Week of April 30Th - 7Th Grade ELA Review *These Lessons Are Intended to Last About 30 Minutes Per Day, Or 150 Minutes a Week

Week of April 30th - 7th Grade ELA Review *These lessons are intended to last about 30 minutes per day, or 150 minutes a week. Please break up these lessons in whatever way works best for your students. If completing this online, please write your answers on lined paper.

***Parents/guardians of special needs students will be contacted by their child’s special education teacher to provide accommodations and support to help their child complete these lessons. If you have not yet heard from their teacher, please reach out to them to request additional guidance.****

Day 1: Day 2: Day 3: Day 4: Day 5: Complete Complete Using What’s Using the Edit and revise Pronouns and Subject-Verb the Story look answers from your narrative Antecedents Agreement on at the image the questions story about the on page 1. page 2. on page 4 and on page 4, picture. Write the answer the create an final copy of your questions outline/draft of narrative. using evidence the narrative from the story that you picture. will write. Math: Review Complete the activities with optional calculator. Check your answers in the back of the packet when complete. If you need more assistance, search in YouTube: How to solve [math topic] For example: “How to solve inequalities”

Day 1: Day 2: Day 3: Day 4: Day 5: Rational Solve word Combining like Percents Proportional number- problems terms relationships- percent inequalities constant of increase and proportionality decrease Science: The Water Cycle ***Parents/guardians of special needs students will be contacted by their child’s special education teacher to provide accommodations and support to help their child complete these lessons. If you have not yet heard from their teacher, please reach out to them to request additional guidance.****

Day 1: Day 2: Day 3: Day 4 Day 5: Reading Article: Water Lab: Create a Diagram and Real-World Passage: on Earth Water Cycle Vocabulary: Connection: What is the Model Label the What is The Water Cycle? Features of the Water Project? Water Cycle

Extra Online Resources: Kahn Academy on The Water Cycle: https://www.khanacademy.org/science/high-school-biology/hs-ecology/hs-biogeo chemical-cycles/v/the-water-cycle US Geological Survey’s Interactive Water Cycle: https://water.usgs.gov/edu/watercycle-kids-adv.html Ride the Water Cycle: https://games.legendsoflearning.com/games/WyJnYW1lcyIsMTI1NV0= NASA’s Water Cycle Simulation: https://gpm.nasa.gov/education/videos/water-cycle-animation Social Studies Review *These lessons are intended to last about 30 minutes per day, or 150 minutes a week. Please break up these lessons in whatever way works best for your students. If completing this online, please write your answers on lined paper.

Day 1: Day 2: Day 3: Day 4: Day 5: Read the US Answer the Read the Answer the Read the article Bill of RIghts questions for American questions After students on pages 1-2. the US Bill of Government about the protest gun Rights located The Bill of article on violence, some demonstrate for on page 3. Rights on page pages 5-7 gun rights, and fill 4 in the graphic organizer on pages 10-11

1 Name: ______Pronouns and Antecedents

In many sentences a pronoun relates to another word earlier in the sentence. This other word is called an antecedent. It is usually a noun or a pronoun. Example: Sam dropped his textbook on the floor. The pronoun in the example ishis . The antecedent isSam . In each sentence below underline the pronoun and circle the antecedent.

1. The shoppers couldn’t findtheir car in the parking lot.

2. The horse ateits hay in the barn.

3. Ricardo liked the movie, but he liked the popcorn more.

4. In the morning Elizabeth opened her window to look at the clouds.

5. As the coyotes chased the rabbits, the mice ran into their holes.

6. Mrs. Lawson dashed home, and she called Mrs. Jones.

7. Jane and Toby wanted chicken for their picnic.

8. When the bad news arrived, it came with some good news.

9. The box lay on the floor withits lid wide open.

10. Although Kara often went to the library, today she stayed home.

Subject-Verb Agreement Worksheet

In the following examples, underline the simple subject and circle the correct verb.

