7Th Grade Unit 5 Facing Adversity Week 3: April 13 – 17 Daily Planning Guide/Checklist/Additional Support

TH 7 GRADE

Weeks of: APRIL 13TH & APRIL 20TH

WICHITA PUBLIC SCHOOLS

To Students, Parents and Guardians: Week 5 and 6 Packets will be mailed out the week of April 27th Week 7 and 8 Packets will be mailed out the week of May 11th.

5th, 6th, 7th and 8th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Draw and discuss Write and act out Take a nature or a virtual Help plan and an imaginary a family play. field trip using cook a meal. amusement park. Google Earth. Mindful Minute: Take 3 Search for these YouTube Play a board game, Do a family workout deep breathes learning channels: charades or card game and focus on the with a family member. together (jog, take a walk, sounds in the room. Crash Course Kids play basketball, etc.)

SciShow *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

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ELA

Week 3 and Week 4 MS ELA Grade 7 Week 3: April 13-17, 2020

Hello Parent(s)/Guardian(s) and Students, This week’s reading and writing activities center on reading a text to support understanding of this unit’s theme. Certain sections of the text are particularly important, so there is additional support in the reading/writing prompts. Remember the writing activities correspond to the reading students have just finished. Parents, the response your child writes should reflect his/her analysis of the text so are open-ended to reflect your child’s understanding. So, there aren’t right/wrong answers for this. In addition, writing can provide evidence to support answering the essential question: How do we overcome obstacles?

Week 3: April 13-17 pp. 450 – 451 ● Choose one of the two stories (or read both for the best information) to read and complete the corresponding pp. 452 – 467 activities (If the excerpt from Grapes of Wrath is chosen, there are YouTube videos about the Dust Bowl that pp.468 - 480 students can watch for background information.) o Be sure to do the Close Reading activities and take notes in the margins as you read. Grade 7 Unit 5 Facing Adversity: How do we overcome obstacles?

7th Grade Unit 5 Facing Adversity Week 3: April 13 – 17 Daily Planning Guide/Checklist/Additional Support – pp 450 - 480

Monday, April 13 _____ Look through information at the top of p 450. _____ Add to the information on Whole Class Learning. Add action plans for each strategy. _____ Rank the 6 vocabulary words on p 456. The most familiar would be 1 and the least familiar would be 6 with the others falling somewhere in between. _____ Look through the First Read Fiction chart. _____ Take a walk through the text pp 457 – 460. Study the vocabulary words in the margins. Look at them within the text to help your understanding.

Tuesday, April 14 _____ Read (or have read aloud) pp 457 – 460. _____ On p 459, paragraph 10, underline or highlight examples of repetition. _____ Journal or talk with someone. Why do you think the author uses repetition? What is he trying to stress or show that is really important?

Wednesday, April 15 _____ Mark the punctuation on p 460, paragraphs 17 and 18. _____ Journal or talk with someone. Why do you think the author uses dashes in his writing? Does the use of dashes change the meaning of the text? How? _____ Answer the comprehension questions on p 461 (questions 1, 2, and 3).

Thursday, April 16 _____ Re-read (or have read aloud) pp 457 – 460. _____ At the bottom of p 462 (Analyze Text) answer questions 1-4.

Friday, April 17 _____ Complete the Language Development sections on page 464. _____ Complete the practice activity on the bottom of 465. _____ Go back and read paragraph 7 of “The Grapes of Wrath.” _____ Give examples the word choice the author uses to describe the horses. _____ Answer question 2. _____ Congratulations - you’ve completed Week 3 and you’re still awesome!!!

450 ideas share and Interact understanding Monitor questions byasking Clarify actively Listen STRATEGY

UNIT 5•Fac OVERVIEW: WHOLE-CLASS LEARNING OVERVIEW: WHOLE-CLASS use strategies these during Learning. Whole-Class work with your wholeclass. Add ideas of your own for each step. Get ready to Review strategies these and theyou actions can take to practice them as you continue to learn and work in environments. large-group Throughout your life, in school, in your community, and in your career, you will Learning StrategiesWhole-Class examples of that obstacles had to overcome. be of facing adversity. you are selections The going to read present different we can overcome? You will work with your wholeclass to explore the concept and keep going, but what happens when we meet an we obstacle don’t think Everyone has abad day now and then. of the Most time we take breath adeep How do we overcome obstacles? QUESTION: ESSENTIAL in g A dvers ACTION PLAN ACTION • • • • • • • • • • • • Build on the ideas of others by adding detailsormakingaconnection. byadding ideasofothers Build onthe Share evenifyouare yourideasandanswer questions, unsure. Ask forhelpifyouare struggling. youalready whatinformation Notice knowandbeready tobuildonit. youareIf youseethat instead. guessing,askaquestion whole class. If you’re peopleprobably confused,other are, too.Ask tohelp your aquestion speaker.Keep youreyesonthe away. Forexample,putyourcellphone distractions. Eliminate it y MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. with dread? with narrator the fill box acardboard does Why Jiménez Francisco The Circuit ANCHOR TEXT: SHORT STORY PERFORMANCE TASK essay on the topicoffacingadversity. essay onthe tremendous adversity.Afterreading writeaninformative youwill andlistening, The Whole-Classreadings with struggles peoplefacedealing describethe Write Informative an Essay WRITING FOCUS COMPARE turned upside-down? are lives their when do people can What Steinbeck John from ANCHOR TEXT: NOVEL EXCERPT anightmare? survive people do How CriticalPast Bowl Dust The MEDIA: VIDEO The Grapes ofWrath Grapes The Overview: Whole-Class Learning CONTENTS

451 452 needed atthehighendofrange. proficiently, with scaffoldingas the grades 6–8textcomplexityband comprehend literary nonfictionin By theendofyear, readand Informational TextReading  S

T UNIT MAKING MEANING t A he Dus he ND

5 AR

• t

Bo D FACING S w l

ADVERSITY video andthenovelexcerpt. compare thedepictionofhistoricaleventsin an excerptfrom TheGrapesofWrathandthen review activities.Inthenextlesson,youwillread Bowl. First,completethefirst-review andclose- You willnowwatchavideoabouttheDust Comparing to Media Text Study thevideoandtakenotesasyouwatch. First ReviewMEDIA:V video. These words willbeusefulasyouanalyze,discuss,andwriteaboutthe VocabularyMedia BowlThe Dust unbroken view shot showingawide, shot: panoramic or shottoanother changes from onescene transition: off-camera ornarrating commenting voice voiceover: W AT C H say, andhowtheysayit. WATCH CONNECT images experienced, video

in media, inmedia, to other

you’ve they who speaks,whatthey ideas in the ideas inthe

film texts

media seen.

you’ve

you’ve • • • • • •

read, “fade toblack.” director signals Another exampleofatransitioniswhen changes toanotherlocation. One exampleofatransitioniswhenscene voiceover canre-orient theaudience. If there isabreak inthesequenceofevents,a narrative. The voiceoverhelpstheaudiencetofollowa beginning offilmstoestablishthesetting. Directors oftenusepanoramicshotsinthe breathtaking. The panoramicshotoftheGrandCanyonwas

ide

o interesting andwanttorevisit. the end. the Comprehension Checkat NOTE

the RESPOND

end elements that you find elements thatyoufind

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a by completing

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. CriticalPast Bowl Dust The were sometimesreferred toasblackblizzards. it inplace,thesoilwasblownbywinds.Theseduststormsblackenedskyand caused thetopsoiltodryup,andwithoutastrong root systemofgrassestohold region around theOklahomapanhandleinearly 1930s. Theextendeddrought Bowl. Afteraperiodofover-farming inthe1920s,asevere drought struckthe One ofthemostdevastatingeventsinU.S.historywasformationDust BACKGROUND NOTES The DustBowl MULTIMEDIA MEDIA |V MEDIA SCAN FOR

ide 453 o 454 Complete thefollowingitemsafteryoufinishyourfirstreview. Comprehension Check aspect of the story told of in the story thisaspect video? research that detail. what In way the information does you learned shed light on an to Clarify Research RESEARCH 4. 3. 2. 1.

UNIT 5•FACING ADVERSITY change have? (a) Whendidtheclimatefirststarttochange?(b)Whateffects didthe Dust Bowl? Why didsomanypeoplemovetothearea thateventuallybecameknownasthe the cattlementoarea, andwhatdidtheydo? (a) According tothevideo,whatdidcattlemendo?(b)Whatgroup followed

Notebook

How didhumanactivitycontributetocreating theDustBowl?

Choose at least one unfamiliar detail from the video. Briefly

Close Review Watch “The Dust Bowl” again. Write any new observations that seem important. What questions do you have? What can you conclude?

THE DUST BOWL Analyze the Media Notebook Complete the activities. 1. Evaluate What moment, image, or detail in “The Dust Bowl” did you find particularly powerful? Why?

2. Analyze (a) What sort of information do you learn from the first- person accounts in the video? (b) What sort of information do you learn from voiceover narration? (c) Do you find these types of information to be of equal value? Explain why or why not.

3. Essential Question: How do we overcome obstacles? What have you learned about how people deal with obstacles by seeing “The Dust Bowl”? Explain.

language development Media Vocabulary

panoramic shot voiceover transition

Use the media vocabulary words in your responses to these questions.

1. How does the panoramic shot at the beginning of the video help you  EVIDENCE LOG understand what follows? Before moving on to a new selection, go to your Evidence Log and record what you’ve learned from the video “The Dust 2. How does the voiceover contribute to the images in “Surviving the Bowl.” Dust Bowl”?

