Attempts to prohibit slavery in any territory 1846 defeated in the Senate. taken from Mexico, • Frederick Douglass begins publication of The 1847 North Star • Seneca Falls Convention Considered the first women’s rights 1848 convention and beginning of the suffragist movement • Compromise of 1850 Compromise of 1850 admits California as a • Passage of Fugitive Slave Act free state. 1850 Fugitive Slave Act required enslaved persons who escaped to the North to be returned to their owners. • Martin Delany publishes The Condition, Martin Delany was a contemporary of Elevation, Emigration and Destiny of Colored Frederick Douglass People in the United States 1852

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Date Event Context • Abolitionist Harriet Beecher Stowe publishes Note: Weeks 1-3 of Distance Learning 1852 Uncle Tom’s Cabin focused on this text. • Passage of Kansas-Nebraska Act which Popular Sovereignty allows voters within a determines the status of slavery in these state to decide if slavery would be legal; two territories according to the principle of important to note is that voting rights were 1854 “popular sovereignty.” only held by white men. • “Bleeding Kansas” Bleeding Kansas was a series of violent • Formation of anti-slavery Republican Party. confrontations between 1854 and 1861. • Supreme Court decides case of Dred Scott v. In this decision, Dred Scott was required to 1857 Sandford. remain a slave, even after his master moved from a slave state to a free territory. • Abolitionist John Brown’s raid at the federal Note: Day 4, 5, and 6 will focus on the 1859 arsenal in Harper’s Ferry, Virginia. actions of John Brown.

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Supporting Question 2 – Day 3 Read and annotate Source G: Reformer Primary Sources and complete questions Directions that follow. Featured Source Source G: Reformer Primary Sources

Document 1: Ain’t I A Woman Born into slavery in 1797, Isabella Baumfree, who later changed her name to Sojourner Truth, would become one of the most powerful advocates for human rights in the nineteenth century…In 1827, after her master failed to honor his promise to free her or to uphold the New York Anti-Slavery Law of 1827, Isabella ran away, or, as she later informed her master, “I did not run away, I walked away by daylight….” After experiencing a religious conversion, Isabella became an itinerant preacher and in 1843 changed her name to Sojourner Truth. During this period she became involved in the growing antislavery movement, and by the 1850s she was involved in the woman’s rights movement as well. At the 1851 Women’s Rights Convention held in Akron, Ohio, Sojourner Truth delivered what is now recognized as one of the most famous abolitionist and women’s rights speeches in American history:

“Well, children, where there is so much racket there must be something out of kilter. I think that ‘twixt the negroes of the South and the women at the North, all talking about rights, the white men will be in a fix pretty soon. But what’s all this here talking about? That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain’t I a woman? I could work as much and eat as much as a man – when I could get it – and bear the lash as well! And ain’t I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother’s grief, none but Jesus heard me! And ain’t I a woman?

Then they talk about this thing in the head; what’s this they call it? [member of audience whispers, “intellect”] That’s it, honey. What’s that got to do with women’s rights or negroes’ rights? If my cup won’t hold but a pint, and yours holds a quart, wouldn’t you be mean not to let me have my little half measure full? Then that little man in black there, he says women can’t have as much rights as men, ‘cause Christ wasn’t a woman! Where did your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing to do with Him. If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to be able to turn it back, and get it right side up again! And now they is asking to do it, the men better let them.

Obliged to you for hearing me, and now old Sojourner ain’t got nothing more to say.”

Source: Sojourner Truth, 1851.

Document 2: Narrative of the Life of Frederick Douglass In the early part of the year 1838, I became quite restless. It is impossible for me to describe my feelings as the time of my contemplated start drew near. I had a number of warmhearted friends—friends that I loved almost as I did my life—and the thought of being separated from them forever was painful beyond expression. It is my opinion that thousands would have escaped from slavery but for the strong cords of affection that bound them to their friends.

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The thought of leaving my friends was decidedly the most painful thought with which I had to contend. The love of them was my tender point, and shook my decision more than all things else. Besides the pain of separation, the fear of failure haunted me. I had already failed one time. I felt sure that if I failed in this attempt, my case would be a hopeless one—that I would surely remain a slave forever. The wretchedness of slavery, and the blessedness of freedom, were perpetually before me. It was life and death with me. But I remained firm, and, according to my resolution, on the third day of September 1838, I left my chains. I succeeded in reaching New York without the slightest interruption of any kind. I have been frequently asked how I felt when I found myself in a free State. I have never been able to answer the question with any satisfaction to myself. I can only say that it was a moment of the highest excitement ever experienced.

I cannot tell you how or who was kind enough to help me, as this information might be used against those who may attempt freedom later. But I settled in New Bedford with my wife (who was already free), where I have lived with a pleasure never known before. Here, people are far wealthier than any plantation owner— they are rich with freedom. Until I die, I will strive for the abolition of slavery and the freedom of all my brethren.

Source: Frederick Douglass, excerpt from his memoir, Narrative of the Life of Frederick Douglass

Directions Complete the questions below using Source F and Source G.

1. Describe the different ways reformists worked to change society during the 1820s-1850s.

2. What was motivating abolitionists and women reformists, like Sojourner Truth and Frederick Douglass, to speak out about the injustices of society?

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Supporting Question 3 – Day 4 Read and annotate Source H: John Brown Primary and Secondary Documents Directions and answer the evaluation questions that follow. Featured Source Source H: John Brown Primary and Secondary Documents Watch John Brown’s Raid on Harpers Ferry video from Discovery Education Digital Extension Techbook.

Source Background: According to Source H, in 1859 abolitionist John Brown’s led an anti-slavery raid at the federal arsenal in Harper’s Ferry, Virginia. Source H will provide you with more context about John Brown’s life, his work as an abolitionist in Kansas during the 1850s and the raid itself at Harper’s Ferry.

Source H: John Brown Primary and Secondary Documents Document 1: Brown’s father, Owen Brown, was a strict Calvinist who raised his children to hate the institution of slavery. At the age of twelve John met a man who owned a slave. The man treated John well, but he beat the slave with an iron shovel in front of John. This experience haunted John and strengthened his hatred of slavery. Twenty-five years later, John Brown made a public vow to end slavery.

Document 2: Brown moved to the black community of North Elba, New York, in 1849. The community had been established thanks to the philanthropy of Gerrit Smith, who donated tracts of at least 50 acres to black families willing to clear and farm the land. Brown, knowing that many of the families were finding life in this isolated area difficult, offered to establish his own farm there as well, in order to lead the blacks by his example and to act as a "kind father to them."

Document 3: Brown did not emerge as a figure of major significance until 1855 after he followed five of his sons to the Kansas territory. There, he became the leader of antislavery guerillas (rebels) and fought a proslavery attack against the antislavery town of Lawrence. The following year, in retribution for another attack, Brown went to a proslavery town and brutally killed five of its settlers. Brown and his sons would continue to fight in the territory and in Missouri for the rest of the year.

Document 4: A letter written to John Brown by Mahala Doyle, mother and wife of two men killed in his attack in 1855 “John Brown Sir, Although vengeance (sic) is not mine, I confess, that I do feel gratified to hear that you ware stopped in your fiendish career at Harper’s Ferry, with the loss of your two sons, you can now appreciate my distress, in Kansas, when you then and there entered my house at midnight and arrested my husband and two boys and took them out of the yard and in cold blood shot them dead in my hearing, you can’t say you done it to free our slaves, we had none and never expected to own one, but has only made me a poor disconsolate (unhappy) widow with helpless children while I feel for your folly. I do hope & trust that you will meet your just reward. O how it pained my Heart to hear the dying groans of my Husband and children if this scrawl give you any consolation you are welcome to it. My son John Doyle whose life I begged of (you) is now grown up and is very desirous to be at Charleston on the day of your execution (and) would certainly be there if his means would permit it, that he might adjust the rope around your neck if… wise would permit it.”

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Document 5:

The first report of the raid at Harpers Ferry announced that 250 white abolitionists and a "gang of negroes," all of whom were armed, had control of the Virginia town -- a far cry from the 22 men who actually took part in the raid.

Brown and his men would capture 60 men and hold them as hostages. This image depicts a few of the hostages.

Document 6: On October 18, 1859, John Brown led an attack on the federal arsenal at Harpers Ferry, Virginia, in an attempt to start a slave uprising. Federal troops overwhelmed Brown and his twenty-man army. He was wounded, caught, tried, found guilty of treason, and hanged on December 2, 1859. The following are the last words he wrote before his death.

2 December 1859 Charleston, VA I John Brown am quite certain that the crimes of this guilty land; will never be purged away; but with Blood. I had as I now think: vainly flattered myself that without very much bloodshed; it might be done.”

Document 7: John Brown led an attack on the federal arsenal at Harpers Ferry, Virginia, on October 18, 1859, as part of a plan to start a slave uprising. He was wounded, caught, tried, found guilty of treason, and hanged on December 2, 1859. The raid prompted the Richmond Enquirer to state that, "[the] invasion has advanced the cause of disunion more than any other event that has happened since the formation of [our] government."

Document 8: Dangerfield Newby, a strong, 6'2" African American, was the first of Brown's men to die in the fighting at Harpers Ferry. Born a slave in 1815 but later freed by his white, Scottish father, Newby married a slave who was still in bondage in Virginia. A letter found on his dead body revealed his motive for joining Brown. . .

“Dear Husband: I want you to buy me as soon as possible, for if you do not get me somebody else will. The servants are very disagreeable; they do all they can to set my mistress against me. Dear Husband, . . . the last two years have been like a troubled dream to me. It is said Master is in want of money. If so, I know not what time he may sell me, and then all my bright hopes of the future are blasted, for there has been one bright hope to cheer me in all my troubles, that is to be with you, for if I thought I should never see you, this earth would have no charms for me. Do all you can for me, which I have no doubt you will. I want to see you so much.” Note: Newby's wife was sold after the raid and moved farther to the south.

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Supporting Question 3 – Day 4 Answer the evaluation questions using Source H: John Brown Primary and Directions Secondary Documents

1. Who was John Brown and what was his mission regarding slavery? How did his early life help to form his mission?

2. Based on this information, what did John Brown think was his moral obligation in this time of great crisis?

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Middle School General Music – Distance Learning – Week 6 Overview The following four weeks are based on the Cornerstone Unit: Alternative Sound Production, extended and reinforced for home study. Throughout the next four weeks, you will identify, define, and experiment with household items that are repurposed into instruments. As you discover the properties of an instrument, you will identify specific locations within your environment that can be used for performance. Your product will include a composition created specifically for this instrument and location. Task 1 Define music in the space below. Questions to consider: What is music? Can random sounds or noises be music? What makes music different than the sound of a passing car or the hum of a plane overhead?

What is an instrument? What characteristics or qualities turn random objects into instruments? Use the space below to identify three things that make something an instrument.

Optional Viewing: STOMP Task 2 Look around your home. What items can be used as an instrument? Collect 3 items that can be used as an instrument. Fill out the chart below.