1. The causes of this horrible disease (are / is) poor diet and lack of exercise.

2. The noise of the fan’s screams (is / are) a problem at some football stadiums.

3. The legacy of Larry Bird and Magic Johnson (influences / influence) the NBA today.

4. The theory of physics (state / states) that all things are made of energy.

5. The malware on all the office computers (is / are) a danger to our security.

6. There ( is / are) five broken chairs in the office.

7. Neither my mom nor my sisters (know / knows) proper grammar

8. The members of the committee ( is / are) very esteemed in their respective fields.

9. The committee ( meet / meets) in the fancy office building.

10. Scissors ( is / are) too dangerous to give to small children.

11. The pair of scissors ( is / are) in the drawer.

12. Every single one of your sweaters ( is / are) too small for me to wear.

13. Your sweaters ( is / are) too small for me to wear.

14. The couch and the recliner I bought at Goodwill ( looks / look) a lot more expensive than

they actually are.

15. There ( is / are) only one way I can answer your question: Yes, I will marry you.

Copyright 2012 Georgetown Learning Centers 3 what's the STORY? Picture prompts 4 what's the story? Directions: Every image conveys a unique story. What tale is the picture below telling? On the backside of this page, write a brief story to go along with, or explain with detail, what's happening in the picture. Answer the questions provided at your left to help you brainstorm your ideas before you begin writing.

who are the subjects in the picture?

what is the setting of the picture?

what are the subjects doing?

what are the subjects saying?

how are the subjects feeling?

what problem do the subjects face?

the end

Rational Numbers - Percent Increase or Decrease

A percent of increase (or decrease) is a ratio of the amount of increase (or decrease) to the original amount.

To find the percent of increase (or decrease): 1. Determine the amount of increase (or decrease). 2. Divide the result by the original amount. 3. Convert the decimal to a percent.

Example: The number of fans attending the first baseball game was 660. The number that attended the second game was 800. What was the percent of increase in attendance?

800 – 660 = 140 = .212121 = 21% increase 660 660

Example: The number of apple pies in Bella’s bakery went from 30 to 12 in three hours. What was the percent of decrease?

30 – 12 = 18 = .60 = 60% 30 30

You Try It

Anna works in a supermarket for $10.00 per hour. If her pay is increased to $12.00, then what is her percent increase in pay?

12 – 10 = 2 = ? 2 10

Practice. Find the percent of increase or decrease for the situations below. Round answers to nearest whole percent.

1. In April Brad spent 30 hours playing Minecraft. In May he spent 22.8 hours playing. What was the percent decrease in the amount of time spent playing Minecraft?

2. Jocelyn’s puppy weighed 13 pounds in January. By June the puppy weighed 17.16 pounds. What was the percent increase in the puppy’s weight?

3. A small fruit smoothie at Smoothie King is 18 fluid ounces. The large fruit smoothie is 21.96 fluid ounces. What percent larger is the large fruit smoothie?

4. Jason scored 16 points in his first basketball game. He scored 12 points in the second game. What was his percent of decrease?

5. Milo bought a used guitar at a garage sale for $150. He fixed it up and sold it for $225. What was the percent of increase?

6. Last month Mia earned $45 babysitting. This month she earned $35. What was her percent of decrease?

7. In October, 60 students attended the Fall Dance. In March, 100 students attended the Spring Dance. What was the percent of increase in attendance?

8. Marco’s math class increase from 25 to 27 students. What was the percent of increase?

9. A baker decided to increase the amount of chocolate chips in a batch of cookies from 13 ounces to 16.12 ounces. What is the percent of increase?

10. The stock in Company ABC decreased from $14 to $9 a share. What is the percent of decrease? Solve word problem inequalities

EXAMPLE:

Solve and graph 2 step inequalities

Combining Like Terms:

1.) 2x + 4 - x

2.) -11x + 2x + 6 +5x

3.) 3x + 5 -6x + 7 4.) x - 2 - 3x +8

Multi Step Equations: 1.) 13x - 6 = 12x -10

2.) -9x + 9 = -12x +6

3.) 3 ( 2x + 7 ) = 24

4.)½ ( 8x - 18 ) =-1

Extra Practice: 2x + 4y – x + y= x + y + 2y – 4= 5 + 2x + y + 2x – 1 = 3y + 2 + 2y + 5 =

16 = 2 + 3(a + 4) - 8h - 7 + 2h = 17 5y + 2 - 4 = - 25 - 3 - 4(1 + 9x) = - 28

Missing Angle of a Triangle Directions: Determine the value of x for each triangle and circle your answer. Please note the triangles are not drawn to scale. Find the problem number at the bottom of the page and fill in the blank word(s) assigned to the solution.