 Standards 3. Which transition in the video creates the most powerful dramatic Language effect? Explain. Acquire and use accurately grade-appropriate general © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

The Dust Bowl 455 456 needed atthehighendofrange. proficiently, with scaffoldingas grades 6–8textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofyear, readand Reading Literature  Annotation First-Read GuideandModel in theirstruggles. exhibit braveryanddignity fates, theyalmostalways characters suffer tragic period. Whilemanyofhis Americans duringthisbleak by manyworking-class injustice experienced desperation, andsocial novels capture thepoverty, 1930s. Hisstoriesand Great Depression ofthe like tolivethrough the (1902–1968) whatitwas vividly thanJohnSteinbeck Few writersportraymore About the Author S Tool Kit

TANDARD UNIT 5•fac MAKING MEANING T HE DU S

T BOWL S in g advers it y events in the video with that with events in the video in the novel excerpt. Then,of compare historical the depiction activities. Wrath of You will now read an excerpt from Grapes The Comparing to Media Text opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION and review yourrankings.Markanychangestooriginal After completingyourfirstread, comebacktotheconceptvocabulary familiar (6). each word. Then,rankthewords inorder from mostfamiliar(1)toleast The GrapesofWrath.Before reading, notehowfamiliaryouare with You willencounterthefollowingwords asyouread anexcerptfrom Concept Vocabulary from have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and whythoseinvolvedreact where and whenithappens, is about,whathappens, NOTICE . Complete theand first-read close-read The Grapes of Wrath bitterness frantically doomed whom thestory ruthless sorrow WORD ideas within toil the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING from W by marking rat by completing The G The h ra pes pes o f

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 2. 1. I narrator describestheaftermathofdevastatingdrought. in JohnSteinbeck’s novelTheGrapesofWrath.Inthisexcerpt,the belongings andleave.ThisisthesituationfacedbyJoadfamily Devastated farmingfamilieshadnochoicebuttosellalltheir massive duststormsthatblewawaytopsoilanddestroyed farmland. During theGreat Depression, asevere drought inOklahomacaused BACKGROUND they callguayule? mustard? Rememberafellawantedustoputinthatrubber bush went intothebarnsandsheds. how thepastwouldcrytothemincomingdays.Themen ruthless becausethepasthadbeenspoiled,butwomenknew over theirpossessionsforthejourneytowest.Themenwere freight—Sears Roebuck. a few dollarsforthem.Eighteenthat plow, plus

order, which supplied much of rural America. rural of much supplied order, which Roebuck Sears rubber. for processed profitably be could guayule that thought was it Depression, Great the During guayule That plow, thatharrow, remember inthewarweplanted the belongingsoftheirfathersandgrandfathers. Picked n thelittlehousestenantpeoplesifted theirbelongingsand (gwy YOO lee) YOO (gwy

company that sold clothes, farm equipment, and other goods by mail mail by goods other and equipment, farm clothes, sold that company 1 Getrich,hesaid.Bringoutthosetools—get

a desert shrub containing rubber, native to Mexico and Texas. and to Mexico rubber, native containing shrub a desert 2 The GrapesofWrath from John Steinbeck ANCHOR TEXT from TheGrapesof Wrath or pity having nocompassion ruthless NOTES (ROOTH lihs)

NOVEL EXCERPT MULTIMEDIA SCAN FOR

adj

. 457 sorrow 458 NOTES sadness; suffering with difficulty causing painorsorrow unpleasant taste;condition quality ofhavingasharp, bitterness toil (TOYL)

UNIT 5•fac (SOR oh)

(BIHT uhrnihs) v.

work hard and

great in g advers n. it y 7 6 5 4 3 5. pump andtheharness.Take halters,collars,hames,andtugs. it allback—Well, takeit,andabitternesswithit.Take thewell cost thirty-eightdollars.Two dollarsisn’tenough.Can’thaul for anything. what youcanget.Selltheteamandwagon,too.Nomore use Pile ‘emup.Loadinthewagon.Take ‘emtotown.Sellfor 4. 3. be noneofustosaveyou. but youcutusdown,andsoonwillbedown andthere’ll in yourhouseandtoflower, someday. We couldhavesavedyou, and thebayhorses—sobeautiful—a packetofbitternesstogrow But watchit,mister. There’s apremium goeswiththispileofjunk of work,toilinthesun;you’re buyingasorrowthatcan’ttalk. cocked, rubbing thesoftnoses withhercheek. You’re buyingyears taking off herhairribbontomakebows,standingback,head ‘em quick,mister. You’re buying alittlegirlplaitingtheforelocks, the wagon—I’dshoot‘emfordogfeedfirst.Oh,take‘em!Take lungs. Feetfairandclean.Howmuch?Ten dollars?Forboth? And the waytheyworktogether. See?Theteeth.Soundallover. Deep laugh. Off horseiseight,near isten,butmightofbeentwincolts a funnystoryaboutthatgirlandoff bay. Would makeyou red bowsonthem.Likesto doit.Notanymore. Icouldtellyou got agirl.Shelikestobraidthemanesandforelocks, putslittle and thestiff earsswiveltohearus,andtheblackforelocks! I’ve light onthem,baylight.Theylookoverthefencesniffing forus, buttocks, split-secondtimedtogether. And inthemorning, those forthebaygelding. Take the littleglassbrow-band jewels,roses red underglass.Got they walk,stridetostride.Inthestiff pull-straininghams fine bays,matchedtheyare, matchedincolor, matchedtheway for four. Now, what’llyougivefortheteamandwagon?Those own children under. And youwon’tsee. You can’tsee.Take ‘em for four. ButIwarnyou,you’re buyingwhatwillplowyour you. Fivedollars,notfour. Ican’thaul‘emback—Well, take‘em children under, buyingthearmsandspiritsthatmighthavesaved see—you’re buyingbitterness.Buyingaplowtoyourown buying onlyjunk,you’re buyingjunkedlives. And more—you’ll the metal.Disksandtractors,that’sstuff now. he trotted?

hams bay gelding bay plows. horse‑drawn tugs and hames, collars, halters, Fifty centsisn’tenoughtogetforagoodplow. Thatseeder Harness, carts,seeders,littlebundlesofhoes.Bring‘emout. Well, takeit—alljunk—andgivemefivedollars. You’re not Can’t sellahandplowanymore. Fifty centsforthe weightof Junk piledupinayard.

back of a horse’s knee. ahorse’s of back

reddish - brown male horse. 4 ‘Memberhowhelifted hisfeetwhen

parts of the harnesses used to attach horses to horses to attach used harnesses the of parts 5 and 3

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 16 15 14 13 12 11 10 9 8 and lookingpastthem back.Thisbook.Myfatherhadit.He to takeit. And what’sitlikeinCalifornia? this stick.Ihadsticksolong—amonth,ormaybe ayear. Igot Indian bow. Igotto. An’ thisroun’ stick—bigasme.Imightneed it—or burnitup. Look how she’swore down. And ropes, ofcourse.Therest? Leave and wrench andpliers. An ax,too.We hadthataxfortyyears. in thetrailer, andgranma onamattress. Tools, ashovel andsaw about fillsus.Rightupthesidesoftrailer, andthekidscanset rifle. Nothingelse.Thatgoes. And abottleforwater. Thatjust grampa came—didItellyou?—hehadpepperandsalta and food,whenevenhopeisgone,we’llhavetherifle. When rifle? Wouldn’t gooutnaked ofarifle. Whenshoesandclothes is? That’sthestove. And clothes—take alltheclothes. And—the canvas. Usethatforatent.Thiskerosene can.Knowwhatthat and mattresses andcomforts, lanternandbuckets,apieceof take. We’ll becampingout—afewpotstocookandwashin, pictures, square glasses,andhere’s avase. among them,turningthemoverandlookingoff beyondandback, tanks, stillthere were pilesofpossessions;andthewomensat bedsteads, chairsandtables,littlecornercupboards, tubsand they’ll allwalktogether, andthere’ll beadeadterror from it. day—the armiesofbitternesswillallbegoingthesameway. And leading a paradeofhurts,marching withourbitterness. And some we’re dead.To California oranyplace—everyoneadrum major go, that’sus;andwhenthetractorhithouse,usuntil right, butwehaveitstill. And whentheownermentoldusto start again.Thebitternesswesoldtothejunkman—hegotitall years andthedustdrought yearsare us.We can’t pictures, that’sus.Thisland,thisred land,isus;and theflood we’re allthat’sbeen.Theangerofamoment,thethousand where thefruit grows. We’ll startover. kicking thered dustup. back tothefarms,handsinpocketsandheadsdown,shoes didn’t dance.Theysingorpicktheguitars.walked the impacthard andstunning.Buttheydidn’tlaugh hats pulleddown.Someboughtapintanddrankitfasttomake And thechildren came. And thetenantmencamewalkingback,handsintheirpockets, The womensatamongthe doomedthings,turningthemover If Marytakesthatdoll,dirtyragIgotto takemy Now youknowwellwhatwecantakeandcan’t When everythingthatcouldbesoldwassold,stovesand The tenantmenscuffed home tothefarmsthrough thered dust. But youcan’tstart.Onlyababycan You andme—why, Maybe wecanstartagain,inthenewrichland—inCalifornia, from TheGrapesof Wrath conveys? he usesandideas narrator bythewords you concludeaboutthe CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES doomed destined toabadoutcome and “we”? using thepronouns “us” does thenarratorkeep through repetition? Why are beingemphasized paragraph 10. of words andphrasesin examples ofrepetition

(doomd) Whatideas Mark Whatcan

adj.

459 unnamed narrator? do theybringtolife this of dashescreate? How anduse do thepatterns 460 adv frantically CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES anger, worry,orpain indicate? What dothedashes questions andstatements? are created bythe 17 and18. punctuation inparagraphs .

acting wildlywith UNIT 5•fac (FRAN tuhklee) What patterns Whatpatterns Markthe Whateffect in g advers it 20 19 18 17 y had passed. dust. Thedusthungintheairforalongtimeafterloadedcars frantically theyloadedupthecarsanddrove away, drove inthe set fire tothem.Theystood andwatchedthemburning,then wait. We can’twait. And theypiledup thegoodsinyards and That’s mine. roun’ stick,Igettotaketwo things.Ichoosethefluffy pilla. dreadful pain—that’syou. can’t. Thewillowtree isyou.Thepainonthatmattress there—that not there? Canyoulivewithoutthewillowtree? Well, no,you you wakeupinthenightandknow—andknowwillowtree’s How’ll itbenottoknowwhatland’soutsidethedoor?Howif without ourpast?No.Leaveit.Burn there isn’troom. Here’s anold-timehat.Thesefeathers—nevergottousethem.No, guess not.Here’s alettermybrother wrote thedaybefore hedied. liked abook.Pilgrim’s Progress. permission of Viking Books,animprintofPenguinPublishingGroup,permission ofViking adivisionofPenguinRandomHouseLLC. “Chapter 9,”from TheGrapesofWrathbyJohnSteinbeck,copyright1939,renewed ©1967byJohnSteinbeck.Used 7. 6. brought itfrom theSt.LouisFair. much good.Thinkwecouldgetthischinadogin? Aunt Sadie I looked atthatbefore thefustthree come—didn’t seem todo it. And hispipe—stillsmellsrank. And thispicture—an angel.

ownership of lands west of the Mississippi River. Mississippi the of west lands of ownership Fair: Louis St. Pilgrim’s Progress And thechildren—if SamtakeshisIndianbowan’ hislong Suddenly theywere nervous. Gottogetoutquicknow. Can’t They satandlookedatitburnedintotheirmemories. How canwelivewithoutourlives?willknowit’sus

❧ The World’s Fair of 1904, celebrating a hundred years of American American of years ahundred celebrating Fair World’s 1904, of The

Christian story by John Bunyan about living virtuously. living about Bunyan John by story Christian 6 Usedtoread it.Gothisnamein 7 See? Wrote rightonit.No,I

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Research to Clarify Research RESEARCH 4. 3. 2. 1. the story? that detail. what In way the information does you of learnedshed light an on aspect

What happens after the people burn theirbelongings? What happensafterthepeopleburn What are themendoinginparagraph7? What bigchangeistakingplaceinthelivesofthesecharacters?