Item How do you make a sound on this instrument? Try to play the rhythm below on this instrument

Task 3 Create a rhythmic composition below for your first-choice instrument from Task 3. There is no need to follow traditional notation. Be sure to fill in each box. [Optional: send a recording to your teacher’s email]

Positive/Negative (6-8)

Week 6 is a start of a new set of units. The activities described below should be spread out throughout the week, but you can decide how best to organize your work. The time per day or week will depend on the materials used and draft process. Parents or guardians should guide and assist the students to obtain different objects to complete the tasks

Summary: Students will study the techniques of creating negative space art. This will develop into students creating negative space trading cards. Artist trading cards are small and accessible way to share your art with others. Students will trade their cards virtually or via mail to their classmates.

Week 6- positive vs negative space Week 7- further develop positive/negative space skills Week 8- Artist trading cards introduction Week 9 -Final project artist trading cards

Week 6: Positive Versus Negative Space Positive space refers to the main focus of a picture, while negative space refers to the background. When used in art, positive and negative space together can tell a story using visual composition alone. Look at the image below, do you see the two pictures? The black is a chalice, and the white are two faces.

Positive/Negative (6-8)

Now you will practice creating your own negative space image: 1. Grab a small to medium size object that you can draw with comfort. An example here is a pair of scissors. 2. Draw the outline of the scissors, then draw a line half way down your drawing. 3. On one half you will fill in the positive space of your item and on the other half fill in the background around the item, highlighting the negative space. 4. Look at your image and identify how the positive and negative space change the look of the image

Positive/Negative (6-8)

Art: You can use this space or create your work.

Subject: Health Title: Nutrition Grade: 6-8

Standards 6-8 6-8.5.3.8 Access valid sources of nutrition information online. 5.3.8

6-8.5.1.1 Differentiate amongst portion size, serving size, and recommended amounts of each 5.1.1 food group using the USDA food guidance (e.g., MyPlate) system for different age groups.

5.8.17 Demonstrate effective ways to influence, promote, and support positive health behaviors 5.8.17 (e.g., supporting others to choose healthy food).

Essential Question What is the relationship between nutrition and personal health?

Rationale Healthy behaviors are the primary contributor to one’s overall health. Ensuring that students have the knowledge and skills to maintain a healthy diet can improve overall health and prevent chronic disease such as diabetes, hypertension and obesity.

Task You have been hired as the new chef for a weight loss program for teens. You have been assigned the following clients: • A 14 year old male who is 5’8” and weighs 170 pounds. Although he plays basketball and exercises regularly, he was recently diagnosed with diabetes. • A 14 year old female who is 5’3” and weighs 140 pounds. She is sedentary. You have been asked to do the following: 1. Use https://www.nhlbi.nih.gov/health/educational/lose_wt/BMI/bmicalc.htm to calculate the BMI for each client. What does this mean? 2. Go to www.choosemyplate.gov to determine the dietary needs for each client. How many calories per day are needed? How many servings of each food group are needed? Menu choices should include foods that are nutrient dense and high in fiber. 3. What other factors need to be considered for each client? Why? 4. Use the information from your research to develop a 3-day meal plan for each client. Summarize why you made the food choices in the meal plan.

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

7th Grade: Nutrition

Assessment The following rubric provides a tool for assessment of student performance

Standard Exceeds Expectation Meets Expectation Needs Improvement 6-8.5.1.1 Differentiate The nutrition plan meets The nutrition plan meets The nutrition plan does amongst portion size, the recommended the recommended not meet the serving size, and dietary needs for each dietary needs for each recommended dietary recommended client and explains why client. The meal plan needs for one or more amounts of each food foods were included in includes nutrient dense clients. The project does group using the USDA the meal plan. and high-fiber foods and not include nutrient food guidance (e.g., The meal plan includes describes the benefits of dense or high-fiber foods MyPlate) system for nutrient dense and high- including them. or describe the benefits different age groups. fiber foods and explains of including high-fiber 5.8.17 Demonstrate the importance of foods. effective ways to including them. influence, promote, and support positive health behaviors (e.g., supporting others to choose healthy food).

6-8.5.3.8 Access valid The project examines the The project examines the The project does not sources of nutrition relationship between relationship between examine relationship information online. nutrition and the nutrition and the between nutrition and prevention, treatment or prevention, treatment or the prevention, promotion of diseases. promotion of diseases. treatment or promotion The project justifies food Food choices are of diseases. Food choices choices based on caloric appropriate based upon are not appropriate needs and other health caloric and other health based upon caloric or issues. needs. other health needs.

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Boot Camp 6-8

Subject: Physical Education Title: Boot Camp Grade: PE

Standards Participates in a variety of aerobic fitness activities. (S3.M3.6) S3.M3 Participates in a variety of strength and endurance fitness activities. (S3.M3.7) Participates in a variety of self-selected aerobic-fitness activities outside of school. (S3.M3.8) Describes how being physically active leads to a healthy body. (S5.M1.6) S5.M1 Identifies different types of physical activities and describes how each exerts a positive effect on health. (S5.M1.7) Identifies the 5 components of health-related fitness and explains the connections between fitness and overall physical and mental health. (S5.M1.8)

Essential Question

How can I improve my physical health at home?

Rationale While students are required to stay at home, it's important that children have a healthy, active lifestyle in their early ages which will also benefit them from when they grow into an adult. A “boot camp” is a great way to challenge yourself physically using a fitness circuit format.

Tasks Create a boot camp fitness circuit. 1. Determine two areas of health-related fitness you would like to work on (muscular endurance, cardiovascular endurance, muscular strength, flexibility). 2. Determine five exercises that you can perform for at least 30 seconds for each of the two health related fitness areas. For example, if you chose cardiovascular endurance you could choose to do the following; jogging in place, jump rope, jumping jacks, climbing stairs and burpees. 3. Find at least 2 separate spaces in your home where you can safely perform each of the exercises. 4. You want to move from station to station performing all 10 of your exercises for at least 30 seconds with a 10 second rest in between. 5. Begin your workout and see how many circuits you can do. 6. Try creating a different fitness circuit for each of the health -related areas of fitness and perform

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Boot Camp 6-8

them with your family. 7. Answer the following prompt based on your grade level. 6th grade -Describe how being physically active leads to a healthy body. (S5.M1.6) 7th grade -Identify different types of physical activities and describe how each exerts a positive effect on health. 8th grade -Identify the 5 components of health-related fitness and explain the connections between fitness and overall physical and mental health.

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Rubric for Boot Camp fitness circuit and writing prompt

Criteria Exceeds Expectation Meets Expectation Needs Improvement

Circuit Student has developed Student has developed Students circuit does at least 2 fitness a fitness circuit that not address two circuits that addresses addresses 2 areas of separate areas of all 4 health related health-related fitness health-related fitness areas of fitness and has and has at least 5 or the exercises don’t at least 5 exercises for exercises for each area match the area of each area of focus. of focus. health-related fitness.

Presentation Student demonstrates Student engages in the Student engages in the exercises for each fitness circuits for at fitness circuit for only station to a family least 3 rounds. one round or less. member and engages in the fitness circuits for at least 3 rounds.

Writing Prompt Student answers the Student answers the Student does not writing prompt and writing prompt and complete the writing provides 2 examples provides an example prompt accurately. that match each that match each statement that justifies statement that justifies their answer. their answer.

Distance Learning Plan

Middle School Eighth Grade Week 7

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

Course: ELA 8 Unit: 4 Week:7

Secondary ELA Distance Learning Plans

Dear Students and Families,

Text Set 1: Community Text Set 2: Family & Text Set 3: Loneliness & Text Set 4: Connections Text Set 5: Love & Text Set 6: Connections Sacrifice Grief & Belonging Friendship

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Daily Sequence and Goals

Day 1: "Fighter" Day 2: "Fighterl" Day 3: "Those Winter Sundays" Day 4: "The Child's View of Working and "Papa Wakes Up Tired in the Parent" Dark" •Goal: Re-read the text, •Goal: Re-read the text and •Goal: Start with vocabulary •Goal: Reading begins with studying paradox. Analyze study diction and syntax. and then read the text defining key vocabulary. the text for evidence of Then analyze the text for straight through to gain a Start with vocabulary and paradox. Then synthesize then read the text straight author's diction and syntax. general sense of the text, then respond to text- both texts in a discussion and through to gain a general in a written response. sense of the text, then dependent questions. respond to text-dependent questions.

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Distance Learning Week: 7 ELA 8 Unit 4 Community and Connection Description: This week, you’ll read four texts that after reading them you’ll grapple with the culminating questions, Culminating Question: “How does an author use the story of an “How does an author use the story of an individual to connect all of humanity?”. You’ll continue to read 145th Street individual to connect all of humanity? How does the author’s use Shorts as an anchor, but will focus on one short story, The Fighter, then you’ll read a poem, a vignette, and an imagery develop the theme? informational text. All of the texts provide unique perspectives on family, as a foundational unit of any community, and sacrifice. Parents sacrifice themselves for the greater good of the family, both at a cost and a benefit to the unit and the children within. You’ll explore these perspectives and develop a written response to the culminating question. Addressed CCSS: Reading – RL.8.3, RL.8.4, RL.8.5, RI.8.3, RI.8.5 Writing – W.8.3 Speaking & Listening – SL.8.1 Language – L.8.5.A Text(s): “The Fighter” from 145th Street Stories by Walter Dean Meyers, Those Winter Sundays” by Robert Hayden, “Papa Wakes up Tired in the Dark” from The House on Mango Street by Sandra Cisneros, and “The Child’s View of Working Parent” from Fortune by Cora Daniels Day 1 Day 2 Day 3 Day 4 Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objectives: You will be able to… • Define and explore key vocabulary • Explain how the author uses imagery • Connect visual representations of target • Analyze author’s use of imagery to both words using the Frayer model both create evoke emotion and vocabulary words create evoke emotion and communicate • Analyze the impact of narrative communicate tone in “Fighter” • Create visual representations illustrating tone and the impact that has on the elements used to convey messages • Summarize “Fighter” through an author’s word choice to create images reader about community in “Fighter” expanded sentence • Summarize individual • Explain how an author uses the story of stanzas/paragraphs to deepen an individual to connect/create understanding community. Agenda: Agenda: Agenda: Agenda: 1. Video: ELA 8 Week 6 & 7 Overview 1. Warm Up Quick Write 1. Warm Up Vocabulary 1. Warm Up Quick Write 2. Warm Up Quick Write 2. Video: Unpacking Imagery 2. Read and Respond to “Those Winter 2. Re-Read and Analyze “Those Winter 3. Vocabulary Frayer Model 3. Re-Read and Analyze “Fighter” for Sundays” Sundays” and “Papa Wakes up Tired in 4. Read: “Fighter” Imagery 3. Chart Visualizing Author’s Message the Dark” for Imagery 5. Write Objective Summary 4. Exit Ticket – Sentence Expansion 4. Read and Respond to “Papa Wakes up 3. Read and Respond to “The Child’s View 6. Answer Text Dependent Questions Tired in the Dark” of Working Parent” 7. Chart C-S-P-S 5. Chart Visualizing Author’s Message 4. “Discussion” Tasks 6. Write Objective Summaries 5. Brief Constructed Response 6. Reflection Instructional Videos and/or Digital Resources • ELA 8 Week 6 and 7 Overview* • Imagery, LearnZillion • Read Aloud: “Those Winter Sundays” • Read Aloud: “Papa Wakes up Tired in the Dark” * suggested, if accessible **optional, extension experience Key Vocabulary

Austere Chronic Frantic Autonomy Poignant

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Task List for Community and Connection, Week 7

Directions: The tasks listed below should be completed during the course of this week.