1 x = 156° x = 66° x = 150° 27th 14th 48th

2 x = 82° x = 41° x = 139° The Desert state The Grand Home of the Dry Canyon State Heat State 3 x = 15° x = 18° x = 60° Mesa Phoenix Flagstaff

4 x = 44° x = 27° x = 117° Cactus Wren Cardinal Roadrunner

5 x = 30° X= 72° x = 126° Saguaro Desert Sunflower Marigold

1.) Arizona is the ______state to enter the united states 2.) The state nickname is ______. 3.) The state capitol is ______. 4.) The state bird is ______. 5.) The state flower is ______. PERCENTS

Example 1: Change 4/5 to a percent 1. Change the fraction to a decimal by dividing the numerator by the denominator .80 5 40 5 divided by 4 is .80 -40 0

2. Change the decimal you just got to a percent by multiplying by 100 a. .80 (100) = 80 = 80%

Spiral Review

5. Write the following as a decimal Proportional Relationships - Constant of Proportionality Constant of Proportionality - the constant value of the ratio of two proportional quantities x and y; usually written y = kx, where k is the factor of proportionality.

Part A. Equations: Match the equation with its constant of proportionality. 1. 4x + 8 = 20 A. -8

2. -8x – 4 = 30 B. 3

3. ½ x – 4 = -2 C. -4

4. 3x + 10 = 4 D. – ½

5. -4x + 3 = 23 E. 4

6. – ½ x + 8 = 3 F. 8

7. 8x + 2 = -22 G. ½

Part B. Tables: Write the equation with its constant of proportionality.

y = ______8.

y = ______9.

10. y = ______

11. y = ______

Part C. Graphs: Write the equation with its constant of proportionality.

12. 13.

y = ______y = ______

14. 15.

y = ______y = ______

1. How does the water cycle ensure that we have water?

2. What are the three stages of the water cycle?

3. Describe the conditions that are necessary for snow to fall.

4. How does precipitation return to the water cycle?

5. What is your favorite form of precipitation? Why? Describe the last time you experienced it. Water on Earth By National Geographic Society, adapted by Newsela staff on 03.27.19 Word Count 696 Level 780L

Image 1. A blueish glacier is seen in an ocean in Antarctica in February 2019. Most of the freshwater on Earth exists in the form of glaciers. Photo by: Ozge Elif Kizil/Anadolu Agency/Getty Images

The water cycle describes how water moves through Earth's land, oceans and atmosphere. Water always exists in all three places, in many forms. It is in lakes and rivers, glaciers and ice sheets, oceans and seas. It is also found underground and as a gas in the air and clouds.

Evaporation, Condensation And Precipitation

The water cycle is made up of three major parts: evaporation, condensation and precipitation.

Evaporation

Evaporation is when a liquid changes to a gas. In the water cycle, liquid water in the ocean, lakes or rivers evaporates. When it evaporates, it becomes water vapor. Water vapor is an invisible gas.

This article is available at 5 reading levels at https://newsela.com. Evaporation is driven by the sun. The sun warms up the water on the surface of the ocean. The molecules that make up water start moving around quickly and spread apart. The liquid water then turns into an invisible gas. Evaporation is also helped by wind and air temperature.

Condensation

Condensation is when gas changes to a liquid. In the water cycle, water vapor in the atmosphere condenses. The gas molecules that were once warm and moving apart quickly become cooler and move closer together. This causes the vapor to become liquid. Clouds can form as water vapor condenses.

Precipitation

Precipitation is any liquid or solid water that falls to Earth after condensation happens in the atmosphere. Rain, snow and hail are all precipitation.

Precipitation is how water is cycled from the atmosphere to the Earth.

States Of Water

Through the water cycle, water continually rotates through three states: solid, liquid and vapor.

Ice is solid water. Most of Earth's freshwater is ice, locked in giant glaciers, ice sheets and ice caps.