Notebook

Write abriefsummaryofthisexcerptfrom TheGrapesofWrath .

Choose atunfamiliar one least Briefly research detail from the text. from TheGrapesof Wrath

461 Model Annotation Close-Read Guideand 462 a • Analyze an over of • Determine Reading Literature 

story

objective from THEGRAPESOFWRATH

text STANDARDS the T

ool Kit

UNIT 5•fac or MAKING MEANING

course and

drama how

summary

a analyze

theme

particular of

interact.

the

its

of text;

central development in the elements

provide g advers

text.

idea

it y 4. 3. 2. 1. Analyze the TextAnalyze the 3. 1. TextClose Readthe 2.

selection? abouthowpeopledealwithobstaclesby readingyou learned this the excerpt? Essential Question:Howdoweovercomeobstacles? Analyze you tell? Interpret people? Classify make thischoice?”Whatcanyouconclude? notice. Askyourself questionssuchas“Whydidtheauthor first read. Readthissectioncloselyandannotatewhatyou Revisit asectionofthetextyoufoundimportantduringyour close-read notes. For more practice,gobackintothetextandcomplete write aquestionandyourconclusion. read thepassage,andfindanotherdetailtoannotate.Then, annotations, alongwithquestionsandconclusions.Close This model,from paragraph1,showstwosample Notebook to theminthecomingdays. women knewhowthepastwouldcry the pasthadbeenspoiled,but west. Themenwere ruthless because possessions forthejourneyto their grandfathers.Pickedover belongings oftheirfathersand sifted theirbelongingsandthe In thelittlehousestenantpeople generations ofmemoriesandbelongings. CONCLUDE: Thetenantsare sortingthrough through repetition? QUESTION: Whatideasare beingemphasized and ideas. ANNOTATE: There isrepetition here, ofwords

What storydetailsreveal that thesecharactersare farm

Why do the characters burn theirbelongingsattheendof Why dothecharactersburn What isthegeneralattitudeofcharacters?How can

Respond tothesequestions. C to supportyouranswers. i t e t e xtu miss thepast. much theywill understand how The women CONCLUDE: make thischoice? did theauthor QUESTION: Why coming days.” to theminthe it “wouldcry the pastbysaying author personifies ANNOTATE: The a

l What have e v i d ence

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. men andwomentraditionallyfollowinthattimeplace. farmland, theresulting conditionsofpoverty,andthedifferent roles that the novelincludesongoingdrought andthedisappearanceofusable great hardships, suchasdrought. Theculturalandhistoricalcontextof the Great Depression todevelopthemesabouthowpeoplerespond to In TheGrapesofWrath,SteinbeckusesthesettingOklahomaduring significant storydetails,includingthefollowingelements: people orlife. Writers developthemesthrough careful selectionof or centralmessage.Themescanbeexpressed asgeneraltruthsabout Theme Analyze CraftandStructure Identifying Theme 1. to thequestions. 3. 2. Practice respond differently situation? totheir excerpt How domenandwomeninthe CHARACTERS’ ACTIONS excerpt? ofthis setting about the What are mostimportantdetails the SETTING have the greatesthave the choices? impactontheir characters’environmentWhat partsofthe CULTURAL ANDHISTORICALCONTEXT

• • • Complete thecharttoanalyzehowstoryelementsdeterminetheme. why not? different if thestorywere Oklahoma?Whyor adapted andsetinmodern-day Would thethemessuggested bythispassageofTheGrapesWrathbemuch nature issuggestedbythe narrator’s repetition ofthenounbitterness? Repeated words andideas canhighlightkeythemes.Whatthemeabouthuman Notebook or insightsabouthumannature. Characters’ actionsandreactions tosituationscanreveal themes, that affect them. historical environment ofthecharacters,includingmajorevents Cultural andhistoricalcontextisthesocial,cultural, Setting isthetimeandplaceinwhichastoryoccurs.

Every successfulliteraryworkdevelopsatleastonetheme,

Complete thefollowingactivity,andthenrespond ESSENTIAL QUESTION: story elements? developed bythese is What generaltruth THEME Howdoweovercome obstacles? to supportyouranswers. CITE TEXTUALEVIDENCE from TheGrapesof Wrath

463 Language Development

Concept Vocabulary

ruthless toil doomed bitterness sorrow frantically

from THE GRAPES OF WRATH Why These Words? The concept vocabulary words describe extreme emotions or conditions that people experience. For example, the men feel much bitterness as they sell their belongings, the women feel great sorrow as they say good-bye to their homes, and the characters frantically load their cars and leave their homes behind.

1. How does the concept vocabulary sharpen the reader’s understanding of the story’s characters and setting?

2. What other words in the selection describe or relate to the difficult conditions these characters face?

Practice

Notebook The concept vocabulary words appear in the excerpt  WORD NETWORK from The Grapes of Wrath. Use each word in a sentence that demonstrates your understanding of the word’s meaning. Add interesting words from the text about facing adversity to your Word Network. Word Study Old English Suffix: -less The Old English suffix -less means “not having” or “unable to be acted on or to act.” It usually indicates that the word in which it appears is an adjective. For example, the word ruthless means “having no pity,” “merciless,” or “cruel.” In the story, the men are described as ruthless as they pick through belongings with no outward show of emotion or feeling.

1. Write your own sentence that correctly uses the word ruthless.

 STANDARDS Language 2. Write definitions for these words, consulting a dictionary if you need • Determine or clarify the meaning help: heartless, pitiless, purposeless. of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate 3. Think of two other words that have the suffix -less. Record a definition Greek or Latin affixes and roots as for each word, and write a sentence that correctly uses it. clues to the meaning of a word. • Acquire and use accurately grade‑appropriate general academic All rights reserved. or its affiliates. Inc., Education, © Pearson and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

464 UNIT 5 • facing adversity © Pearson Education, Inc., or its affiliates. All rights reserved. that appealstooneormore ofthefivesenses. Word choicealsohelpsawritercreate imagery—descriptivelanguage impression. word choice,thespecific languageanauthorusestocreate astrong Description Author’s Style Imagery Precise words 3. 2. 1. Complete theactivity,andthenrespondtoquestions. Practice

Interpret Evaluate three examplesofSteinbeck’s word choicetodescribethehorses. Reread paragraph7of“TheGrapesWrath.”Usethechartbelowtoshow (b) What moodoratmosphere doestheuseoftheseimages create? you choseappeal? the horsesmostclearly?Explainyourchoices.(b)To whichsensesdothewords

Descriptions ofpeople,places,andthingsare shapedby

(a) Whichwords from thegraphicorganizerenableyoutoimagine (a) To whatsensedotheimagesinparagraph13mostlyappeal? n i iesilsel ak Thesewords sense appealtothe fluffyI choosethe pilla. rank. smells And hispipe—still jewels, roses red underglass. Take glassbrow-band little the farms through red the dust. The tenantmenscuffed hometothe warweplantedmustard?the That plow, harrow, that remember in EXAMPLES FROMTHETEXT horses ESSENTIAL QUESTION: NOTES of touch. These words sense appealtothe of smell. of sight. These words sense appealtothe or went. precise averbsuchaswalked than The verbscuffed ismuchmore precise words. Plow, harrow, mustard are simple, all Howdoweovercome obstacles? to supportyouranswers. CITE TEXTUALEVIDENCE from TheGrapesof Wrath

465 EFFECTIVE EXPRESSION

Writing to Compare The documentary video you watched provides in-depth information about the Dust Bowl, the historical event that is an essential part of the setting of John Steinbeck’s novel The Grapes of Wrath. Now, deepen your understanding of the topic by analyzing what you have learned and THE DUST BOWL expressing your ideas in writing.

Assignment The video “The Dust Bowl” and the novel The Grapes of Wrath present very different perspectives, or points of view, about the role of farmers in the 1930s drought and its aftermath. Were farmers innocent victims of a natural disaster, or were they guilty of creating the disaster due to

from THE GRAPES OF WRATH poor land management? Write an argumentative essay in which you state and support an argument about the role of farmers in the Dust Bowl. Use details from Steinbeck’s novel and the documentary video as evidence to support your claim. Strengthen your support by addressing one counterclaim.

Prewriting Analyze Perspectives Review both sources to understand how the video and the novel present different perspectives on farmers during the Dust Bowl. Complete the chart to summarize how each source depicts the role of farmers. Then, include details from each source that produce a strong impression or impact.

HISTORICAL VIDEO: LITERARY TEXT: from “THE DUST BOWL” THE GRAPES OF WRATH

Role of Farmers in the Dust Bowl

 STANDARDS Reading Literature Compare and contrast a fictional portrayal of a time, place, or Strong Impressions character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Writing • Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge Notebook Respond to these questions. alternate or opposing claims, and organize the reasons and evidence 1. How do the video and the novel use different techniques to influence © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson logically. an audience’s response? b. Support claim(s) with logical reasoning and relevant 2. Which perspective on the role of farmers in the Dust Bowl is more evidence, using accurate, credible persuasive? Why? sources and demonstrating an understanding of the topic or text.