Tasks Cat. Points Due Done Grade

Warm Up Quick Write Practice 10

Vocabulary Frayer Model Practice 50

“Fighter” Objective Summary Assessment 10

“Fighter” TDQs & C|S|P|S Practice 80

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Day 1 Learning Objective: You will be able to… Agenda: Tasks: Videos/Digital Resources: •  Define and explore key vocabulary words 1. Video: ELA 8 Week 6 & 7 Overview Warm Up – Quick Write • ELA 8 Week 6 and 7 Overview* using the Frayer model 2. Warm Up Quick Write  Vocabulary – Frayer Model • Analyze the impact of narrative elements 3. Vocabulary Frayer Model  “Fighter” Text Dependent Questions used to convey messages about community 4. Read: “Fighter”  “Fighter” C-S-P-S Chart in “Fighter” 5. Write Objective Summary  “Fighter” Summary 6. Answer Text Dependent Questions 7. Chart C-S-P-S

Warm Up – Quick Write

Directions: Read and respond to the prompt below. Be sure to read the prompt entirely before beginning to write. Tip: Try to write for 3-5 minutes!

Describe a time when you lied to someone you cared about. Why did you do it? Was it worth it?

District of Columbia Public Schools Page 5 of 37 Course: ELA 8 Unit: 4 Week:7

Use this chart to help you refine your understanding of the vocabulary words: Word Definition Image Word in Context

“You go laying up in some coffin and death is liable to reach out Adj. Having few pleasures; simple Austere and snatch you right away from here!” (p. 4) (“Big Joe’s and harsh Funeral”)

When the rooms were warm, he’d call, / and slowly I would rise Adj. continuing or occurring again and Chronic and dress, / fearing the chronic angers of that house, (“Those again for a long time Winter Sundays”)

A lot of business leaders I talk to think people aren’t going to be adj. having a lot of wild and willing to just get involved in the kind of frantic overwork that Frantic hurried activity so many people do today. (“The Child’s View of Working Parent”)

Generation Xers want more autonomy; they’re less willing to Autonomy n. independence settle for less say in their jobs. (“The Child’s View of Working Parent”)

And they are telling us—and I think this is perhaps one of the most poignant findings of the study— “If we act as if we don’t Poignant adj. emotionally moving; touching want to talk, we may not know just how to tell you that we want to talk, but we really do. (“The Child’s View of Working Parent”)

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Key Vocabulary Austere Chronic Frantic Autonomy Poignant

austere

Sentence Real World Examples

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Definition (in your own words) Traits/Characteristics Definition (in your own words) Traits/Characteristics

chronic frantic

Sentence Real World Examples Sentence Real World Examples

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Definition (in your own words) Traits/Characteristics Definition (in your own words) Traits/Characteristics

autonomy poignant

Sentence Real World Examples Sentence Real World Examples

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145th Street Shorts by Walter Dean Meyers “Fighter” Directions: Read the text below, “Fighter”, straight through for enjoyment. As you read, consider how one father sacrifices his physical and emotional health for his family. When you’re finished reading, respond to the text-dependent questions that follow, returning to the text to develop thorough responses. Text

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Objective Summary: “The Fighter” Directions: Write an objective summary, using the strategy described above, of “The Fighter”.

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145th Street Shorts by Walter Dean Meyers “Fighter” Directions: After reading “Fighter”, respond to the text-dependent questions below. Likely, you’ll need to return to the text to develop thorough responses.

1. What details on page 30 show Billy’s nervousness about the fight? Why does he still proceed to the fight despite his nervousness?

2. What is the significance of the lines “It was too cold to be out playing a saxophone, but Billy guessed the guy was dealing with demons that need to hear a tune? You did what you had to do, he thought”? (p. 28)

3. What does the author reveal about Billy using the narrative structure of flashback?

4. Which images and details on pages 35-36 reveal the danger of the fight between Billy and Vegas?

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“Fighter”: Character | Setting | Problem | Solution (CSPS) Directions: After reading “Fighter” analyze the impact of the elements included in the story by completing the following graphic organizer. Setting Character Problem Solution Where is the character? When does the Who is the main character? What is What obstacles or challenges does the Is the problem resolved? How does the story take place? Has time passed? How he/she doing, saying, thinking, or feeling? character face? character attempt to solve the problem? do you know? 1a) Character: Who is the main character? What is he/she doing, saying, 2a) Setting: Where is the character? When does the story take place? thinking, or feeling? ______2b) Evidence from the text: 1b) Evidence from the text: ______3a) Problem #1: What obstacles or challenges does the character face? 4a) Solution #1: Is the problem resolved? How does the character attempt to ______solve the problem? ______

3b) Problem #2: What obstacles or challenges does the character face? 4b) Solution #2: Is the problem resolved? How does the character attempt to ______solve the problem? ______

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Day 2

Learning Objective: You will be able to… Agenda: Tasks: Videos/Digital Resources: • Explain how the author uses imagery both 1. Warm Up Quick Write  Warm Up – Quick Write • Imagery* create evoke emotion and communicate tone 2. Video: Unpacking Imagery  “Fighter” Imagery and Theme in “Fighter” 3. Re-Read and Analyze “Fighter” for  Exit Ticket – Sentence Expansion • Summarize “Fighter” through an expanded Imagery sentence 4. Exit Ticket – Sentence Expansion

* suggested, if accessible **optional, extension experience

Warm Up – Quick Write

Directions: Read and respond to the prompt below. Tip: Try to write for 3-5 minutes!

Return to “Fighter” and the summary you wrote. What lesson does the author convey about family sacrifice?

What are you feeling after having read this short story? Who, in your family, has made similar sacrifices? How have those sacrifices impacted you?

District of Columbia Public Schools Page 19 of 37 Course: ELA 8 Unit: 4 Week:7

Noticing Author’s Word Choice: Imagery and Theme Directions: Return to the excerpt from 145th Street Shorts, “Fighter” and notice how Meyers uses word choice, specifically imagery, to impact the reader and contribute to the overall theme. Consider: How does the author’s use of imagery develop the theme? Locate 3-5 examples from the text to analyze. WORD CHOICE Imagery Theme Write the line from the text that What words does the author use to What is the author expressing What does this reveal about the reveal imagery. reveal imagery? through this image? author’s purpose? (Hint: Words that contribute to (Hint: Words that contribute to How does it contribute to your imagery appeal to the 5 senses.) imagery appeal to the 5 senses.) understanding of the text?

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Exit Ticket – Sentence Expansion

Complete Response: In 1775, the American colonists rebelled because they felt the British taxed them unfairly.

Sentence Expansion for “Funeral”

Kernel: Billy fought.

Why?

When?

Where?

Expanded Sentence:

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Day 3 Learning Objective: You will be able to… Agenda: Tasks: Videos/Digital Resources: • Connect visual representations of target 1. Warm Up Vocabulary  Vocabulary • Read Aloud: “Those Winter vocabulary words 2. Read and Respond to “Those Winter  “Those Winter Sundays” Text Dependent Sundays” • Sundays” Create visual representations illustrating Questions • Read Aloud: “Papa Wakes up 3. Chart Visualizing Author’s Message author’s word choice to create images  “Papa Wakes Up Tired in the Dark” Text Tired in the Dark” • Summarize individual stanzas/paragraphs to 4. Read and Respond to “Papa Wakes Dependent Questions deepen understanding up Tired in the Dark”  Visualizing the Author’s Message Charts (2) 5. Chart Visualizing Author’s Message  Objective Summary (2) 6. Write Objective Summaries

Warm Up – Vocabulary

Directions: Write the vocabulary word underneath the picture that matches the meaning.

Word: Word: Word: Word: Word:

Explain: Explain: Explain: Explain: Explain:

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“Those Winter Sundays” by Robert Hayden

Text Text Dependent Questions

(1) Sundays too my father got up early 1) Return to stanzas 1 and 2 and analyze the imagery used. and put his clothes on in the blueblack cold, What are 3 images (sensory What is the author expressing What is the effect of the imagery then with cracked hands that ached details) used in stanza 1 and 2? through this image? used in stanzas 1 and 2? from labor in the weekday weather made banked fires blaze. No one ever thanked him.

(2) I’d wake and hear the cold splintering, breaking. When the rooms were warm, he’d call, and slowly I would rise and dress, fearing the chronic angers of that house,

(3) Speaking indifferently to him, who had driven out the cold and polished my good shoes as well. What did I know, what did I know of love’s austere and lonely offices? 2) What is the speaker’s perspective?

3) What makes love “austere and lonely” to the speaker?

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Visualizing the Author’s Message Directions: Reread “Those Winter Sundays”, paying attention the Hayden’s word choice and images created. Then, reading each stanza set closely and deliberately, visualize the images created to describe the subject. You’ll then draw and write a caption (summary) for your image. 2. Read Aloud + Visualize and Summarize Strategy Step 1: Visualize - As you read, pay attention to the images the author Step 2: Summarize - Write a caption for your picture, making sure to include describes. Form a picture or a movie in your mind, then draw a picture! important information about the characters, setting, or subject the speaker describes. Stanzas 1 Stanzas 2 1a) Visualize: What images does the author use to describe the subject? 2a) Visualize: What images does the author use to describe the subject?

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Stanzas 3 1a) Visualize: What images does the author use to describe the subject?

1b) Summarize: Write a caption for your picture. Include information about the character, setting, or subject the speaker describes.

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“Papa Wakes Up Tired in the Dark” from The House on Mango Street by Sandra Cisneros

Text Text Dependent Questions

Your abuelito is dead, Papa says early one morning in 1) What caused the narrator’s Papa grief? my room. Está muerto, and then as if he just heard the news himself, crumples like a coat and cries, my brave Papa cries. I have never seen my Papa cry and don't know what to do.

I know he will have to go away, that he will take a 2) Why does the speaker have to tell her siblings about the death? plane to Mexico, all the uncles and aunts will be there, and they will have a black-and-white photo taken in front of the tomb with flowers shaped like spears in a white vase because this is how they send the dead away in that country.

Because I am the oldest, my father has told me first, and now it is my turn to tell the others. I will have to 3) Reread the second sentence. Identify the contrasting descriptions of the speaker’s father. explain why we can't play. I will have to tell them to be quiet today.