Ice turns into a liquid when it melts. The ocean, lakes and rivers all hold liquid water, and it is also found underground.

The amount of water vapor in the atmosphere is different across the Earth. There is a lot in the air above the ocean, but there is less in the deserts because there is less water there.

The Water Cycle And Climate

The water cycle has a big influence on Earth's climate and ecosystems.

Climate is all the weather conditions of a specific area. Humidity is a weather condition that has an effect on climate.

Humidity is the amount of water vapor in the air. Because water vapor is not evenly spread across the atmosphere, some places have higher humidity than others. This is why there are very different climates on Earth. Islands or coastal regions, like Florida or Hawaii, are usually very humid. Water vapor makes up a large part of the atmosphere in these areas. Inland regions with deserts, like Arizona, are usually not humid at all. That is because there is very little water vapor in the atmosphere.

The Water Cycle And The Landscape

The water cycle also influences the physical geography of the Earth. Glacial melt and erosion are two of the ways the water cycle changes the land.

As glaciers slowly expand, they can carve away entire valleys and create mountain peaks. They can leave behind rubble as big as boulders. The Matterhorn is a famous mountain peak between Switzerland and Italy. It was created when glaciers smashed together and squeezed up the earth between them.

This article is available at 5 reading levels at https://newsela.com. Glacial melt can also create landforms. The Great Lakes, for example, are found in the Midwest of the United States and Canada. They were created when an enormous ice sheet melted and moved back, leaving liquid pools.

Erosion is when water wears away part of the land. For example, the flow of water can help carve enormous canyons. These canyons, like the Grand Canyon, can be carved by rivers. They can also be carved by currents deep in the ocean.

Fast Facts:

Breaking The Cycle

The water cycle can change. Glaciers can melt faster than their ice can be replaced by precipitation. This is called glacial retreat. Glacial retreat limits the amount of fresh water that exists on Earth. That is happening now faster than it ever has before.

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

1 Where does the force of gravity have the most influence?

(A) in evaporation

(B) in condensation

(D) in glacial retreat

2 Read the section "The Water Cycle And Climate."

Which sentence from the section BEST shows why some areas on Earth are more humid than others?

(A) Humidity is a weather condition that has an effect on climate.

(B) Islands or coastal regions, like Florida or Hawaii, are usually very humid.

(D) Inland regions with deserts, like Arizona, are usually not humid at all.

3 A student can see the water in a lake and they can see a cloud in the sky, but they can't see water in the air as it rises.

What is an explanation for this?

(A) Water is made of particles called molecules that are too small to be seen. These particles are close together when water is a gas.

(B) Water is made of particles called molecules that are too small to be seen. These particles are far apart when water is a gas.

(C) The water in the lake is different from the water in the clouds. The water in the lake stays there and does not rise into the sky.

(D) The water in the lake is different from the water in the clouds. The water in the clouds is from the atmosphere, not from the lake.

4 Read the section "The Water Cycle And The Landscape."

Select the paragraph that highlights HOW the water cycle can lead to the formation of bodies of water.

(A) The water cycle also influences the physical geography of the Earth. Glacial melt and erosion are two of the ways the water cycle changes the land.

(B) As glaciers slowly expand, they can carve away entire valleys and create mountain peaks. They can leave behind rubble as big as boulders. The Matterhorn is a famous mountain peak between Switzerland and Italy. It was created when glaciers smashed together and squeezed up the earth between them.

(C) Glacial melt can also create landforms. The Great Lakes, for example, are found in the Midwest of the United States and Canada. They were created when an enormous ice sheet melted and moved back, leaving liquid pools.

(D) Erosion is when water wears away part of the land. For example, the flow of water can help carve enormous canyons. These canyons, like the Grand Canyon, can be carved by rivers. They can also be carved by currents deep in the ocean.

This article is available at 5 reading levels at https://newsela.com. 5 The water cycle is responsible for which of the following?

1. the location of earthquakes 2. the different types of ecosystems 3. the formation of certain landforms 4. the variety of climates around the world

(A) 1, 2 and 3

(B) 2, 3 and 4

(D) 1, 2 and 4

6 According to the section "Condensation," HOW do clouds form?

(A) The atmosphere heats up and melts frozen water molecules.