466 UNIT 5 • FACING ADVERSITY © Pearson Education, Inc., or its affiliates. All rights reserved. II. Opening Claim: I. argumentative essay.Adjusttheoutlineasneeded. Outline Your Essay Drafting Make changesandcorrect errors toprepare afinaldraft. Swap draftswithapartnertoreview andproofread oneanother’s work. fairly andexplainwhyyouthinkyourclaimisstronger? evidence tosupportyourargument?Doyoudescribe thecounterclaim effectiveness. Is yourclaim clearandstrong? Doyouprovide enough Once youhavewrittenacompletedraft,revise itforclarityand Reviewing, Revising,andEditing Closing Idea: III.

B. A. Body the DustBowl. you are makingabouthowmuchresponsibility farmersshouldbearfor Introduction your readers withanimportantideaorperspectiveonthesubject. Conclusion

Evidence: Evidence: Your Response: Counterclaim: think thisargumentisweakorincomplete. position, presented inthevideoornovel.Then,explainwhyyou Address aCounterclaim Introduce thecounterclaim, oropposite Evidence: evidence last. begin withyourstrongest evidence,orpresent yourstrongest sources thatsupportsyourargument.Considerwhetheryouwill Provide Evidencefrom Sources Chooseevidencefrom the

End youressaybysummarizingclaimandleaving

Begin withastrong openingthatclearlystatestheclaim

Complete theoutlinetoplananddraftyour ESSENTIAL QUESTION: The DustBowl •fromTheGrapesof Wrath

Howdoweovercome obstacles?

analysis, reflection, andresearch. informational textstosupport • evidence. with clearreasonsandrelevant Write argumentstosupportclaims Writing use oralterhistory. understanding howauthorsoffiction of thesameperiodasameans character andahistoricalaccount portrayal ofatime, place, or Compare andcontrast afictional Reading Literature  The Grapes ofWrath. from thisexcerptfrom what you’velearned Evidence Logandrecord new selection,gotoyour Before movingontoa  to literature. a. Apply grade 7Readingstandards Draw evidencefromliterary or reasons, andevidence. the relationshipsamongclaim(s), to createcohesionandclarify c. Usewords, phrases, andclauses understanding ofthetopicortext. sources anddemonstrating an evidence, usingaccurate, credible logical reasoningandrelevant a. Supportclaim(s)with

tan EVIDENCE LOG d a rd s

467 468 needed atthehighendofrange. proficiently, with scaffoldingas grades 6–8textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofyear, readand Reading Literature  Annotation First-Read GuideandModel writer. teacher andaward-winning become anoutstanding paid off ashewentonto the fields.Hishard work ended, Jiménezstudiedin to schoolbefore theharvest Although hecouldnotgo became migrantworkers. settled inCaliforniaand years old.Thefamily family whenhewasfour United Stateswithhis Mexico andcametothe in (b. 1943)wasborn Francisco Jiménez About the Author

Tool Kit STANDARDS

UNIT 5•FACING ADVERSITY MAKING MEANING

the words inorder from mostfamiliar(1)toleast(6). Before reading, notehowfamiliaryouare witheachword. Then,rank You willencounterthefollowingwords asyouread “TheCircuit.” Concept Vocabulary Circuit The opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION and review yourrankings.Markanychangestooriginal After completingyourfirstread, comebacktotheconceptvocabulary have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and whythoseinvolvedreact where and whenithappens, is about,whathappens, NOTICE understandingly enthusiastically instinctively thoroughly hesitantly whom thestory wearily WORD ideas within the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 3 2 1 1. I every yeartofindjobs. jobs. The“circuit” inthetitlerefers tothepathmigrant workerstake of constantmovingandwork,withschoolwedgedinaround harvesting years aspartofafamilymigrantfarmworkers.To him,life consisted Jiménez. Inthisstory,thenarrator, Panchito,tellsofhisdifficult early Child, acollectionofautobiographicalshortstoriesbyFrancisco This selectionisfrom TheCircuit:StoriesfromtheLifeofaMigrant BACKGROUND the thoughtofnothearingthemagainsaddened me. hours aday, everyday, sevendaysaweek,weekafterweek. And his broken Spanish.Thosewere thewords Iwaitedfortwelve 3. 2. braceros, season wasoverandthelastfewdaysworkers,mostofthem signaled usthatitwastimetogohome.“Ya esora,” saw him. in Mexicomyfamilywasfrom. ThatSundaywasthelasttimeI break. ThatishowIfoundouthewasfrom Jalisco,thesamestate I likedhim.Sometimeswetalkedduringourhalf-hour lunch of braceros. Sunday, onlyone—thebest picker—cametowork. months ofJuneandJuly.

sharecropper Ya esora Ya braceros As thelastdaysof August disappeared, sodidthenumber When thesunhadtired andsunkbehindthemountains,Ito t wasthattimeofyearagain.Ito,thestrawberrysharecropper, did notsmile.Itwasnatural.Thepeakofthestrawberry

2 (yah ehs(yah AW rah) (bruh SAIR ohs) SAIR (bruh were notpickingasmany boxesastheyhadduringthe

(SHAIR krop uhr) krop (SHAIR n. Spanish for “It’s time.” “It’s for hora.) es Spanish (Ya migrant Mexican farm laborers who harvest crops. harvest who laborers farm Mexican migrant n. one who works for a share of a crop; tenant farmer. acrop; of tenant ashare for works who one 3 heyelledin The Circuit The Francisco Jiménez 1

ANCHOR TEXT NOTES

MULTIMEDIA The Circuit |

SHORT STORY SCAN FOR

469 470 adv. completely;entirely thoroughly NOTES

UNIT 5•FACING ADVERSITY (THUR ohlee) 10 9 8 7 6 5 4 5. 6. thought ofhavingtomoveFresno days, weeks,andmonthsofwork.Isatdownonabox.The cardboard boxes.SuddenlyIfeltevenmore theweightofhours, the shack,Istopped.Everythingweownedwasneatlypackedin outside. in awhilehecleared from histhroat thedustthatblewinfrom was alsosilent.Heleanedhisheadbackandclosedeyes.Once on thewheel,hestared atthedirtroad. Myolderbrother, Roberto, 4. start the“Carcanchita.” accompanied them. broke thesilenceofdawn.Shortly, thebarkingofdogs brothers andsisters,forwhomthemovewasagreat adventure, up. A fewminuteslater, theyellingandscreaming ofmylittle much Ihatedthismove. store formethere brought tearstomyeyes. 7. store inSantaMaria.Thepothadmanydentsandnicks,the “Listo,” a bluenecktie. an importantmanbecausebehindtherear seatofthecarhefound the caranyway. Papáfigured theoriginal ownermusthavebeen was. Heneverdidfindoutfrom thecarsalesman,buthebought of thecar, Papátheninsistedonknowingwhotheoriginalowner spelled cartrouble. After beingsatisfiedwiththelooksandsounds head from sidetolike aparrot, tryingtodetectanynoisesthat examined everyinchofthecar. Helistenedtothemotor, tiltinghis he checkeditthoroughlybefore drivingitoutofthe carlot.He before buyingthisone.When hefinallychosetheCarcanchita, right tobeproud ofit.He spentalotoftimelookingatothercars Winter of1949.Papáwasveryproud ofhislittlejalopy. Hehada black Plymouth.Heboughtitinaused-carlotSantaRosathe large galvanized bumpers. on topofthecarroof andtieditwithropes tothefront andrear and Icarriedthetwosmallerones.Papáthenthrew themattress carry theboxesouttocar. Robertocarriedthetwobigboxes

Carcanchita Listo Fresno galvanized As wedrove homePapádidnotsayaword. With bothhands A littlebefore fiveo’clockinthemorning,Papáwokeeveryone Yes, itwasthattimeofyear. WhenIopenedthefront doorto While wepackedthebreakfast dishes,Papáwentoutsideto That nightIcouldnotsleep.layinbedthinkingabouthow Papá parkedthecaroutinfront andleftthemotorrunning. Everything waspackedexceptMamá’spot.It anold

(LEES toh) (LEES

6 heyelled.Without sayingaword RobertoandIbeganto (FREHZ noh)

(GAL vuh nyzd) vuh (GAL (kahr kahn CHEE tah) CHEE kahn (kahr Spanish for “Ready.” for Spanish 7 n. potshehadpickedupatanarmysurplus city in central California. central in city adj. 5 That was the name Papá gave his old ‘38 ThatwasthenamePapágavehisold‘38 coated with zinc to prevent rusting. to prevent zinc with coated affectionate name for the car. the for name affectionate 4 andknowingwhatwasin

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 11 18 17 16 15 14 13 12 wearily: “Estodo.” wiped thesweatfrom hisforehead withhissleeve, andsaid floor behindthefront seat. All ofusthenclimbedin.Papásighed, Roberto openedtherear cardoorandPapágentlyplaceditonthe When shegottothecar, Papáreached outtohelpherwithit. pot bybothhandles,makingsure nottospillthecookedbeans. 9. over totheendofrow, pickedupthejugofwaterwehad mouth feltasif Ihadbeenchewingonahandkerchief. Iwalked hundred degrees. Iwascompletelysoakedinsweatandmy to pick. and afterbreakfast, Papá,Roberto,andIheadedforthevineyard under thetrees,” Papásaid. sleep onthemattress. Roberto,Panchito,andIwillsleepoutside it onthefarcornerofgarage.“Mamá,youandlittleones sisters. PapáandRobertothenbrought inthemattress andplaced newspapers andtincantops.Mamáfedmylittlebrothers and the hard ground. Papápluggedtheholesinwallswithold cleaned ournewhome.Robertosweptawaytheloosedirt,leaving road map. holes. Thedirtfloor, populatedbyearthworms,lookedlikeagray The walls,eatenbytermites,strainedtosupporttheroof fullof stables. season,” shesaid,gaspingandpointingtoanoldgaragenearthe car. “We havework!Mr. Sullivansaidwecanstay there thewhole the manwentin,Mamáclaspedherhandsandhurriedbackto a tallhuskymancameout.Theyexchangedfewwords. After the front door. Sherangthedoorbell.Theporch lightwentonand through awhitegate,past arow ofrose bushes,upthestairsto around it.” road. Can’tmisshim.Helivesinabigwhitehousewithfence foreman, scratchinghishead.“CheckwithSullivandownthe needed anymore workers.“We don’tneednomore,” saidthe did notspeakEnglish,Mamáaskedthecampforeman if he and lookedatourlittleshackforthelasttime. olla,” more dentsandnicksitacquired themore Mamálikedit.“Mi 8.