My Papa, his thick hands and thick shoes, who wakes up tired in the dark, who combs his hair with water, drinks his coffee, and is gone before we wake, today is sitting on my bed. 4) The speaker describes her father’s “thick hands and thick shoes.” What does this imagery convey about her father? And I think if my own Papa died what would I do. I hold my Papa in my arms. I hold and hold and hold him.

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Visualizing the Author’s Message Directions: Reread “Papa Wakes Up Tired in the Dark”, paying attention the Cisneros word choice and images created. Then, reading each stanza set closely and deliberately, visualize the images created to describe the subject. You’ll then draw and write a caption (summary) for your image. 2. Read Aloud + Visualize and Summarize Strategy Step 1: Visualize - As you read, pay attention to the images the author Step 2: Summarize - Write a caption for your picture, making sure to include describes. Form a picture or a movie in your mind, then draw a picture! important information about the characters, setting, or subject the speaker describes. Paragraph 1 Paragraph 2 1a) Visualize: What images does the author use to describe the subject? 2a) Visualize: What images does the author use to describe the subject?

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Paragraph 3 Paragraph 4-5 1a) Visualize: What images does the author use to describe the subject? 2a) Visualize: What images does the author use to describe the subject?

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Objective Summary: “Those Winter Sundays” Objective Summary: “Papa Wakes Up Tired in the Dark”

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Day 4

Learning Objectives: You will be able to… Agenda: Tasks: Videos/Digital Resources: • Analyze author’s use of imagery to both 1. Warm Up Quick Write  Warm Up – Quick Write create evoke emotion and communicate 2. Re-Read and Analyze “Those Winter Sundays”  Noticing the Author’s Use of tone and the impact that has on the and “Papa Wakes up Tired in the Dark” for Imagery reader Imagery  “The Child’s View of Working • Explain how an author uses the story of 3. Read and Respond to “The Child’s View of Parent” Text Dependent Questions an individual to connect/create Working Parent”  Discussion Tasks community. 4. “Discussion” Tasks  Brief Constructed Response 5. Brief Constructed Response (Writing) 6. Reflection  Text Set 2 Reflection

Warm Up – Quick Write

Directions: Read and respond to the prompt below.

Summarize the events in “Those Winter Days” and “Papa Wakes Up Tired in the Dark.” What lesson does the author convey about family sacrifice? How are the sacrifices similar?

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Noticing the Author’s Use of Imagery: “Those Winter Sundays” Directions: Return to “Those Winter Sundays” paying close attention to word choice and images created. Then, reading each stanza set closely and deliberately, visualize the images created to describe the subject. You’ll then draw and write a caption (summary) for your image. Write the line from the text that What words does the author use to What is the author expressing What does this reveal about the reveal imagery. reveal imagery? through this image? author’s purpose? (Hint: Words that contribute to • (Hint: Words that contribute to How does it contribute to your imagery appeal to the 5 senses.) imagery appeal to the 5 senses.) understanding of the text?

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Noticing the Author’s Use of Imagery: ““Papa Wakes Up Tired in the Dark”” Directions: Return to “Papa Wakes Up Tired in the Dark” paying close attention to word choice and images created. Then, reading each stanza set closely and deliberately, visualize the images created to describe the subject. You’ll then draw and write a caption (summary) for your image. Write the line from the text that What words does the author use to What is the author expressing What does this reveal about the reveal imagery. reveal imagery? through this image? author’s purpose? (Hint: Words that contribute to • (Hint: Words that contribute to How does it contribute to your imagery appeal to the 5 senses.) imagery appeal to the 5 senses.) understanding of the text?

District of Columbia Public Schools Page 32 of 37 Course: ELA 8 Unit: 4 Week:7

The Child’s View of Working Parent” from Fortune by Cora Daniels

Text Text Dependent Questions

(FORTUNE Magazine) – The image of working parents as jugglers long ago entered the gallery of cultural cliches. We know that balancing work and family life produces stress and guilt, not to mention the uncomfortable conviction that one day your child will cry to a therapist about how the babysitter nursed her through the chicken pox. But what do children really feel about all this? That was the question that Ellen Galinsky, co-founder and president of the Families and Work Institute, set out to answer in her new 1) Why does the author begin the article by book, Ask the Children: What America's Children Really Think About Working Parents. Galinsky surveyed presenting “the image of working parents 1,023 children in the third through 12th grades, as well as 605 employed parents. She had help designing the as jugglers”? questions from her own daughter, Lara, who did one-on-one interviews with children of various backgrounds to find out what issues were important to them. Galinsky made some surprising discoveries. For one thing, children don't seem to mind that their parents work. But they do wish that when their parents were around, they were less tired and stressed. Galinsky found that the amount of time parents (both mothers and fathers) spend with their children does matter, but so does the kind of time. Children who reported that their parents can focus on them when they're together were more likely to feel that their parents were good jugglers. And as Galinsky told Fortune's Cora Daniels in a recent interview, when children have the chicken pox--or any illness--they really do want their parents around.

What did you find when you looked at spillover from family life to work life? We asked parents, "How often have you been in a good mood at work because of your children?" Seventy- 2) How does this idea contribute to the one percent said that they'd been in a good mood either often or very often at work because of their development of the problem-solution children. If you look at the people who say that they've been in a good mood at home because of their work, text structure? it's 37%. In fact, kids really energize us for work.

Do companies need to adopt new policies to help out? People who work more tend to feel more stressed. But the real thing that's powerful is job pressure. You have deadlines that are difficult to meet; you have such a large amount of work, you can never get everything done. So the message to employers is to think about creating a work environment that maximizes people's productivity. We've tended to think of [the main thing] to do with children as helping to provide child care. That's important, but I think that for real return on investment, you need to think about creating an environment that helps people work in a more constructive way.

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3) What types of sacrifices are identified You also recommend that working parents be home when their child is sick. throughout the article? In the early days when I was doing research on this subject, [the conventional wisdom was] that if you provide flexibility, [employees] will take a mile. We followed Johnson & Johnson through a process where it provided more flexibility, and it found that absenteeism went down. If you give people an inch, they give you an inch. If people have the flexibility to take care of family issues, they tend to be there for you when you need them as an employer. Give and take.

What can you tell about the next generation of workers? A lot of business leaders I talk to think people aren't going to be willing to just get involved in the kind 4) How is the impact of the sacrifices of frantic overwork that so many people do today. Children who have seen their parents struggle aren't described throughout the article? going to be willing to do that. Not many people want to work harder than their parents. They might want to work as hard, but they don't want to work harder. People who are managing Generation X already feel there are some differences. Generation Xers want more autonomy; they're less willing to settle for less say in their jobs.

What is the bottom line of what kids are trying to tell us? They're telling us that there is a problem, but it's not that we work, it's how we work. They worry about us. Two-thirds of the kids worried about their parents at least some of the time, and mostly if we were tired and stressed. They often worried about our safety. Will we get to work safely? Will there be an accident? Will something go wrong? They are telling us to be there for them. And they're telling us--and I think this is perhaps one of the most poignant findings of the study--"If we act as if we don't want to talk, we may not know just how to tell you that we want to talk, but we really do. Don't set up the moment for the perfect quality time. Hang out with us, and then we'll warm up to it. And hang in there."

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Discussion Task

1. “The Fighter,” “Those Winter Sundays,” and “Papa Who Wakes Up Tired in the Dark,” all use repetition. All 3 authors use repetition to achieve the same purpose. What does the use of repetition achieve in the texts? (“The Fighter” repetition is on page 36.)

2. Discuss the role of manhood in family presented in these texts. What ideas about family does each father in the 3 fiction texts and the research in the informational text reveal? Use evidence from each text to support your response.

3. The use and condition of hands is evident in all 3 fiction texts. What do the hands symbolize in all 3 fiction texts?

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Brief Constructed Response: “Fighter”, “Those Winter Sundays”, “Papa Wakes Up Tired in the Dark”, and “A Child’s View of Working Parents” Directions: Read the prompt below and, using evidence from each text, develop a thorough response.

How does an author use the story of an individual to connect all of humanity? Briefly discuss how the author’s use imagery develops the theme presented in teach text.

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Text Set 2 Reflection

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

Learning Reflection What did you learn from this text set? How will you use what you’ve learned?

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Family Guidance

Dear Students and Families,

We hope you are safe and healthy while you are out of school and learning from home! In this week’s learning plan, you will wrap up this unit of learning on linear functions and associations in data.

We recommend that you spend 40 – 60 minutes per day working on these tasks, but you can decide how best to organize your work and spread it out across the week.

Week at a Glance

Day 1 Day 2 Day 3 Day 4 Learning Objective: Learning Objective: Learning Objective: Learning Objective: By the end of today’s By the end of today’s By the end of today’s By the end of today’s learning, I will identify the learning, I will find learning, I will review key learning, I will demonstrate same data represented in a associations between two understandings and skills in my understanding of this bar graph, a segmented bar variables by creating and this unit on associations in unit’s statistics concepts and graph, and a two-way table. I analyzing relative frequency data. skills. will also use a two-way tables, bar graphs, and frequency table or relative segmented bar graphs from frequency table to find frequency tables. associations among variables.

Agenda: Agenda: Agenda: Agenda: 1. Opening 1. Opening 1. Opening 1. Opening 2. New Learning 2. New Learning 2. Review 2. Knowledge Check 3. Your Turn 3. Your Turn 4. Exit Ticket 4. Exit Ticket

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

Day One - Looking for Associations

Adapted from Open Up Resources Grade 8 Unit 6 and Eureka Math Grade 8 Module 6 Objective (Adapted from Open Up Resources) By the end of today’s learning, I will identify the same data represented in a bar graph, a segmented bar graph, and a two-way table. I will also use a two-way frequency table or relative frequency table to find associations among variables. Opening Data was collected from a survey of students. They were asked whether they played a sport or not and whether they watched more or less than 1 hour of TV each night. Based on the graph, do you think playing a sport and the amount of time watching TV are related?” Explain your reasoning.

______

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New Learning

To build on your understanding of analyzing numerical data represented in scatter plots, today, you will analyze data in categories, which we call categorical data. We can also look for patterns of association in categorical data.

Vocabulary: two-way table: a two-way table provides a way to compare two categorical variables. It shows one of the variables across the top and the other down one side. Each entry in the table is the frequency or relative frequency of the category shown by the column and row headings.

A study investigates the connection between meditation and the state of mind of athletes before a track meet. This two-way table shows the results of the study.

relative frequency: The relative frequency of a category tells us the proportion at which the category occurs in the data set. It is displayed as a fraction or a percentage of the total number.

For example, there were 21 dogs in the park, some white, some brown, some black, and some multi-color. The table shows the frequency and the relative frequency of each color. The relative frequency can also be expressed as a decimal or a percentage.

segmented bar graph: a segmented bar graph compares two categories within a data set. The whole bar represents all the data within one category. Then, each bar is separated into parts (segments) that show the percentage of each part in the second category.