(B) Water vapor molecules warm up and move closer together.

(D) Water vapor cools and changes into a liquid.

7 Every time a human takes a drink, they are consuming millions of water molecules.

Where could the water molecules have been before?

1. in a cloud over Australia 2. underground in Africa 3. in a glacier in Alaska 4. in the Earth's center

(A) 1, 2 and 3

(B) 2, 3 and 4

(D) 4, 1 and 2

8 What is the relationship between precipitation and glaciers?

(A) Precipitation can create new ice for glaciers.

(B) Too much precipitation causes glaciers to melt quickly.

(D) Glaciers create all of the precipitation that falls from the sky.

This article is available at 5 reading levels at https://newsela.com. LAB: Make a Mini Water Cycle!

We know that water can be a liquid, a gas, or a solid. Outside, water is always changing from liquid to gas and back again. This process is called the water cycle. You can see how the water cycle works.

The Water Cycle

The sun's heat causes water to evaporate from streams, lakes, rivers, and oceans. The water vapor rises. When it reaches cooler air, it condenses to form clouds. When the clouds are full of water, or saturated, they release some of the water as rain.

Create Your Own

You will need:

 a large metal or plastic bowl  a pitcher or bucket  a sheet of clear plastic wrap  a dry ceramic mug (like a coffee mug)  a long piece of string or large rubber band  water

1. Put the bowl in a sunny place outside. 2. Using the pitcher or bucket, pour water into the bowl until it is about ¼ full. 3. Place the mug in the center of the bowl. Be careful not to splash any water into it. 4. Cover the top of the bowl tightly with the plastic wrap. 5. Tie the string around the bowl to hold the plastic wrap in place. 6. Watch the bowl to see what happens.

The "mist" that forms on the plastic wrap will change into larger drops of water that will begin to drip. (You can speed up the dripping by carefully moving the bowl – don't splash! – into the shade.) When this happens, continue watching for a few minutes, then carefully peel back the plastic. Is the coffee mug still empty? Water from the "ocean" of water in the bowl evaporated. It condensed to form misty "clouds" on the plastic wrap. When the clouds became saturated it "rained" into the mug! Reflect

Summarize how this experiment simulated the water cycle: Directions: Label the water cycle diagram below using the vocabulary and definitions.

Accumulation - the process in which water pools in large bodies (like oceans, seas and lakes).

Condensation - the process in which water vapor (a gas) in the air turns into liquid water. Condensing water forms clouds in the sky. Water drops that form on the outside of a glass of icy water are condensed water. (This term appears twice in the diagram.)

Evaporation - the process in which liquid water becomes water vapor (a gas). Water vaporizes from the surfaces of oceans and lakes, from the surface of the land, and from melts in snow fields.

Precipitation - the process in which water (in the form of rain, snow, sleet, or hail) falls from clouds in the sky.

Subsurface Runoff - rain, snow melt, or other water that flows in underground streams, drains, or sewers.

Surface Runoff - rain, snow melt, or other water that flows in surface streams, rivers, or canals.

Transpiration - the process in which some water within plants evaporates into the atmosphere. Water is first absorbed by the plant's roots, then later exits by evaporating through pores in the plant.

What is The Water Project?

Why is precipitation important to The Water Project?

What is percolation and infiltration and how can they challenge access to water?

What is surface run-off?

This is a very simple “rain catchment” system or also known as a “water harvesting” system. In the box above, draw a model that could work where you live! The U.S. Bill of Rights1

The U.S. Bill of Rights

Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Amendment II A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

Amendment III No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.

Amendment IV The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Amendment V No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

Amendment VI In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.

Amendment VII In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.

Amendment VIII Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

Amendment IX The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

Amendment X The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.

Questions

1. In Amendment I, Congress is denied the power to enact laws that restrict, abridge, or prohibit a list of things. Name three of these things.

2. "Pleading the Fifth Amendment" is a common term that references Amendment V. What does this article say that is interpreted as "pleading the Fifth."