Es todo Mi olla Mi Around nineo’clockthetemperature hadrisentoalmostone At sunsetwedrove intoalaborcampnearFresno. Since Papá As wedrove away, Ifeltalumpinmythroat. Iturnedaround I heldthefront dooropenasMamácarefully carried outher Early nextmorningMr. Sullivan showeduswhere hiscrop was, That night,bythelightofakerosene lamp,weunpackedand The garagewaswornoutbytheyears.Ithadnowindows. When wegotthere, Mamá walkeduptothehouse.Shewent 8 sheusedtosayproudly.

(mee yah) OH (ehs TOH thoh) TOH (ehs Spanish for “My pot.” “My for Spanish 9 Spanish for “That’s everything.” for “That’s Spanish a tired manner this passage? of migrantworkersfrom conclude aboutthelives wearily NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ do thesewords create? describe thegarage. paragraph 15thatthe words andphrasesin (WIHR uhlee) The Circuit Whateffect Markthe Whatcanyou adv

471 . in thinking automatically, without choices? author hadmadedifferent text beaseffective if the 472 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ instinctively NOTES tihv lee) seem human? make nonhumanthings author chosenverbsthat and vines. sun, mountainsandvalley, describe theactionsof verbs inparagraph20that

UNIT 5•FACING ADVERSITY adv.

Whyhasthe done Markthe Would the (ihn STIHNGK (ihn STIHNGK 23 22 21 20 19 some more. “Quince,” first day. Hewrote downnumbers,crossed someout,wrote down a pencilandbegantofigure outhowmuchwehadearnedour signaling tousthatitwastimequitwork.Papáthentookout morning andlayinbed,lookingatthestars savoringthe was overandIcouldnowgotoschool.wokeup earlythat the work. on everymorningfordaysuntilmymusclesfinally gotusedto over. Ifeltlittlecontrol overmyarmsandlegs.This feelingwent favorite dish. 13. making itdifficult toseethebunches.“Vamonos,” was toodarktocontinuepicking.Thevinesblanketedthegrapes, the valleyreached outand swallowedthesun.Within anhourit the afternoonseemtolastforever. Finallythemountainsaround The buzzinginsects,thewetsweat,andhotdrydustmade meal forus.We hadriceandtortillaswith“carneconchile,” wooden cratesthatservedasatable.Mamáhadcookedspecial a waterhose.We thensatdowntoeatdinneraround some “Tienen quetenercuidado,” drove away. RobertoandIcameoutfrom hidingandjoinedPapá. books undertheirarms. After theycrossed thestreet, thebus school. Theneatlydressed boysaboutmyagegotoff. Theycarried vineyards. We didnotwanttogetintrouble fornotgoingto loudly inalarm.Instinctively,RobertoandIranhidthe down theroad. “Here comestheschoolbus,”hewhispered with astick.SuddenlyInoticedPapá’sfaceturnpaleashelooked of boxeswehadpicked.Robertodrew designsontheground the sideofroad. Whileweate,Papájotteddownthenumber two o’clockandwesatunderneathalarge walnuttree thatwason watched thedirtywaterrun downmyarmstotheground. I begantorecover. Ipoured waterovermyfaceandneck sandy ground. All Icouldhearwasthedrone ofinsects.Slowly my hands.Iremained motionlesswithmyeyesgluedonthehot sick tomystomach.Idropped tomykneesandletthejugroll off sick,” Robertoshouted.NosoonerhadhesaidthatthanIfelt brought, andbegandrinking.“Don’tdrinktoomuch;you’llget 10. 11. 12. “You careful.” to be have

After lunchwewentbacktowork.Thesunkeptbeatingdown. It wasMonday, thefirstweekofNovember. Thegrapeseason The nextmorningIcouldhardly move.Mybodyachedall When wearrivedhome,tookacoldshowerunderneath I stillfeltdizzywhenwetookabreak toeatlunch.Itwaspast “ Tienen que tener cuidado Vámonos and tomatoes. and Quince carne con chile

(KEEN say)

(VAH moh nohs) ”

Spanish for “Fifteen.” (KAHR nay kuhn CHIHL ay) CHIHL kuhn nay (KAHR 12 Spanish for “Let’s go.” “Let’s for Spanish

hemurmured. (tee EHN ehn kay tehn EHR kwee THAH thoh) THAH kwee EHR tehn kay ehn (tee EHN 10 hewarnedus. dish of ground meat, hot peppers, beans, beans, peppers, hot meat, ground of dish 11 saidPapá, Spanish for for Spanish 13 my

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 27 26 25 24 angrier atmyself. Ishouldhaveread, Ithoughttomyself. later,” Mr. Lemasaidunderstandingly. dry. My eyesbegantowater. Icould notbegin.“You canread asked hesitantly.Iopenedthebooktopage125.Mymouthwas blood rush tomyhead;Ifelt dizzy. “Would youliketoread?” he are onpage125,”hesaidpolitely. WhenIheard this,Ifeltmy up tome,handedmeanEnglishbook,andasked metoread. “We story webeganyesterday,” hesaidenthusiastically.Hewalked “The firstthingwehavetodothismorningisfinish reading the roll, Mr. Lemagavetheclassassignmentforfirsthour. wished Iwere withPapá and Robertopickingcotton. After taking scared atthatmomentwhen everyone’seyeswere onmethatI a desk.Hethenintroduced metotheclass.Iwassonervousand questions, Iwasledtotheclassroom. that Iwantedtoenroll in the sixthgrade. After answeringmany Finally, afterstruggling forEnglishwords, Imanagedtotellher first instinctwastoanswerherinSpanish,butIheldback. speechless. Ilookedattheladywhowaitedforananswer. My had notheard Englishfor months.ForafewsecondsIremained I heard awoman’svoicesay: “MayIhelpyou?”wasstartled. office. WhenIentered pant pocketsandwalkedtotheprincipal’s books undertheirarms.Iputmyhandsin bus windowandsawboysgirlscarrying school, Ifeltverynervous.lookedoutthe seat intheback. busy eithertalkingoryelling.Isatinanempty When itarrivedIclimbedin.Everyonewas road waitingforschoolbusnumbertwenty. around eighto’clock,Istoodbythesideof distance inacloudofdust.Two hourslater, and watchedtheCarcanchita disappearinthe to thetopofasmallgradenextshack stained skinfalltothefloorinlittlerolls. February. Irubbed myhandstogetherandwatchedthedry, acid not gountilthecottonseasonwasover, andthatwassometimein was notgoingtomorrow, ornextweek,month.Hewould face him.Iknewhewassad.Henotgoingtoschooltoday. He Roberto, butIkeptmyheaddown.didnotwanttolookupand join PapáandRobertoatbreakfast. Isatatthetableacross from first timethatyear. SinceIcouldnotsleep,decidedtogetupand thought ofnotgoingtoworkandstartingsixthgradeforthe For therest ofthereading periodIkeptgettingangrierand Mr. Lema,thesixthgradeteacher, greeted meandassigned When thebusstoppedinfront ofthe When PapáandRobertoleftforwork,Ifeltrelief. Iwalked sixth grade.” grade.” sixth I wanted the to in enroll managed to her tell that for English words, I “ F inally, after struggling struggling after inally, NOTES understandingly enthusiastically cautious way zee AStihklee) STAN dihnglee) knowing way;kindly hesitantly eager interest lee) adv. inanunsure or (HEHZ uhtuhnt The Circuit adv. adv. (ehn thoo (ehn thoo (uhn duhr

with

in a

473 474 NOTES

UNIT 5•FACING ADVERSITY 32 31 30 29 28 boxes. I sawthateverythingweownedwasneatlypackedincardboard were happytoseeme,but whenIopenedthedoortoourshack, to meetme.Theywere yelling andscreaming. Ithoughtthey news. As Igotoff thebus,mylittlebrothers andsistersranup he added:“I’llteachyouhowtoplayitduringourlunchhours.” asked. Hemusthaveread myfacebecausebefore I couldanswer, many corridos.“Howwouldyouliketolearnhowplayit?”he sound gavemegoosebumps.Iknewthatsound.hadheard itin He thenpickedupatrumpet, blewonit,andhandedittome.The me asweentered thebuilding.“Yes, Ilikecorridos,” walk withhimtothemusicroom. “Doyoulikemusic?”heasked English withMr. Lema,mybestfriendatschool. he said. him andaskedif hecouldhelpmewiththenewwords. “Gladly,” entered helookedupatmeandsmiled.Ifeltbetter. Iwalkedupto and headedbacktotheclassroom. in class.There were manywords Ididnotknow. Iclosedthebook book topage125.Ibeganread inalowvoice,pretending Iwas 14.

That dayIcouldhardly wait totellPapáandMamáthegreat One FridayduringlunchhourMr. Lemaaskedmetotakea The rest ofthemonthIspentmylunchhoursworkingon Mr. Lemawassittingathisdeskcorrecting papers.WhenI During recess Iwentintotherest room andopenedmyEnglish corridos

❧

(koh REE thohs) REE (koh n. ballads . 14 Ianswered.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. on an aspect of the story? anon aspect Briefly research that detail. what In way the information does you learnedshed light

understanding ofthestory. Who befriendsPanchitoatschool? picking grapes? hissons thattheschoolbusiscomingwhentheyareWhy doesPapáwarn Why doesthefamilymoveatbeginningofstory? What kindofworkdoesPanchito’s familydo?