This segmented bar graph shows the percentage of people in different age groups that do and do not have a cell phone. For example, among people ages 10 to 12, about 40% have a cell phone and 60% do not have a cell phone.

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Example 1: Cell phone ownership data in a two-way table, bar graph, and segmented bar graph Let’s look at specific categorical data displayed in a two-way table, bar graph, and segmented bar graph. The different graphical representations help you see the frequencies and relative frequencies, and you can begin to see whether there is evidence of an association.

has cell does not have In a two-way table, the table shows two variables. You can think of the people who were surveyed either by phone cell phone total age group or by whether they have a cell phone. 10 to 12 years 25 35 60 Let’s read this table together. old Think: 13 to 15 years 40 10 50 1. What does the 25 mean? old 2. What does the 55 mean? 3. How many people are represented in this 16 to 18 years 50 10 60 table? old Answers: 1. 25 people 10 to 12 years old have cell total 115 55 170 phones; 2. 55 of the people who were surveyed do not have a cell phone; 3. 170 people.

Let’s look at a bar graph of the same data and read the graph together. 1. Why do you think this is called a 'bar graph? 2. What do the blue bars represent and how do you know? 3. Where does the 25 from the table show up in this bar graph Answers: 1. Each bar represents how many people are in each group named on the bottom; 2. The blue bars represent how many people in each group have cell

phones, and I can tell by the key on the right; 3. The first

blue bar shows that 25 10–12 year olds have cell

phones.

Let’s now read a segmented bar graph together.

1. Why do you think this is called a segmented bar graph?

2. What do you think the vertical axis represents? Answers: 1. Each bar is segmented into pieces; 2. The percentage in each section.

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Example 2: Cell phone ownership data showing relative frequency

Here’s the same two-way table that shows data about cell phone usage among students aged 10 to 18 that we saw in Example 1. The table showed frequency.

has cell does not have phone cell phone total 10 to 12 years 25 35 60 old 13 to 15 years 40 10 50 old 16 to 18 years 50 10 60 old total 115 55 170

Now let’s look at the same data but show relative frequency by using percentages. You can divide the number you see in a box above by the total you see on the right and convert that decimal to a percentage. Can you fill in the remaining missing boxes? Round to the nearest whole number.

has cell phone does not have cell phone total 10 to 12 years old 42/60 42% 100%

≈

13 to 15 years old 100%

16 to 18 years old 10/60 17% 100%

≈

You will notice that tables that show relative frequencies often don’t include a “total” at the bottom because the columns are not percentages of the same number.

Let’s look for an association between age and cell phone use.

How does the two-way table of relative frequencies help to illustrate this? ______

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______

Check your answer: Yes, there is an association between age and cell phone use. A much higher percentage of children from 13 to 18 years old have cell phones than children from 10 to 12 years old do. When the percentage is very different than other categories, you can see that there is an association. Since all the groups weren’t the same size, it was easier to compare using relative frequencies.

Look back to the segmented bar graph in Example 1. You can also quickly see that there is an association between age and cell phone use because all three bars don’t look the same. Your Turn a) A scientist wants to know if the color of the water affects how much animals drink. The average amount of water each animal drinks was recorded in milliliters for a week and then graphed. Is there evidence to suggest an association between water color and animal?

cat intake (ml) dog intake (ml) total (ml) blue water 210 1200 1410 green water 200 1100 1300 total 410 2300 2710

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b) A farmer brings his produce to the farmer’s market and records whether people buy lettuce, apples, both, or something else.

bought apples did not buy apples bought lettuce 14 58 did not buy lettuce 8 29

Make a table that shows the relative frequencies for each row. Use this table to decide if there is an association between buying lettuce and buying apples.

bought apples did not buy apples Total bought lettuce 100%

did not buy lettuce 100%

c) Researchers at a media company want to study news-reading habits among different age groups. They tracked print and online subscription data and made a 2-way table.

internet articles print articles 18–25 year olds 151 28 26–45 year olds 132 72 45–65 year olds 48 165 A. Create a segmented bar graph using one bar for each row of the table.

B. Is there an association between age groups and the method they use to read articles? Explain your reasoning.

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Exit Ticket

1. In a class of 25 students, some students play a sport, some play a musical instrument, some do both, some do neither. Complete the two-way table to show data that might come from this class. Create your own data set given the two entries already filled in for you.

plays an does not play an instrument instrument total plays a sport does not play a 5 sport total 25

2. Using the entries from the previous table, complete this table so that it shows relative frequencies. Round entries to the nearest percentage.

plays an instrument does not play an instrument total plays a sport

does not play a sport

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Day Two - Using Data Displays to Find Associations

Adapted from Open Up Resources Grade 8 Unit 6 and Eureka Math Grade 8 Module 6 Objective (Adapted from Open Up Resources) By the end of today’s learning, I will find associations between two variables by creating and analyzing relative frequency tables, bar graphs, and segmented bar graphs from frequency tables.

Opening

For a survey, students in a class answered these questions:

Do you play a sport?

Do you play a musical instrument?

1. Here is a two-way table that gives some results from the survey. Complete the table, assuming that all students answered both questions.

plays instrument does not play instrument total plays sport 5 16

does not play sport

total 15 25

2. To the nearest percentage point, what percentage of students who play a sport don’t play a musical instrument?

3. To the nearest percentage point, what percentage of students who don’t play a sport also don’t play a musical instrument?

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New Learning

In the Opening, you could fill out the missing values by adding or subtracting using the data provided. Check your understanding with the answers below.

Let’s determine if there is an association present in data by creating segmented bar graphs and analyzing what we see.

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Example 1: Determining if there’s an association between playing a sport and playing a musical instrument

To determine if there’s an association, we first need to create a two-way table showing relative frequency, and then show our data in graphs.

Let’s use the same data from our Opening and create two-way tables showing relative frequency. Let’s look at it by row first together. You can find the percentage by dividing the frequency by the total, then converting that decimal to a percentage.

Next, let’s create a segmented bar graph for the table together. Use one bar of the graph for each row.

I can see how both segmented bars go from 0 to 100. The key helps me see what the different parts of the stacked bars mean.

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Now let’s look at the same data and pay attention to the columns. Look at how the two-way table and segmented bar graph was created for rows, and apply the same thinking to complete the table and graph below.

plays instrument does not play instrument plays sport

does not play sport

column total 100% 100%

Using the values in the table, make a segmented bar graph. Use one bar of the graph for each column of the table. The lines are included to help you draw.

Let’s now analyze our tables and graphs and look for an association. Based on the two-way tables and segmented bar graphs, do you think there is an association between playing a sport and playing a musical instrument? Is it positive, or negative? Fill in the blank with the correct association. Use the rest of the response to help you.

I think there is a ______association between playing a sport and playing an instrument. Students who play a sport are less likely than their other classmates to play an instrument, and students who play an instrument are less likely than their other classmates to play a sport.

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Your Turn

1. An ecologist is studying a forest with a mixture of tree types. Since the average tree height in the area is 40 feet, he measures the height of the tree against that. He also records the type of tree. The results are shown in the table and segmented bar graph. Is there evidence of an association between tree height and tree type? Explain your reasoning.

under 40 feet 40 feet or taller total deciduous 45 30 75 evergreen 14 10 24 total 59 40 99

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2. Workers at an advertising agency are interested in people’s TV viewing habits. They take a survey of people in two cities to try to find patterns in the types of shows they watch. The results are recorded in a table and shown in a segmented bar graph. Is there evidence of different viewing habits? If so, explain.

reality news comedy drama Chicago 50 40 90 20 Topeka 45 70 40 45

Exit Ticket

A scientist is interested in whether certain species of butterflies like certain types of local flowers. The scientist captures butterflies in two zones with different flower types and records the number caught. Do these data show an association between butterfly type and zone? Explain your reasoning.

zone 1 zone 2 eastern tiger swallowtail 16 34 monarch 24 46

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Day Three – Associations in Data Review

Adapted from Open Up Resources Grade 8 Unit 6 and Eureka Math Grade 8 Module 6 Objective By the end of today’s learning, I will review key understandings and skills in this unit on associations in data.

Opening a) Draw a scatter plot that shows a positive, linear association and has one clear outlier. Circle the outlier.

b) Draw a scatter plot that shows a negative association that is not linear.

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Review

1. Basketball players who score a lot of points also tend to be strong in other areas of the game such as number of rebounds, number of blocks, number of steals, and number of assists. Below are scatter plots and linear models for professional NBA (National Basketball Association) players a few seasons ago.

a. The line that models the association between points scored and number of rebounds is y= 21.54 + 3.833x, where y represents the number of points scored and x represents the number of rebounds. Give an interpretation, in context, of the slope of this line.

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b. The equations on the previous page all show the number of points scored ( ) as a function of the other variables. An increase in which of the variables (rebounds, blocks, steals, and assists) tends to have the largest impact on the predicted points scored by an NBA player? 𝑦𝑦

c. Which of the four linear models shown in the scatter plots on the previous page has the worst fit to the data? Explain how you know using the data.

2. Fill in the blank with “positive association” or “negative association.”

Scatter plots show us how two different variables are related. In the example below, each plotted point corresponds to a dog, and its coordinates tell us the height and weight of that dog. The point on the lower left of the graph, for example, might represent a dog that is 8 inches tall and weighs about 5 pounds. The plot shows that, generally speaking, taller dogs weigh more than shorter dogs. Since a larger value for one characteristic (height) generally means a larger value for the other characteristic (weight), we say that there is a ______between dog height and dog weight.

In the next example, each point corresponds to a car, and its coordinates tell us the weight and fuel efficiency of the car. This time, we see that larger values for one characteristic (car weight) generally have lower values for the other characteristic (fuel efficiency), and so we say that there is a ______between car weight and fuel efficiency.

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3. Fill in the blanks. Two-way tables are a way of comparing two variables. For example, this table shows the results of a study of the relation between meditation and state of mind of athletes before a track meet.

did not meditated meditate total calm 45 8 agitated 21 44 total 68 97

______of the people who meditated were agitated, while ______of the people who did not meditate were agitated. Does this mean that meditation has no impact or even a slight negative association with mood? Probably not. When we look for associations between variables it can be more informative to know the percentages in each category, like this:

meditated did not meditate calm 66% 28% agitated 34% 72% total 100% 100%

Of the people who meditated, ______% were calm, and ______% were agitated. When we compare that to the percentages for people who did not meditate, we can now see more easily that the group of people who meditated has a lower percentage of athletes who are agitated. The percentages in this table are called

______.

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4. The following table contains data about whether people in various age groups use their cell phone as their main alarm clock.

use cell phone as alarm do not use cell phone as alarm total 18 to 29 years old 47 16 63 30 to 49 years old 66 23 87 50+ years old 31 39 70 total 144 78 220

Fill in the blanks in the table below with the relative frequencies for each row. These will tell us the percentage of people in each age group who use their phone as an alarm.

use cell phone as alarm do not use cell phone as alarm total 18 to 29 years old 75%, since = 0.75 100% 47 63 30 to 49 years old

50+ years old

a) Comparing just the 18 to 29-year olds and the 30 to 49-year olds, is there an association between cell phone alarm use and age?

b) Comparing the two youngest age brackets with the 50+ age bracket, is there an association between cell phone alarm use and age?