3. Who gets the powers that are not given to the United States by the Constitution? In what amendment does this appear?

4. Which amendment references the right to have the assistance of an attorney in a criminal trial?

American Government The Bill of Rights: Part I

The Constitution of the United States was written in 1787, but the government it created couldn’t rule over people’s lives until one more step was taken. Each state had to vote to ratify1, or approve of it. By 1789, eleven states had ratified the new government. Their votes were enough to put the Constitution into effect. Two states, however, refused to sign it– North Carolina and Rhode Island. Critics in these states objected that a Bill of Rights had not been included. They worried that without a Bill of Rights the government might eventually become too strong. It might be unjust and put people in jail without a reason. It might take away a person’s ability to speak freely, or keep some books from being written. They wanted people’s rights spelled out so the government could never take them away. The “founding2 fathers,” who created the Constitution, knew the document would have to be flexible in order to survive over time. They knew they would have to allow amendments.3 In their first session4 of Congress in 1789, they agreed to add a Bill of Rights. James Madison led the way. Of the 15 amendments he suggested, 10 were eventually ratified by the states. They were made a permanent addition to the Constitution. These first 10 amendments are known as the Bill of Rights. The Bill of Rights became part of the Constitution on December 15, 1791. Some rights, such as freedom of speech and the press, support democracy. Others, such as the right to a trial by jury, are important for justice.5 The ideas for these rights are very old. They date back to ancient Greek and Roman civilizations. Without them, we wouldn’t enjoy the freedom we do as a nation today.

1 ratify – to agree to or approve of something 2 founding – starting something officially 3 amendment – a change that is made to a law or a legal document 4 session – a formal meeting 5 justice – fair and impartial behavior or treatment 1

5 Questions: American Government – The Bill of Rights: Part I

Name: ______Date:______

1. Why did North Carolina and Rhode Island not ratify the Constitution at first?

a. They wanted a Bill of Rights to be added. b. They wanted to take away power from state governments. c. They thought it made the federal government too weak. d. They wanted to send it to the King of England.

2. Why does the author describe the fears that critics in North Carolina and Rhode Island had about the Constitution?

a. to show that many people were opposed to the Bill of Rights b. to describe the arguments that they had against the Bill of Rights c. to explain why they wanted the Bill of Rights added d. to show that some states did not want to be part of the union

3. The author says that critics wanted people’s rights “spelled out” to mean

a. they wanted the founding fathers to explain them. b. they demanded some rights to be taken out of the Constitution. c. they asked Madison to use simple words in his writing. d. they wanted those rights to be made official.

4. Read the following sentences: “The ‘founding fathers,’ who created the Constitution, knew the document would have to be flexible in order to survive over time. They knew they would have to allow amendments.”

The word flexible means

a. able to be understood easily b. rigid and resistant to change from outside c. fast and strong d. able to bend or change without breaking

5. This passage is mostly about

a. rights that people in different countries have all over the world. b. the founding fathers, and why they wrote the Constitution. c. early additions to the Constitution and why they were added. d. How bills become laws, and how laws become amendments.

6 Questions: American Government – The Bill of Rights: Part I

6. Why did North Carolina and Rhode Island want a Bill of Rights added to the Constitution?

______

7. Based on this passage, explain why the Bill of Rights would help the Constitution survive over time.

______

8. The question below is an incomplete sentence. Choose the answer that best completes the sentence.

______two states refused to ratify the Constitution, the Bill of Rights was added.

a. After b. In spite of c. Before d. Meanwhile

9. Read the following sentence.

In 1789, James Madison suggested 15 amendments to the Constitution.

Answer the questions below based on the information provided in the sentence you just read. One of the questions has already been answered for you.

1. Who? James Madison

2. What did James Madison do? ______

3. When? ______

7 Questions: American Government – The Bill of Rights: Part I

10. Vocabulary Word: justice: fairness in the way people are treated.

Use the vocabulary word in a sentence: ______

______

After students protest gun violence, some demonstrate for gun rights By: Los Angeles Times Published: 05/07/2018

In March, thousands of students across the United States walked out of school. They wanted to protest gun violence. The protests came after the deadly shooting in Parkland, Florida. Seventeen people, including many students, were killed.

Some Students Support Gun Rights

Eighteen-year-old Will Riley felt like those protests did not speak for him. Riley, a student at Carlsbad High School in New Mexico, supports gun rights and ownership. So he organized another walkout in support of the Second Amendment instead.