Notebook

Write abriefsummaryof“TheCircuit” toconfirmyour

Choose atunfamiliar one least detail from the text. The Circuit

475 476 an over of • Determine inferences the evidence • Cite Reading Literature  Model Annotation Close-Read Guideand

objective

text

Tool Kit

text STANDARDS the

several UNIT 5•FACING ADVERSITY

MAKING MEANING

says

course and to

drawn

support

summary

a explicitly analyze

pieces theme

from

the

analysis

its

as of text;

the THE CIRCUIT textual

central development

the well

text.

provide

of text.

what idea

4. 3. 2. 1. 3. 1. TextClose Readthe Analyze the TextAnalyze the 2.

you learned aboutfacingadversitybyreadingyou learned thisselection? Essential QuestionHowdoweovercomeobstacles? Whathave the packedboxesatend ofthestory?Why? Draw Conclusions school? (b)MakeInferences Whatistheworstthing? (a) WhatisthebestthingthathappenstoPanchitoon thelastdayof about him? the “littleshack”?(b)MakeInferences What doesthisdetailsuggest (a) Interpret HowdoesPanchitofeelashisfamilydrivesawayfrom make thischoice?”Whatcanyouconclude? notice. Askyourself questionssuchas“Whydidtheauthor first read. Readthissectioncloselyandannotatewhatyou Revisit asectionofthetextyoufoundimportantduringyour close-read notes. For more practice,gobackintothetextandcomplete write aquestionandyourconclusion. read thepassage,andfindanotherdetailtoannotate.Then, annotations, alongwithquestionsandconclusions.Close This model,from paragraph3,showstwosample Notebook saddened me. the thoughtofnothearingthemagain days aweek,weekafterweek.And twelve hoursaday, everyday, seven Those were thewords Iwaitedfor esora,” heyelledinhisbroken Spanish. us thatitwastimetogohome.“Ya behind themountains,Itosignaled When thesunhadtired andsunk the workers. sun as“tired” tosuggestthefatigueof CONCLUDE: Theauthorpersonifies the describe thesuninthisway? QUESTION: Whydidtheauthorchooseto as being“tired.” ANNOTATE: Theauthordescribesthesun

Respond tothesequestions.

How doesPanchitomostlikelyfeelwhenhesees to supportyouranswers. CITE TEXTUALEVIDENCE days inthefields. repetitive working mirrors thelong, of thissentence The structure CONCLUDE: by therepetition? effect iscreated QUESTION: What structure. has arepetitive This sentence ANNOTATE:

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. To inferatheme— stated, more oftentheyare hintedatorsuggested. the storyconveys.Althoughthemesofaworkare sometimesdirectly Theme Analyze CraftandStructure • • • • • • 1. 3. 2. Practice aspect ofthestory. Analyze thestory’s titletoseeif ithintsatorreveals animportant Look forrepeated ideasexpressed bystorycharacters. learned. Examine characters’responses toconflicts,andidentify anylessons Identify themainconflictofstoryanditsoutcome. guesses, aboutthemesbasedonstoryclues. “correct” themeforawork:You mustinfer, ormakeeducated have impliedthemes.It’s important tonotethatthere isnosingle are notdirectly expressed. Mostnarratives,like“TheCircuit,” Implied themesare suggestedbytheauthorstorydetailsand story’s end. like TheFoxandtheGrapes,havestatedthemesprovided atthe Stated themesare expressed directly withinatext.Classicfables,

of thecluesyougathered. the finalrow ofthechart,writeyourideasabouttheme,basedonanalysis To begininferringtheme,completethischartwithcluesfrom thetext.Then,in theme, howwoulditberevealed, andbywhom? If youwere toadaptthisstory andprovide astatedtheme,whatwouldbethe clues tothememightthetitlereveal? (a) WhydoyouthinkFranciscoJiméneztitledthisstory “The Circuit”? (b)What Notebook Theme(s) CONFLICT MAIN

The

theme, orcentralideaofastory,isaninsightaboutlife that

Complete theactivity,andthenrespondtoquestions. RESPONSES CHARACTERS’ IDEAS REPEATED ESSENTIAL QUESTION: STORY’S TITLE Howdoweovercome obstacles? to supportyouranswers. CITE TEXTUALEVIDENCE The Circuit

477 Network. adversity toyourWord from thetextaboutfacing Add interesting words 478 strategies. choosing flexiblyfromarange of grade andcontent, 7reading words andphrases basedon of unknownandmultiple-meaning Determine orclarifythemeaning Language   clues tothemeaningofaword. Greek orLatinaffixesandrootsas b. Usecommon, grade-appropriate meaning ofawordorphrase. a. Usecontextasacluetothe

STANDARDS

WORD NETWORK UNIT 5•FACING ADVERSITY LANGUAGE DEVELOPMENT THE CIRCUIT 2. 2. 1. instinctively (doneautomaticallywithoutthinking). narrator andhisbrother are toldtheschoolbusiscoming,theyrunaway Papá workshard toloadthecar, hewipeshisforehead wearily;whenthe describe waysinwhichcharactersactorrespond. Forexample,after Concept Vocabulary 1. an adverb,thoroughly,whichmeans“inathorough wayormanner.” done. Forexample,when-lyisaddedtotheadjectivethorough,itcreates English suffix -lycreates anadverbthatdescribeshowsomethingwas Old EnglishSuffix: -ly Word Study Practice Why TheseWords? 1. Respond tothesequestions,basedonyourknowledgeofeachword. 6. 5. 4. 3. 2.

definition andwriteacontextsentenceforeachword. Think ofthree otherwords thatcontainthesuffix -ly.Record a Write yourownsentencethat correctly usestheword instinctively. actions? What otherwords intheselectionare usedtodescribefeelingsor of charactersin“TheCircuit”? How doestheconceptvocabularysharpenreader’s understanding wearily thoroughly What mightsomeonedowhenlisteningtoafriendunderstandingly? How mightsomeonesoundwhenaskingaquestionhesitantly? How mightpeoplebehaveif theywere responding enthusiastically? How mightsomeoneinstinctivelyreact todanger? When mightsomeonebehavewearily? What isataskthatshouldbedonethoroughly?

Notebook

The conceptvocabularywords appearin“TheCircuit.”

enthusiastically instinctively The conceptvocabularywords from thetext

When addedtotheendsofadjectives,Old

understandingly hesitantly

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. Use thecharttoreview thefunctionsofcommas. accurate chunks. brief pause;theyenablereaders toabsorbinformationinmeaningful, Commas Conventions 1. Write It 1. Read It Using Commas stand on their owninsentences. stand ontheir independent clauses—groups ofwords can that Use acommabefore joins that aconjunction smoothly with the word the with smoothly and. Coordinate together canbelinked adjectives same nounandwhoseorder canbereversed. These are the modify that adjectives consecutive Use acommatoseparatecoordinate adjectives. phrases, orclausesinaseries. Use commastoseparatethree ormore words, or clause. Use acommaafteranintroductory word, phrase,

d. c. b. independent clauses. Write acompoundsentencecorrectly usingacommatoseparate words inaseries. Write asentencecorrectly usingcommastoseparatethree ormore person. Write asentenceusingthree coordinate adjectivestodescribea Write asentenceusingtwo coordinate adjectivestodescribeahouse. a. comma orcommasineachsentence. Reread thesesentencesfrom “TheCircuit.” Identify thefunctionof

Notebook

to thecar. After themanwentin,Mamáclaspedherhandsand hurriedback I satatthetableacross from Roberto,butIkeptmyhead down. months ofwork. Suddenly Ifeltevenmore theweightofhours,days,weeks,and braceros. As thelastdaysofAugustdisappeared, sodidthenumberof

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STANDARDS

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•

FACING THE CIRCUIT

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© Pearson Education, Inc., or its affiliates. All rights reserved. MS ELA Grade 7 Week 4: April 20-24, 2020 Dear Parent(s)/Guardian(s) and Students! Welcome to Week 4 of your ELA Unit 5 Study. We continue this week with a focus on developing your informational writing skills. Your charge is to write an informational essay to answer the question: How did the individuals in the selections The Grapes of Wrath and/or “The Circuit” cope with the obstacles they faced? Writing informational text will help you in the future both in 8th grade, high school, and your career. It is very important to read informational text closely to model when you write informational text so that others can understand your message. Write with your reader in mind! Enjoy writing! Grade 7 Unit 5 Facing Adversity: How do we overcome obstacles? Week 4: April 20-24 pp. 482 – 484 ● Begin writing rough draft. p. 485 ● Use of commas lesson p. 486 ● Read “Revising for Evidence and Elaboration” section and apply to your writing.

7th Grade Unit 5 Facing Adversity Week 4: April 20 – 24 Daily Planning Guide/Checklist/Additional Support pp. 482 – 486

Monday, April 20 (Gathering Details p.. 483) _____ Look and read (or have read aloud) through the information on p 482 Writing an Informative Essay. _____ You get to write an Informative Essay from The Grapes of Wrath. Your Essay will answer the question, “How did the individuals in the selection cope or deal with the obstacles they faced?” _____ You got this – we will break your writing into steps! _____ Got back to pp. 457 – 460 and re-read (or have read aloud) The Grapes of Wrath. _____ While reading (or having read aloud) complete the pre-writing planning table below. _____ Obstacles are a hurdle, block, challenge, barrier, or stumbling block. _____ Coping Strategies are ways or methods of handling or overcoming challenges.

Obstacles Coping Strategy The Grapes of Wrath

Tuesday, April 21 (Thesis Development p. 483) _____ Review the details in the Coping Strategy section of the table above. What is the main message in the strategies used? What is the single idea about obstacles and overcoming obstacles? _____ Write that single idea about obstacles and coping strategies that connects them. Write that one sentence on the lines below. This will be your thesis statement _____ My thesis about how individuals cope or overcome obstacles: ______

______

Wednesday, April 22 (Draft Day p. 484) _____ Paragraph #1 (introduction) – This will present your thesis and tell where you are getting your information. You will be using The Grapes of Wrath. _____ Paragraph #2 (body) – What are the details/examples that support your thesis? Give specific examples from the reading. Use the table completed on Monday to help. _____ Paragraph #3 (conclusion) – End your draft with a conclusion that connects the details/examples in paragraph #2 to your thesis statement in paragraph #1.

Thursday, April 23 (Revising Day) _____ On p. 485, read and work through The Use of Commas. _____ Look through your completed rough draft. Are there places where you can make corrections in how you used commas? _____ Are there other correction you can make? Spelling? Does it make sense? Is it easy to read? Do the words and thoughts flow together from one sentence to the next?

Friday, April 24 (Evaluate Your Writing Day) _____ Use the checklist on p. 486 to evaluate your writing. _____ Make any changes that are needed. _____ Create a final version of your writing. _____ Share your writing with someone else. _____ Congratulations - you’ve completed Week 4 and you’re awesome!!!

Important Related Vocabulary Through This Unit Adversity (әdˈvәrsәdē) – Also means difficulty, hard ship, bad luck, or trouble.

Obstacles (äbstәk(ә)l) – Also means a hurdle, block, barrier, or stumbling block.