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Day Four – Associations in Data Knowledge Check

Adapted from Open Up Resources Grade 8 Unit 6 and Eureka Math Grade 8 Module 6 Objective By the end of today’s learning, I will demonstrate my understanding of this unit’s statistics concepts and skills.

Opening Use these five minutes to gather and organize your notes for this open note knowledge check!

Your Turn! Knowledge Check Directions: Solve each question in the space provided. Feel free to use any materials you have from this unit to complete the tasks.

1. To save money, drivers often try to increase their mileage, which is measured in miles per gallon (mpg). One theory is that speed traveled impacts mileage. Suppose the following data are recorded for five different 300- mile tests, with the car traveling at different speeds in miles per hour (mph) for each test.

Speed (mph) Mileage 50 32 60 29 70 24 80 20 90 17

a. For the data in this table, is the association positive or negative? Explain your reasoning.

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b. Construct a scatter plot of these data using the following coordinate grid. The vertical axis represents the mileage, and the horizontal axis represents the speed in miles per hour (mph).

c. Draw a line on your scatter plot that you think is a reasonable model for predicting the mileage from the car speed.

d. Estimate and interpret the slope of the line you found in part (c).

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2. The Kentucky Derby is a horse race held each year. The following scatter plot shows the speed of the winning horse at the Kentucky Derby each year between 1875 and 2012.

Data Source: http://www.kentuckyderby.com/ (Note: Speeds were calculated based on times given on website.) a. Is the association between speed and year positive or negative? Give a possible explanation in the context of this problem for why the association behaves this way considering the variables involved.

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3. Here is a scatter plot:

The graph of what linear equation is a good fit for this data?

- A. = + 2 1

𝑦𝑦 3 𝑥𝑥 - B. = + 6 1

𝑦𝑦 3 𝑥𝑥

C. = + 2 1

𝑦𝑦 3 𝑥𝑥

D. = + 6 1

𝑦𝑦 3 𝑥𝑥 4. Jada surveyed all 7th and 8th graders at her school about whether they had pets. Complete the missing entries in this two-way table.

has pet has no pet total 7th grade 102 150

8th grade 68 175

total

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5. At a school social, parents attended with their children. Everyone had a choice between a sweet snack and a salty snack. Here is a two-way table showing the number of adults and children who made each choice of snack.

sweet snack salty snack total adult 57 88 145 child 77 31 108 total 134 119 253

a. Fill in the blanks in the table with relative frequency by row. Round to the nearest percentage.

sweet snack salty snack total adult 100% child 100%

b. Make a segmented bar graph to represent the data in your table. Use one bar for each row of the table.

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6. Lin opened a lemonade stand during the summer. She noticed that she sold more lemonade on warmer days. For each day she sold lemonade, she plotted the point ( , ), where represents high temperature and represents cups of lemonade sold. 𝑡𝑡 𝑐𝑐 𝑡𝑡 𝑐𝑐

a) On the same axes, draw a line that you think is a good fit for the data.

b) A computer program found that the line = 2 89 is a good fit for the data. Use this equation to predict how many cups of lemonade Lin might sell on a day when the high temperature is 74 degrees. 𝑐𝑐 𝑡𝑡 −

c) The high temperature this Sunday is expected to be 5 degrees warmer than the high temperature this Saturday. Using the line = 2 89, how many more cups of lemonade should Lin expect to sell on Sunday than Saturday? Explain or show your reasoning. 𝑐𝑐 𝑡𝑡 −

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Science Distance Learning Plan

Introduction

Welcome to another week of distance learning!

Week 7: Unit 5 Mission Log, Action Plan, Math Connections, & Reading During Week 7, you will review content from Unit 5: Potential and Kinetic Energy 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 (accessible on Clever https://clever.com/in/dcpsk12 and posted at http://bit.ly/DCPSscienceathome) to complete the Information Gained column. Then use what you know to complete the Connection to Mission column.

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.

In addition to Math Connections, Reading Sciences are included that may help with the Action Plan. You may not have time to complete all of these. We recommend that you spend 40 minutes per day working on the Mission Log and Action Plan and 20 minutes per day on additional sections, but you can decide how best to organize your work and spread it out across the week.

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 Connections activity, skip it and do the activities you have not yet done.

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

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Potential and Kinetic Energy Bundle 4

Mission Briefing

Anchoring Phenomena How do kinetic energy and potential energy interact in a system?

Mission Briefing You are an architectural engineer who has been hired by the Olympic Committee and tasked with creating a modified version of the long distance ski jump that can be used in the summer. You cannot use ice, so you will have to use other materials. Your physical design should result in the greatest jump distance possible. Create a labeled diagram of the ski jump that includes the material used and calculations of potential and kinetic energy.

● What is the difference between kinetic and potential energy? ● What does kinetic energy depend upon? ● What does potential energy depend upon?

Potential and Kinetic Energy Bundle 4

Class Mission Log

Information Gained Connection to Mission

Kinetic Energy Kinetic Energy

What is kinetic energy? How can you increase the kinetic energy on a ski jump?

What factors affect kinetic energy? What factors could decrease the kinetic energy of a skier on a ski jump?

How much kinetic energy does a skier with a mass of 55 kilograms moving at 15 meters per second have?

Potential and Kinetic Energy Bundle 4

Class Mission Log

Information Gained Connection to Mission

Potential Energy Potential Energy

What is potential energy? What are some factors that could increase the potential energy of a skier on a ski jump?

What does the amount of potential energy depend on?

Label the greatest and lowest gravitational potential energy in the ski jump diagram below.

Potential and Kinetic Energy Bundle 4

Mission Create a design for a modified ski jump that can be used in the summer and is made of an alternative material to ice. The design should result in the greatest jump distance possible. Include a labeled diagram of your design that lists the material you chose. Defend your design using calculations of potential and kinetic energy.

Here’s what we know:

● Kinetic energy is motion energy, and potential energy is stored energy. ● Kinetic energy depends on the mass and speed of an object. ● Potential energy depends on the mass and height of an object. ● At each point in a system, the kinetic energy and potential energy add up to the same value.

Take Action

Potential and Kinetic Energy Bundle 4

Brainstorm ideas for ski jump ramp materials. Give your reasoning for each material listed.

Take Action

Potential and Kinetic Energy Bundle 4

Brainstorm a list of variables to change in order to increase the kinetic energy of the ski jump ramp.

Take Action

Potential and Kinetic Energy Bundle 4

Brainstorm a list of variables to change in order to increase the potential energy of the ski jump ramp.

Take Action

Potential and Kinetic Energy Bundle 4

Draw your ski ramp design below. Include labels and calculations of kinetic and potential energy as well as the material you chose to use.

Kinetic Energy

Kinetic energy is the energy of motion. The following two experiments were designed to explore whether speed or mass plays a bigger role in determining the amount of kinetic energy. Experiment 1 was designed to test how speed affects kinetic energy. The kinetic energy is calculated using a mass of 1,200 kg (mass of an average car) traveling at various speeds. The equation for calculating the kinetic energy of an object is .

KE = the kinetic energy of the object. It is measured in the energy unit of joules (J). m = the mass of the object in kilograms (kg). v = the speed of the object, measured in meters per second (m/s), which must be squared.

2. Note: 1 joule = 1 kg x (m/s) Complete the table for Experiment 1 and find the kinetic energy of the car at different speeds. In this experiment, mass is constant, which means that mass does not change.

Experiment 1: Kinetic Energy of a 1,200-kg Car at Different Speeds

Mass of Car Speed of Car Kinetic Energy

1,200 kg 2.78 m/s 1.

1,200 kg 5.55 m/s 2.

1,200 kg 8.33 m/s 3.

1,200 kg 11.11 m/s 4.

1,200 kg 13.89 m/s 5.

1,200 kg 16.67 m/s 6.

1,200 kg 19.44 m/s 7.

Kinetic Energy

Experiment 2 was designed to test how mass affects the kinetic energy of the car. The kinetic energy was calculated using different masses of cars traveling at the same speed.

The equation for finding the kinetic energy of an object is .

KE = the kinetic energy of the object. It is measured in the energy unit of joules (J). m = the mass of the object in kilograms (kg). v = the velocity of the object in meters per second (m/s). This value must be squared.

2 Note: 1 joule = 1 kg x (m/s) Complete the table for Experiment 2 and find the kinetic energy of different masses of cars traveling at the same speed. In this experiment, speed is constant, which means that speed does not change.

Experiment 2: Kinetic Energy of Cars of Different Masses Traveling 2.78 m/s

Mass of Car Speed of Car Kinetic Energy

900 kg 2.78 m/s 8.

1,000 kg 2.78 m/s 9.

1,100 kg 2.78 m/s 10.

1,200 kg 2.78 m/s 11.

1,300 kg 2.78 m/s 12.

1,400 kg 2.78 m/s 13.

1,500 kg 2.78 m/s 14.

Kinetic Energy

15. Draw a line graph that represents the relationship between speed and kinetic energy in Experiment 1. Make sure to give the graph a title and label the x- and y-axes, including units. Remember that in this experiment, mass is constant.

Title:

300,000

280,000

260,000

240,000

220,000

200,000

180,000

160,000

140,000

120,000 ______100,000

80,000

60,000

40,000

20,000

0 2 4 6 8 10 12 14 16 18 20

Kinetic Energy

16. Draw a line graph that represents the relationship between mass and kinetic energy in Experiment 2. Make sure to give the graph a title and label the x- and y-axes, including units. Remember that in this experiment, speed is constant.

Title: 6,500

6,000

5,500

5,000

4,500

4,000

3,500

3,000

2,500

2,000

1,500

1,000

______500

0 900 1,000 1,100 1,200 1,300 1,400 1,500 1,600

17. In your own words, describe what the data from the graphs tell you about mass, speed, and kinetic energy. Which property seems to have a greater effect on an object’s kinetic energy: speed, mass, or both?

Potential Energy

Potential energy describes the potential (stored) energy of an object. The amount of stored energy depends on the object’s position. In other words, we can think of potential energy as the stored energy of position.

One type of potential energy is called gravitational potential energy. Gravitational potential energy depends on the object’s height from the ground (often measured in meters), the pull of gravity (measured in meters per second squared), and the mass of the object (measured in kilograms). The formulas used to represent potential energy include the following:

PEgrav = m x h x g PEgrav = m • h • g PEgrav = mhg

All three formulas above represent the same thing: to obtain an object’s gravitational potential energy, you multiply mass by height by the force of gravity. An object’s potential energy is expressed in the energy unit known as the joule (J). Note: 1 joule = 1 kg x (m/s)2.

1. Based on the information given above, what does each variable in this formula represent, and what unit goes with each variable?

Variable Meaning Unit

g 2. An Olympian lifts a 1,375-kilogram set of weights a vertical distance of 2 meters in the weightlifting event. The force of gravity equals 9.8 m/s2. What is the potential energy of the weights?