Many people in the U.S. strongly support the Second Amendment. The Second Amendment is in the Constitution of the United States. It grants individuals the right to bear arms, or own guns.

"Stand For The Second"

On Wednesday, May 2, Riley led "Stand for the Second." He said in a video that the demonstration included 300 schools in about 40 states. Those numbers could not be confirmed.

"What we're asking for is that we have equal representation to the other side on this issue," Riley said. "The best way we can make our voices heard," he said, was to have an event similar to the March walkouts.

The demonstrations were much smaller than the National Student Walkouts March 14, and the March for Our Lives 10 days later. Participation was in the hundreds rather than the tens of thousands. The schools tended to be in rural, countryside areas, from Oregon to Pennsylvania.

"Stand For The 2nd T-Shirts"

The event website had a map showing schools it said were participating in this new walkout. Officials at many schools said they did not know about the walkout. The map was later taken down from the website. In other schools, only a few students participated.

The March walkout lasted 17 minutes. That was in honor of 17 students killed at Marjory Stoneman Douglas High School. Gun rights protesters did not want to disrespect the victims, so their walkout lasted 16 minutes. 9

Braden Rich attends Kearney High School in Nebraska. On social media, he shared a picture of himself and 11 students. All were wearing white "Stand for the 2nd" T-shirts.

"Come And Take It" Flag

Students also walked out at California High School in San Ramon, southeast of Oakland, California. Some held a large black flag showing an assault rifle and the words "Come and Take It." Assault rifles are rapid-fire guns designed for war.

Eighteen-year-old Dennis Fiorentinos was part of the May 2 rally. He said the conversation about gun laws should not be about banning assault-style rifles, like the AR-15. Instead, he believes it should focus on mental health and how the government is not working properly.

Talking About School Safety

"I don't need to buy an AR-15, but it's a right I should have," he said.

"I want the politicians in charge to look at what the people want and not just take one side," Fiorentinos said.

The rallies also brought up school safety. In a video posted to social-media site Twitter, a student at California High School discussed increasing the number of security cameras and officers in school. He believed this could lower mass shootings at schools.

Since the violence in Parkland, several states have passed gun control laws with wide support.

"Red Flag Laws"

Last month, Maryland, Rhode Island, and Vermont passed "red flag laws." These laws allow family and police to get a court order to temporarily take away guns from a person who is mentally ill.

The laws are aimed at people who have shown patterns of dangerous behavior.

Laws banning bump stocks have also seen support. These devices basically allow guns to fire faster. Last October, a gunman killed 59 people at a country music festival in Las Vegas. He used a bump stock in the attack.

A "Natural Right" To Own Guns

Riley said he enjoys target shooting. He believes that owning guns is a "natural right."

"Natural rights are not up for debate," he said in a video posted on social-media site Facebook. "They cannot be taken away. They can only be violated and that's a terrible thing to do." 10

CURRENT EVENTS

EXTRA! EXTRA! TELL US ALL ABOUT IT! BIG NEWS HAPPENING ALL AROUND US...WE ARE RELYING ON YOU TO TELL THE WORLD. USE THE SELECTED ARTICLE AND ANSWER THE QUESTIONS BELOW-THE WORLD WANTS TO KNOW YOUR THOUGHTS ON THE MATTER!

Cite Your Source

Publication Name:

Publication Date:

Is this a local, national, or international news story. (Local means within our state)

1. What is the headline of the article? ______

2. Is the article controversial? Y es _____ OR No _____ (An article is controversial when opposing opinions are explicitly stated within the text of the article)

3. Does the article deal with questions of morality? Y es _____ OR No _____ (An article dealing with morality discusses the distinction between right and wrong or good and bad behavior)

4. What question or questions are being answered in this article? Try to answer in the form of a question! (Who, What, When, Why, Which, Where) ______11

5. Do you believe bias was written into this article? Y es _____ OR No _____ (An article has bias if the author puts their own opinion in the article OR if the author does not present both points of view on a topic)

6. If you answered Y ES, explain why you believe the article had bias. If you answered N O, explain why you believe the article does not have any bias. ______

Say What????