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For amodelofan LIT17_SE07_U05_LT.indd 446 UNIT 446 NOTES offering opinionsorarguments. author presentsfactswithout As youread, noticethatthe Assessment attheendofthe unit. develop inthePerformance-Based is thetypeofwritingyouwill information aboutatopic.This in whichtheauthorprovides informative text,atypeofwriting This selectionisanexampleof LAUNCH TEXT UNIT 5•FACING ADVERSITY 5 INTRODUCTION LAUNCH TEXT | INFORMATIVE MODEL 8 7 6 5 4 3 2 1 “I North Carolina. Flight 1549from New York’s LaGuardia Airport toCharlotte, 29-year veteranofUS Airways. Sullenberger III,a57-year-old former Air Force fighterpilotanda about 30secondstofindanalternative.Thepilotdecidedona stay intheairlongenoughforeitherplantobesuccessful.Hehad Airport inNewJersey. The planecouldeitherreturn toLaGuardia orlandatTeterboro and calmlyexplainedthesituation.Theydiscussedoptions: horrible smellandthenaneeriequiet:bothengineswere disabled. was aloudexplosion.Thecabinfilledupwithsmoke.There wasa said itsoundedlikesneakersthumpingaround inadryer. There followed bysevere vibrationsfrom theengine.Onepassenger later thegeesestruck thefuselage,wings,andengine. saw aflockofCanadageeseheadedtoward theplane.Moments something caughttheeyeofcopilotJeff Skiles. At 3,000feet,he was inforanaverageflight—aroutine, everydaytrip. Flight 1549leftthetarmacat3:25 On January15,2009,Sullenberger wasthepilotonUS Airways The “guy”wasUS Airways pilotChesley“Sully” Sullenberger knewthesituationwastoodire fortheplaneto Sullenberger madeaMaydayradiocalltoairtraffic control The 150passengersfeltapowerfulthudagainsttheairplane, The flightwasunremarkable forthefirst90seconds.Then River,” thenewsanchorjoked,“thisisguyyouwant.” f youhavetoditchacommercial aircraft intheHudson Against the Odds P.M. Sullenberger thoughthe MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. “The Circuit” “The DustBowl” The GrapesofWrath methods ofdealingwithproblems. overcoming challenges.Insomesources, different peoplemayexhibit you identify obstaclesandcopingstrategies,ormethodsofhandling provide informationyouwillshare inyouressay.Completethischartas stronger thesisstatementforaninformativeessay. Notice howoneofthefollowingstatementswouldbeamuchstronger want toshare withreaders. Aneffective thesisstatementshould: sharp focus,indicatingbothyoursubjectandthecentralmessageyou Gather Details Prewriting /Planning My thesisabout a thesisstatementbelow. and copingstrategiesthatconnectsthem.Useyour analysis toformulate Review thedetailsyougathered andlookforasingleideaaboutobstacles Formulate aThesis • • • Avoid overgeneralizationsandvagueorunnecessarywords. Use precise, formallanguage. State onekeyideaclearlyanddirectly. build characterandsolveproblems. one’s greatest fearisadifficult butworthwhilechallengethatcan Sharply focusedthesis:Manyliteraryworksshowthatfacing of something,andthat’s justhowitisnomatterwhoyouare. Overgeneralization andinformallanguage:Everybody’s afraid

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Revise Incorrect UseofCommas T Language Deve sentences andre-punctuate them,eitheraddingorremoving commas. As youdraftyouressay,remember tousecommasproperly. Copythefaulty Write It subjects, andcompoundverbs. Read thisparagraphandidentify thecoordinate adjectives, compound Read It Here are someguidelinesandexamplestakenfrom theLaunchText: not tousecommasisjustasimportantknowingwhenthem. to ensure thatyourinformativeessayiscleartoreaders. Knowingwhen with acomma. with compound verbs Do notseparate acomma. with compound subjects Do notseparate modify. noun they fromadjectives the not separatethe comma, butdo a with adjectives Separate coordinate The actorbowed,andsmiled. and knots. archery,At summercampwelearned better grades. earn Jasmine, helpedeachother Studying together, Glenda,and swaying, bridge. We inchedacross rickety, the FAULTY SENTENCE he clear, understandablesentences. commas andpunctuationinyourwriting.Strivetocreate writing. Besuretoreviewandreviseanyincorrectusesof Commas andotherpunctuationmarksarecriticaltoclear U se ofCommas SENTENCE PUNCTUATED INCORRECTLY explained the situation. explained the traffic control, andcalmly toair call Mayday radio Sullenberger made a “Isanyonethere?”calling cabintwice, ofthe length the and Skiles,walked plane,Sullenberger,the waterseepinginto With everyday, trip. routine,flight—a he wasinforanaverage Sullenberger thought l opment: Conventions

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MATH

Week 3 and Week 4 Review Topic: Working with Proportional Relationships (7.RP1-3, and 7.NS.3) Using Proportions to Solve Problems

We can solve percent problems by setting them up as two proportions and solving for the unknown value. To set up our proportions, remember to use: 푷풆풓풄풆풏풕 푷풂풓풕 = ퟏퟎퟎ 푾풉풐풍풆

푃푒푟푐푒푛푡 푃푎푟푡 = 100 푊ℎ표푙푒 78 푥 = 100 50

Percent Equation

Another way to solve percent problems is by using the percent Example: equation: percent as a decimal • whole = part

In the example, we are told the percent Yolanda always tips (22%), as well as the amount (the whole) that Yolanda is charged for her hair cut ($150). What we need to figure out then, is the tip (the part). Set up and solve the equation 0.22 • 150 = x 33 = x This means that Yolanda should tip her stylist $33.00.

Percent Increase and Decrease

Example: We use these two formulas to calculate percent increase and decrease.

퐴푚표푢푛푡 표푓 퐼푛푐푟푒푎푠푒 퐴푚표푢푛푡 표푓 퐷푒푐푟푒푎푠푒 Percent Increase = Percent Decrease = 푂푟𝑖푔𝑖푛푎푙 퐴푚표푢푛푡 푂푟𝑖푔𝑖푛푎푙 퐴푚표푢푛푡

In the example problem, we are told that a peach tree produced 56 pounds of peaches one summer (original amount). We are then told that the tree produced 14 pounds less this year (amount of decrease). So, our formula should look like this: 14 푝표푢푛푑푠 Percent Decrease = 14 ÷ 56 = 0.25 25% decrease 56 푝표푢푛푑푠

Topic Review: Scale and Scale Drawings (7.G.1)

Hint : Use the key to help you measure and convert on the following questions.

Supports for Diverse Learners 7th Grade Math Week 3 Standard: 7.RP.1-3 and 7.NS.3

Topic: Example 1:

 Proportional Relationships (pages 1-3 of packet)  What is 78% of 50? Supports: is = 78  Notes 50 100  Worked Examples Using Alternate Method  Video to Activate Prior Knowledge  Then, multiply the numbers that are diagonal from one another. o 50 X 78 = 3900 General Accommodations:  Lastly, divide by the number that hasn’t been used yet. o 3900/100 = 39  Read aloud all text  Use a calculator Example 2:  Reduce the number of problems to complete if they are the same  The number 110 is what percent of 500? type  Use a highlighter to show parts of each problem that are the same

(see examples). 110 = %

Notes: 500 100  Then, multiply the numbers that are diagonal from one another.  All problems can be solved used using the same system of cross o 110 X 100 = 11000 multiplication.  Lastly, divide by the number that hasn’t been used yet.  Set up the problem with each number in the following positions: o 11000/500 = 22

Example 3:

 Carlos purchased an antique chair for $15 (part). He later sold the chair for $27 (whole) to an antique dealer. What was the percent markup of the chair?

15 = % 27 100

Supports for Diverse Learners 7th Grade Math Week 3  15 X 100 = 1500  1500/27 = 55.55 Standard: 7.RP.1-3 and 7.NS.3

Topic:

 Percent Increase and Decrease (page 4 of packet)

Supports:

 Notes  Video to Activate Prior Knowledge

General Accommodations: Standard: 7.G.1  Read aloud all text Topic:  Use a calculator  Notes: Scale and Scale Drawings (page 5 of packet) Supports:  On numbers 2-6, you will need to subtract the two values given in order to find the “amount of increase or decrease”.  Map with scale increments denoted  The first number/value mentioned in the text is always the  Map with lines between cities drawn “original”.  After you divide the amount of increase or decrease and the General Accommodations: original, you will have a decimal answer. To change this to a  Only find measurements in miles. percent, simply move the decimal two jumps to the right.  Cut out the map scale and use it to measure the distance between cities. Answers are approximate distances.

Supports for Diverse Learners 7th Grade Math Week 3  Use a calculator

Step-by-step Directions:

 Number 1) o Step 1: Add 3.5 inches and 3.2 inches. o Step 2: Set up a proportion.

1 in. = (answer from step 1) in. 400 ft. actual distance o Step 3: Multiply the numbers that are diagonal. 400 X (answer from step 1) o Step 4: Divide by the remaining number. (answer from step 3)/1  Number 2) o Follow the same procedure as number 1, but the scale is 1 in : 3 km. So, instead of 400 in the first example, you would Example (using the scale to measure in increments of 600): use 3.

Seattle to Washington, D.C. is 600 + 600 + 600 + 450 = 2250 miles

Standard: 7.G.1

Topic:

 Scale and Scale Drawings (page 6 of packet)

Supports:

 Step-by-step Directions

General Accommodations:

 Read aloud all text  Draw lines on the map to indicate the path taken  Label the lines with the corresponding distance

Review Topic: Operations with Signed Numbers (7.NS.1-3) Using a number line to add integers.

Stretch Your Thinking

Adding Integers with Color Counters

Write an addition number sentence to help solve each model.

Using a Number Line to Subtract Integers.

Use the number line to determine each difference. 1.

Subtracting Integers with Color Counters

Draw a representation for each subtraction problem. Then, calculate the difference.

Addition and Subtraction Word Problems

Worked Example:

Step 1: Determine what the problem is giving us Temp. in Wichita = -3°C, Temp. in Ryan’s Town = 18°C colder Step 2: Determine if we will be adding or subtracting The starting temp is -3°, and Ryan’s hometown is 18° colder. Since we are getting colder (moving to the left on a number line) we will be subtracting. Step 3: Set up and Solve

Solve each problem using a number line, drawing a representation, or mathematically.