PE = m x h x g

3. A child wants to reach the cookies on the top shelf of the kitchen. The shelf is 1.5 m high. The cookie jar has a mass of 0.75 kg. What is the potential energy of the cookie jar before it is taken from the shelf? Round your answer to the nearest hundredth.

Potential Energy

4. To raise a 0.48-kg box from a shelf, 6 J of work is done. How far was the box lifted from the shelf? Round your answer to the nearest tenth.

a. Rearrange the formula to solve for height.

b. Use the formula to solve for the height of the lift.

5. A 15-kg cart filled with apples is sitting at the top of a hill that is 21 m high. The apples in the cart have a mass of 33 kg. What is the potential energy of the cart and the apples? Round your answer to the nearest whole number.

6. A weight training ball is put on a ledge 3 m high. The potential energy of the ball on the ledge is 200 J. What is the mass of the ball? Round your answer to the nearest tenth.

a. Rearrange the formula to solve for mass.

b. Use the formula to solve for the mass of the ball.

7. A small, private airplane is carrying three passengers to an island. The plane is 0.9 km in the air. If the potential energy of the plane and its three passengers is 48,510,000 J, what is the combined mass of the plane and its passengers? Round your answer to the tenth place.

a. Convert the height in km to m.

b. Rearrange the formula to solve for mass.

c. Use the formula to solve for the mass of the plane and passengers.

8. If the plane from question 7 has a mass of 5,275 kg, and all three passengers have the same mass, what is the mass of each passenger?

Kinetic Energy (A)

An Amazing Ride

1 Josie and her father heard a distant rumble as they stood in the middle of the amusement park. It steadily grew louder, and a rush of air blew over them. They looked up to see the giant Turbo roller coaster race over their heads. They watched it zoom through the loop-the-loop. They heard screams and cheers as it sped over the next hill and out of sight.

2 “Wow! That was awesome!” Josie shouted. “Can we ride the Turbo, now?”

3 “Sure,” her dad answered. “But I imagine we will have a long wait.”

4 Josie replied, “That's okay. I can explain the physics of the roller coaster as we wait.”

5 Josie's father was impressed. He was always impressed when Josie shared what she had learned in her science class.

6 The cars of the roller coaster began to ascend the first giant hill. Josie began her explanation: “Here, the chain that pulls the cars up the hill works against the force of gravity. The cars gain potential energy, or stored energy.”

7 They watched the cars reach the peak of the first hill. Josie continued: “At the top of this hill, the train is as high as it gets. This means the train has its maximum potential energy.” Suddenly, more screams took them by surprise. The train picked up speed and descended the other side of the hill.

8 “What's happening now?” her father asked.

9 “Well,” Josie answered, “potential energy is converted into kinetic energy as the train starts down the hill. Kinetic energy is the energy of a moving object. This makes the train speed up.”

10 Josie's father watched the coaster. He listened proudly to his daughter. She explained how at the bottom of the hill, there was maximum kinetic energy and little potential energy. The kinetic energy propelled the train up the second hill, building up the potential energy level. As the train entered the loop-the-loop, it had a lot of kinetic energy and not much potential energy. The potential energy level continued to grow as the train sped to the top of the loop. It was soon transformed back to kinetic energy as the train left the loop.

Kinetic Energy (A)

11 They watched the roller coaster in awe as the energy transformation continued. Potential energy changed to kinetic energy and then changed back again. Finally, the cars pulled into the station.

12 They got into the car. The attendant put the safety bar over their shoulders. “It's our turn. I'm sure this will be an amazing ride!” Josie's father exclaimed.

Kinetic Energy (A)

1. In paragraph 6, what is the meaning of the word ascend?

A. Go downwards

B. Go upwards

C. Go to the side

D. Go around

2. What word in paragraph 10 means “pushed something forward”?

A. Maximum

B. Kinetic

C. Propelled

D. Transformed

3. Based on what you have read, what would be another example of potential energy?

A. A ball resting on a shelf

B. A ball spinning on a finger

C. A ball rolling on the ground

D. A ball flying through the air

Kinetic Energy (A)

4. Based on what you have read, what would be another example of kinetic energy?

A. A hammer hanging from a peg

B. A hammer resting on a table

C. A hammer falling off a table

D. A hammer lying on a board

5. Which of the following shows kinetic energy being converted into potential energy?

A. A boulder rolling across the ground

B. A rock being tossed high into the air

C. A boulder falling off the edge of a cliff

D. A rock sitting in the grass

Potential Energy (A)

Magnets and Potential Energy

1 Energy is the ability to do work or cause movement. Potential energy (PE) is sometimes called stored energy. Potential energy is the energy stored within a physical system. You can think of potential energy as work waiting to happen. All objects at rest have some type of PE. The PE of an object changes with its position. What does this mean? The PE that an object has is measured in relation to a specific starting point.

2 Let’s look at some examples. Sometimes we talk about chemical potential energy. This type of PE is in the chemical bonds of all matter. The amount of chemical PE an object has depends on the types of chemical bonds found in that matter. Sometimes we talk about elastic PE. The amount of elastic PE in that system depends on how far the object is stretched or compressed. Sometimes we talk about gravitational PE. The amount of gravitational PE an object has depends on how far it is from the ground.

3 Gravity gives us the most common examples of PE. A book on the table has more gravitational potential energy than a book on the floor. A roller coaster has more potential energy at the top of the track than at the bottom of the track. An apple high in a tree has farther to fall than an apple low in a tree. The force of gravity will do more work to bring it to the ground; therefore, the higher apple will have greater potential energy than the lower apple. In all cases, the farther the object is from the ground, the more PE it has.

4 It is important to note that PE applies to all forces acting at a distance. Acting at a distance means that contact between objects is not required. The force has an effect even when the objects do not touch. Forces acting at a distance include gravity, electricity, and magnetism. Magnetism has some interesting uses related to potential energy.

5 How do magnets work? Remember, each magnet produces its own magnetic field. The orientation of the field gives each magnet two poles, the north pole and south pole. When two magnets come close to each other, their fields interact. This makes a force that can act over a distance. The way the fields interact changes, based on which poles of the two magnets come together. If two north poles come close, the two magnets will repel, or push each other away. If a north pole and a south pole come close, the two magnets will attract.

Potential Energy (A)

6 There is another thing to remember about potential energy. Physical systems act in ways that reduce the stored potential energy. In the case of gravitational PE, an unsupported object will fall and lower its potential energy. A ball will drop when it is let go. The same thing happens with magnetic PE. A magnet that can move will align itself with another, stronger magnetic field. That is how it reaches the state of lowest PE. You can see this happen. The needle of a compass is a magnet. If you move the compass, the needle will twist to line up with Earth’s magnetic field.

7 What does this really tell us about potential energy and magnets? Gravitational PE only depends on distance. Magnetic PE depends on both distance and orientation in the magnetic field. A south pole of one magnet can approach the north pole of another. The magnetic fields are aligned. This makes an attractive force between the two magnets. The farther apart they are, the higher their potential energy. If allowed to move freely, they will snap together to minimize PE. This is just like the ball falling to the ground to lower gravitational PE. Two north poles can approach each other. The magnets’ fields are in exact opposite alignment. The field produces a repulsive force pushing them apart—they repel. In this case, the closer they are, the higher their potential energy will be. If allowed to move, they may move as far apart as possible or one will swing around to change its orientation. Either way, the PE will be lowered.

8 Magnets come in two varieties. They can be permanent or temporary. The small magnets on refrigerator doors are examples of permanent magnets. Temporary magnets use electricity to create a magnet. The magnet can be turned on or off. The north and south poles of a temporary magnet can switch sides. Larger electric currents make stronger magnets.

9 Some trains use magnets and PE to make them run along a track. They are called Maglev trains. The word “Maglev” is short for magnetic levitation. These trains have no wheels. Instead, the track has magnetic coils pointing towards the railcar. The railcar also has magnets pointing towards the track. The magnets on the track and train are temporary magnets. When turned on, they repel each other. The railcar lifts off the track between 1 and 10 centimeters. The current from the coils in the track keeps changing. This changes the orientation of the magnetic field of the temporary magnets along the track. The coils in front of the train use magnetic force to pull the train forward. The coils behind the train use magnetic force to push the train forward. This type of train system uses magnetic PE to move the train along the track with very little friction.

Potential Energy (A)

1. Gravitational potential energy is related to–

A. What an object is made of.

B. An object’s motion.

C. An object’s position.

D. An object’s color.

2. Which statement about potential energy is correct?

A. The closer an object is to the ground, the greater the PE.

B. The farther an object is from the ground, the greater the PE.

C. The only form of PE is gravitational PE.

D. Potential energy is the energy of motion.

3. Use what you have learned in the reading to answer the following question. The point of a compass needle points to Earth’s north pole. The point in the compass needle has–

A. the same polarity as Earth’s north pole.

B. the opposite polarity from Earth’s north pole.

C. no polarity.

D. unlimited polarity.

Potential Energy (A)

4. A student holds two iron magnets, one in each hand. The south pole of one magnet is pointed toward the south pole of the other magnet. As the magnets get closer to each other, they will–

A. attract more strongly.

B. attract more weakly.

C. repel more strongly.

D. repel more weakly.

5. The PE of a magnet in the presence of another magnet is related to–

A. only how close the magnets are together.

B. only the direction in which the poles point.

C. how close the magnets are together and how fast they are moving.

D. how close the magnets are together and which direction the poles point.

6. Maglev trains use magnetic PE to help them move along the track. Which statement below shows how they do this?

A. The magnets in the train and the track repel.

B. The magnets in front of the train pull the train forward.

C. The magnets behind the train push the train forward.

D. All of the above

8th Grade U.S. History Distance Learning Plan: Week 7 Why change American society? Dear students and families,

Week 6 (Last Week) Supporting Question 1: Why was there a need for social reform? Day Sources/Tasks Pages Read Source A: The Need for Social Reform and write a summary paragraph that explains how 1 n/a industrialization impacted society and life. Supporting Question 2: Who desired change? Day Sources/Tasks Pages Read and review Source B: Declaration of Sentiments, Source C: Nat Turner, Source D: The Spread 2 of Slavery and Cotton and Source E: Slave Rebellions and Resistance Sources to complete the n/a questions that follow. Read and annotate Source F: Abolitionist Movement Timeline (1828-1859) and Source G: 3 n/a Abolitionist Primary Sources and complete questions that follow. Supporting Question 3: Who was John Brown, and how did he justify his actions toward abolishing slavery? Read and annotate Source H: John Brown Primary and Secondary Documents and answer the 4 n/a evaluation questions that follow. Week 7 (This Week) Supporting Question 3: Who was John Brown, and how did he justify his actions toward abolishing slavery? (continued) Day Sources/Tasks Pages Closely read Source I: John Brown’s Last Speech and answer the analysis questions. You are 5 encouraged to read the text multiple times in order to understand what the text says, how the text 3-4 works, and what the text means. Supporting Question 4: Were John Brown’s actions justifiable? Complete the reflection prompts about John Brown based on your learning from the past few days. 6 5 Use Source H and Source I, as needed. Performance Task: Why change American society? Day Sources/Tasks Pages Create a protest song, poem or rap about when and why we should attempt to change American 7-8 society and what we, as citizens, should do during times of moral crisis. After writing your 6-8 song/poem/rap, you may wish to use your phone to film your work.