-5 warmer

Supports for Diverse Learners 8th Grade Math Week 4 Standard: 8.EE.4-6 and 8.F.3-4 Identified Y-intercept from Equation (page 2):

Topic:  For the equation, y = 1/3x + 2 Graph the y-intercept (0 , 2). From that point move up 1, right 3 and  Linear Equations and Functions plot a point. Continue the pattern following the steps of the worked Supports: example.  For the equation, y = -3/4x + 1  Identified Ordered Pairs from Graphs Graph the y-intercept (0 , 1). From that point move up 3, left 4 and  Identified Y-intercept from Equation plot a point. Continue the pattern following the steps of the worked  Step-by-step Instructions for page 3 example.  Modified Directions for pages 3-4  For the equation, y = -2x + 1 General Accommodations: First, we turn -2 into a fraction by putting a 1 beneath it (-2/1x). Graph the y-intercept (0 , 1). From that point move up 2, left 1 and  Read aloud all text plot a point. Continue the pattern following the steps of the worked  Use a calculator example.

Identified Ordered Pairs from Graphs (page 1):

 On the first graph, graph the points

(-4 , 4) (-2 , 5) (0 , 6) (2 , 7) and (4 , 8) Reminder (page 3): Shown below is how you write values from a table as an Remember to always move left or right first, then up or down. Then ordered pair. follow the steps of the worked example.

 On the second graph, graph the points (-2, 10) (0 , 2) (2 , -6) and (4 , -14) Notice that each line on the graph is counting by 2s so fill in the missing numbers, if needed. Remember to always move left or right first, then up or down. Then follow the steps of the worked example.

Supports for Diverse Learners 8th Grade Math Week 4 Step-by-step Directions (page 3): (3 , 9)

Step 1: Find any two points on the table and write them as ordered pairs. y = -3x + b

Example, problem A on page 3: 9 = -3(3) + b

(3 , 9) and (4 , 6)

Step 2: Label the points using (x1, y1) and (x2, y2), where the 1s simply denote the numbers from the 1st ordered pair and the 2s denote the Modified Directions for Apply Our Learning on Page 3: numbers from the 2nd ordered pair. Follow steps 1-6 above using the information from the table and graph. (3 , 9) and (4 , 6) Number of Bagels Total Cost (dollars) (x1 , y1) and (x2 , y2) 12 7.50 13 8.00 Step 3: Substitute the values from Step 2 into the following equation. 15 9.00 16 9.50 24 20.00

6 – 9 4 – 3 Step 4: Solve and simplify.

-3 1 or simply -3

Step 5: Substitute your answer from Step 4 into the equation y = m x = b where the answer from Step 4 is always the m.

y = -3/1 x + b or y = -3x + b

Step 6: Take any point from Step 1 and substitute the x and y values into the equation from Step 5.

Remember the first value of an ordered pair is always the x and the second value is always the y. Supports for Diverse Learners 8th Grade Math Week 4 Modified Directions for Stretch Your Thinking on Page 4:

Follow steps 1-6 above using the information from the table and graph.

The answer to (a) is the answer of Step 4.

Skip step (b).

The answer to (c) is the answer of Step 5.

Use the graph to estimate the answer to (d) and (e).

Time (hours) Distance Biked (miles) 0 0 1 (answer to step 4) 1.5 (90 minutes) 35 4.5 63

MATH PLUS

Week 3 and Week 4 Review Topic: Simple Probability (7.SP.5 - 7)

Use the probability formula to determine the probability of each event occurring on the spinner. Example: # 표푓 푡푖푚푒푠 푒푣푒푛푡 푐푎푛 표푐푐푢푟

# 표푓 푝표푠푠푖푙푒 표푢푡푐표푚푒푠

P(landing on Blue)

푇푤표 퐵푙푢푒 푆푝푎푐푒푠 ퟐ

퐹푖푣푒 푝표푠푠푖푏푙푒 푆푐푝푎푐푒푠 ퟓ

3. 4.

ퟏ 0.50 50% ퟐ

List all possible outcomes. 1 2 3 4 ퟏ ퟏ ퟏ ퟏ

ퟏퟎ ퟏퟎ ퟏퟎ ퟏퟎ # 표푓 푡푖푚푒푠 푒푣푒푛푡 푐푎푛 표푐푐푢푟

# 표푓 푝표푠푠푖푙푒 표푢푡푐표푚푒푠

8 12 20

Step 1: Fill in the “Total” Column

Step 2: Determine the desired experimental probability. Our question asks for the probability of tossing tails.

# 표푓 푡푖푚푒푠 푒푣푒푛푡 표푐푐푢푟푠 ퟏퟐ ퟑ E.P. = = 풐풓 ퟔퟎ% 푡표푡푎푙 # 표푓 푡푟푖푎푙푠 ퟐퟎ ퟓ

Review Topic: Compound Probability (7.SP.8)

“And” = Multiply

“Or” = Add

Remember: probability = Worked Example: With compound probability, we will do this process more than once.

The example asks for the probability of choosing green from the first bucket and green from the second. “And” means we will multiply. Using our probability formula we will set up two ratios:

Stretch your Thinking!

The Bannon Middle School band has three choices for dinner at the band banquet: Chicken, Salmon, or Pasta. The band director took two random samples of the students and surveyed their dinner preference. The results are in the table shown.

1. What inferences can you make based on the survey results shown?

2. Considering both samples together, what percent of students prefer Pasta?

3. If the total band population is 120, how many students would you expect to vote for Pasta? Review Topic: Making inferences from samples (7.SP.1-4) Data Set: 55, 65, 70, 70, 72, 85, 90, 90, 93, 100 Mean (average) Mean Absolute Deviation Median (middle) Interquartile Range The mean tells us the The MAD of a data set tells us the average The median tells us the The I.R. tells us how spread out the middle average of all the values in distance all of the values in a data set from the middle value in the data set. values of a data set are. the data set. mean of the same data set. Step 1: List the values from Step 1: If you have an odd number of values, Step 1: Add up all of the Step 1: Calculate the mean. Mean = 79 least to greatest in the set. find the mean. If you have an even number values: 55+65+70+… = 790 Step 2: Use subtraction to determine how far all Step 2: Determine which (like us) place a marker in the middle. Step 2: divide the total by of the values in the data set are from 79. value is in the middle of the how many values are in the list. Step 2: Determine the middle of the first half set. There are 10 values in of numbers, and the middle of the second our data set. Step 3: If there are two half of numbers. numbers in the middle, find 790 ÷ 10 = 79 Step 3: Calculate the mean of all of the differences the mean of the two values. Step 3: Subtract the two “middle” values. 72+85 Mean = 79 = 78.5 2

Review Topic: Angles and Angle Relationships (8.G.1, 8.G.4, 8.G.6)

Measures to Remember

Right Angle – Measures 90°

Acute Angle – Less than 90°

Obtuse Angle – Between 90° and 180°

Straight Angle – Measures 180°

Circle – Measures 360°

For each example, read the protractor and determine the measure of the angle being shown.

Remember: Knowing that a circle measures 360° allows us to figure out the measure of angle x by subtracting the given measure from 360.

Number 1:

360 – 60 = x 5.

Types of Angles

Complimentary and Supplementary Angles For each listed angle, give the measure of its compliment AND supplement. A. 35° B. 27° C. 87°

D. 66° E. 49° F. 13°

G. 19° H. 31° I. 29° For each set of angles, determine the value of x.

Remember: We can set up an equation to solve for the value of x. If the angles are complimentary, we set them x x equal to 90. x + 46 = 90 x If the angles are supplementary, we set them equal to 180:

x 119 + x = 180 Then solve!

Given each statement, write and solve an equation to determine the measure of each angle in the angle pair.

Worked Example: Angles 1 and 2 are complementary. The measure of angle 2 is 10° larger than the measure of angle 1. Step 1: Determine if the angles are complementary (90°) or supplementary (180°). Step 2: Set up the equation: Angle 1 + Angle 2 = 90°. Since we do not know what either angle measures, we can use variables: x + x = 90°. The only information we have is that Angle 2 is 10° larger than Angle 1. So, in our equation, we want to show that for Angle 2: x+ x+10 = 90°.

Step 3: Solve our equation: x + x + 10 = 90 2x + 10 = 90 2x = 80 x = 40

Step 4: Determine the measure of each angle. Angle 1 = x, so Angle 1 = 40°. Angle 2 = x +10, so Angle 2 = 50°

1. Angles 1 and 2 are complementary. The measure of angle 2 is 20° larger than the measure of angle 1.

2. The supplement of an angle is 18° more than the measure of the angle itself.

3. Angles 1 and 2 are complementary. The measure of angle 1 is three degrees less than twice the measure of angle 2.

When two lines intersect, angles directly next to Vertical Angles are each other are equivalent. So, in the supplementary angles, example to the right, <1 which means they add up and <2 are the same to equal 180°. So, in the value! If <1 equals 75°, example on the left, <3 then <2 also equals 75°. 4 and <4 add up to equal 3 180°

Solving Problems with Vertical Angles Use what you know about the relationship of vertical angles to solve for x in each situation. a. b. c. 158° x° 52° x° 165° x°

d. e. f.

Stretch Your Thinking!

Review Topic: Triangles (8.G.6) The Triangle Inequality Theorem states that the sum of the lengths of any two sides of a triangle is greater than the length of the third side.

Example: Determine if the measures form a triangle: 2 cm, 5.1 cm, 2.4 cm

As the Triangle Inequality Theorem states, we should be able to add any two sides up and have the total be larger than the remaining side…let’s try it out!

2 + 5.1 = 7.2 ---Since 7.2 is longer than the side we left out (2.4) so far everything checks out!

2 +2.4 = 4.4 --- Uh oh! 4.4 is LESS than the side we left out (5.1). This means that the three lengths DO NOT form a triangle.

Determine whether it is possible to form a triangle using segments with the given measurements.

The Triangle Sum Theorem states that the sum of the angles of a triangle should always equal 180°

Example: Determine if the angles form a triangle: 74°, 44°, 62° To determine if the angles form a triangle, simply add them up and see if the sum is 180° 74 °+ 44°+62° = 180 --- So, we know that these three angles DO form a triangle.

Determine if the given angles could form a triangle.

A. 25°, 85°, 15° B. 100°, 37°, 43° C. 94°, 23°, 63°

D. 90°, 72°, 18° E. 110°, 32°, 27° F. 46°, 78°, 56°

Stretch Your Thinking!

The measure of two line segments are listed. Based on the two measures, determine the range of lengths the third line segment could be in order to create a triangle.

a. 8 ft, 4 ft, ______ 2.7 cm, 4.2 cm, ______