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Supporting Question 3 – Day 5 Closely read Source I: John Brown’s Last Speech and answer the analysis questions. It is encouraged you read the text Directions multiple times in order to understand what the text says, how the text works, and what the text means. Featured Source Source I: John Brown’s Last Speech

Source I: John Brown’s Last Speech

Text: John Brown’s last speech, November 2nd, 1859 Vocabulary Analysis Questions I have, may it please the court, a few words to say. In the first place, I deny What does John Brown say was his intended everything but what I have all along admitted -- the design on my part to goal? free the slaves. I intended certainly to have made a clean thing of that ______matter, as I did last winter when I went into Missouri and there took slaves ______without the snapping of a gun on either side, moved them through the The underlined portion of the text describes country, and finally left them in Canada. I designed to have done the same what John Brown did not intend. Based on his thing again on a larger scale. That was all I intended. I never did intend murder, or treason, or the destruction of property, or to excite or incite history, do you think this is a reliable slaves to rebellion, or to make insurrection. statement? Explain. ______I have another objection; and that is, it is unjust that I should suffer such a ______penalty. Had I interfered in the manner which I admit, and which I admit has ______been fairly proved (for I admire the truthfulness and candor of the greater Candor: the quality of portion of the witnesses who have testified in this case)--had I so interfered being open and honest in John Brown writes that if he had “interfered” in behalf of the rich, the powerful, the intelligent, the so-called great, or in expression; frankness on behalf of this group the court would have behalf of any of their friends--either father, mother, brother, sister, wife, or “deemed it an act worthy of reward rather children, or any of that class--and suffered and sacrificed what I have in this than punishment.” What group is John Brown interference, it would have been all right; and every man in this court would Validity: The quality of referring to? have deemed it an act worthy of reward rather than punishment. being logically or factually ______sound; soundness or This court acknowledges, as I suppose, the validity of the law of God. I see a cogency ______book kissed here which I suppose to be the Bible, or at least the New ______Testament. That teaches me that all things whatsoever I would that men should do to me, I should do even so to them. It teaches me, further, to Bonds: Physical restraints Rewrite the underlined sentence in your own "remember them that are in bonds, as bound with them." I endeavored to used to hold someone or words… act up to that instruction. I say I am yet too something prisoner, ______especially ropes or chains. ______Page 3

Article Title: John Brown’s last speech, November 2nd, 1859 Vocabulary Analysis Questions/Targeted Tasks young to understand that God is any respecter of persons. I believe Who is John Brown referring to when he that to have interfered as I have done--as I have always freely Forfeit: To lose or be writes “His despised poor?” admitted I have done--in behalf of His despised poor was not wrong, deprived of (property or a ______but right. Now, if it is deemed necessary that I should forfeit my life right or privilege) as a ______for the furtherance of the ends of justice, and mingle my blood penalty for wrongdoing ______further with the blood of my children and with the blood of millions in Disregarded: To pay no this slave country whose rights are disregarded by wicked, cruel, and What does John Brown mean when he says attention to; ignore unjust enactments--I submit; so let it be done! . that “if it is deemed necessary that I should forfeit my life for the furtherance of the ends Let me say one word further. of justice?” : The Consciousness ______state of being awake I feel entirely satisfied with the treatment I have received on my trial. ______and aware of one's Considering all the circumstances it has been more generous than I ______surroundings expected. But I feel no consciousness of guilt. I have stated that from the first what was my intention and what was not. I never had any design against the life of any person, nor any disposition to commit John Brown delivered this speech on the last Insurrection: A violent treason, or excite slaves to rebel, or make any general insurrection. I day of his trial, after hearing the jury uprising against an never encouraged any man to do so, but always discouraged any idea pronounce him ‘guilty.’ He knew he would be authority or of that kind. sentenced to die. Given that context, what government does this speech say about him as a person? Let me say also a word in regard to the statements made by some of ______those connected with me. I hear it has been stated by some of them ______that I have induced them to join me. But the contrary is true. I do not ______say this to injure them, but as regretting their weakness. There is not ______one of them but joined me of his own accord, and the greater part of them at their own expense. A number of them I never saw, and never had a word of conversation with till the day they came to me; and that was for the purpose I have stated.

Now I have done.

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Supporting Question 4 – Day 6 Complete the following reflection prompts about John Brown based on your Directions learning from the past few days. Use Source H and Source I, as needed.

1a. Read the following statement and circle if you ‘strongly agree’, ‘agree’, ’disagree’ or ‘strongly disagree’. After, describe why you chose what you circled.

“The goals of John Brown’s crusade justify his actions”

Strongly Agree Agree Disagree Strongly Disagree

1b. Why I chose what I circled:

2. How would you describe John Brown’s legacy?

3. Why do you think John Brown was such a polarizing figure?

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Performance Task – Days 7 and 8 Create a protest song, poem or rap about how Americans changed society and what we, as citizens, should do during times of moral crisis. After writing your Directions song/poem/rap, you may wish to film using a cell phone a performance of your original piece. Compelling Question Why change American society? Protest Song Outline Intro (introduce the topic: the who, what, where, when, and why of the issue) ______

Chorus (This is a set of repeated lines throughout the song. This should be your call to action or your answer to the compelling question) ______

Stanza 1 (Focus describing the problem or issue here…) ______

Chorus (This is a set of repeated lines throughout the song. This should be your call to action or your answer to the compelling question) ______

Stanza 2 (Focus on describing a solution to the problem or issue here…) ______

Outro (What do you want the listener to take away? How do you sum up what you have been singing about?) ______

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Performance Task – Days 7 and 8 Create a protest song, poem or rap about how slavery changed American society and what we, as citizens, should do during times of moral crisis. After writing your Directions song/poem/rap, you may wish to film using a cell phone a performance of your original piece. Compelling Question Why change American society?

SS RUBRIC CRITERIA STUDENT RESPONSE ACCURACY • Did I use specific and correct evidence? ______• Do I show how some events caused others? • Does my answer show my ______understanding of the objective? • Did I use Social Studies ______words correctly? REAL-WORLD CONNNECTIONS • Connections: Personal? ______Past? Present? • Why does it matter to us (today)? ______• Did I connect the big idea to an issue today? • How has my understanding ______of and answer to the Compelling Question(s) show my deeper ______understanding? SOURCING ______• Who created this document? When? • Who was the intended ______audience? • What is its main point or argument? ______• What makes the source trustworthy? • Why did they write it? ______• What is the point of view? • What are the criteria for credibility? ______CONTEXTUALIZATION • What was going on when this document was created? ______• How did those events affect its creation? • What are the historical, geo, ______economic, social, and political perspectives? • How does the time period ______explain what happened and why? CORROBORATION ______• What other texts appear during this time? • Agree/Disagree? Why/not? ______• Reliability? DEVELOPMENT OF CLAIM • What was I trying to say? ______• Did I answer my own question? Page 7

• Supporting evidence to ______my claim? • Are my ideas clear? ORGANIZATION AND STYLE ______• Does it look/sound/feel right? • Is this my best ______work/effort? • Is my writing clear? • Does my format that ______support my arguments? • Did I use specific language? ______CONVENTIONS • Did I proofread for spelling, punctuation and ______syntax? • Did I use correct capitalization, verb tense, ______and pronouns? • Does it sound right when I read out loud? ______

______

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Middle School General Music – Distance Learning – Week 7 Overview The following three weeks are based on the Cornerstone Unit: Alternative Sound Production, extended and reinforced for home study. Throughout the next three weeks, you will experiment with household items that are repurposed into instruments. As you discover the properties of an instrument, you will identify specific locations within your environment that can be used for performance. Your product will include a composition created specifically for this instrument and location. Task 1 Review your household instruments from last week and evaluate each instrument based on the rubric below.

INSTRUMENT #1 4 3 2 1 Quality of Sound Instrument can Instrument can Instrument can Instrument is unable produce a range of produce only high or produce monotone to make a sound dynamics and/or a low dynamics and/or sounds range of pitches only high or low pitches Quality of Instrument can be Instrument can be Instrument is made Instrument is not Construction made from materials made from materials from unique objects made at home. Instrument at home at home and/or is can be deconstructed made from pieces and remade to the from other same instrument instruments

INSTRUMENT #2 4 3 2 1 Quality of Sound Instrument can Instrument can Instrument can Instrument is unable produce a range of produce only high or produce monotone to make a sound dynamics and/or a low dynamics and/or sounds range of pitches only high or low pitches Quality of Instrument can be Instrument can be Instrument is made Instrument is not Construction made from materials made from materials from unique objects made at home. Instrument at home at home and/or is can be deconstructed made from pieces and remade to the from other same instrument instruments

INSTRUMENT #3 4 3 2 1 Quality of Sound Instrument can Instrument can Instrument can Instrument is unable produce a range of produce only high or produce monotone to make a sound dynamics and/or a low dynamics and/or sounds range of pitches only high or low pitches Quality of Instrument can be Instrument can be Instrument is made Instrument is not Construction made from materials made from materials from unique objects made at home. Instrument at home at home and/or is can be deconstructed made from pieces and remade to the from other same instrument instruments Task 2 Which instrument scored the highest on the rubric? What will you call this instrument?

Which family of instruments would your newly created instrument belong? Why? Circle below, and then explain.

Strings Woodwinds Brass Percussion

Task 3 In next week’s lesson, you will create a composition using the instrument you created. First, you need to create specific symbols that will indicate how you play your instrument. The rest of your composition will remain in standard notation. A chart with common rhythmic values is below:

Your instrument probably has some unique ways to make sounds. Composers sometimes create additional symbols to tell them how to play their instrument. See below for some examples of expressive notation symbols.

Create your own below, and describe what it tells the musician to do:

What happens?

Symbol

Positive/Negative (6-8)

Week 7 is a continuation of the Positive/Negative units. The activities described below should be spread out throughout the week, but you can decide how best to organize your work. The time per day or week will depend on the materials used and draft process. Parents or guardians should guide and assist the students to obtain different objects to complete the tasks

Week 6- positive vs negative space Week 7- further develop positive/negative space skills Week 8- Artist trading cards introduction Week 9 -Final project artist trading cards

Week 7: Positive Versus Negative Space Art This week you will create a collage and negative space design. You will need pages from a magazine, two sheets of paper, scissors and a pencil. 1. Cut pages of the magazine into strips. 2. On the first sheet of paper, glue the strips of the magazine onto the paper. 3. One the second piece of paper draw a design and then cut out the negative space. 4. Put the cut out design on top of the magazine strips and glue it together.