7. In your opinion what are the two most important/signiﬁcant statements (or quotes) from this article?

Statement/Quote 1: Statement/Quote 2: ______

Signiﬁcance/Importance of Quote 1: Signiﬁcance/Importance of Quote 2: ______

8. Who is the author trying to impact by writing this article? ______

9. Describe the impact they may experience by reading this article? ______

activities, so make sure Googleactivities,make so Classroom! to check artalsoSome online teachers providing for your are resources www.wesdschools.org find toYou also bythis caninformation going In this find focus you’ll packet, activities that on: for all special areas! find a list of extra resources Scan the codeQR belowto Week: forThis Supplies     Crayons (optional) Stuff from home Eraser Pencil

6 th - 8 th

drawthose surface textures in the box tothe right texture.ofeach Find objects to 3 create 3 texture rubbings inthe chartbelow. Then,

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texture texture rubbings

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Non-locomotor Movements: Movements that the body does without traveling through space, (swing & sway, bend & stretch, push & pull, twist & turn, rise/fall, wiggle).

Space: The area in which movements take place. • Pathways - Patterns made when moving on the floor. Curved lines, straight lines, zigzags, circles, figure eights, and many more. • Shape - Large, small, rounded, and angular. • Level - The height of the dancer in relation to the floor. High, medium, low, on the floor. • Direction - Forward, backwards, diagonally, and sideways.

Time: The speed with which movements take place (slow, fast, sustained, sudden). • Tempo - fast, slow, moderate. • Duration - short, long. • Beat - pulse of the music. • Synchronize - to move at the same rate and exactly together.

Force: The effort or tension of movements. Sometimes call intensity. Force can be sharp movements such as strike, kick, slash, and poke. Force can be smooth movements such as float, glide, and melt. • Quality - Smooth, sharp, round, free, flowing. • Energy - Weak, strong. • Weight - Heavy, light, suspended, collapsed.

Basic Dance Moves

Walk, Step, March, Jog, Run, Knee Lift, Tap, Lunge, Curl, Jumps, Leaps, Kicks, Grapevine, Mambo, Charleston, Charlie Brown, Pony, Jazz Square, Cha Cha, Turns, etc.

54 | P a g e

DANCE ROUTINE TASK CARD

Group Member Names

Group Routine Criteria ✓ The routine must include a minimum of 4 different dance moves. ✓ The minimum length of the routine must be 1-2 minutes. ✓ The routine must be performed by all group members, in unison. ✓ Must include 2 locomotor and 2 non-locomotor movements.

Required Dance Moves

Move 1 ______

Move 2______

Move 3______

Move 4______

Bonus Moves

Move 1______

Move 2______

Move 3______

Explain how teamwork was used to create your routine: ______

55 | P a g e

WEEK 6 K-8 Rhythm Review & Create 3rd- 8th Grade students use rhythms from the 1st Column K -2 students try: and try using some of these more complicated notes:

(ta) (ti-ti) Egg pop-tart (ti-ka-ti-ka) En-chi-la-da Write in one word per box that has ONE sound (ta).

ta ta ta ta Write in one word per box that has FOUR sounds (ti-ka-ti-ka).

ti- ka- ti- ka ti- ka- ti- ka ti- ka- ti- ka ti- ka- ti- ka

______1 2 3 4

Two Sounds, one beat. 1 ee & ah 2 ee & ah 3 ee & ah 4 ee & ah Choose one word per box that has 2 sounds (ti-ti). Write in one word per box that has TWO sounds (ti-ti). ti ti ti ti ti ti ti ti (ti--ti-ka) (ti--ti-ka) Rice Kris-pies ce-real

______Write in one word per box that has three sounds(Ti----ti-ka) 1 & 2 & 3 & 4 & and the first syllable is the long sound. Rice Kris-pie

ti-- ti- ka ti- - ti- ka ti-- ti- ka ti-- ti- ka Try combining words/note symbols: ti ti ta ti ti ta Example ______1 & ah 2 & ah 3 & ah 4 & ah 1 Pea-nut Pea-nut Egg Egg Write in one word per box that has three sounds(ti-ka-ti--) ta ti- ti ti- ti ti- ti Example and the first syllable is the long sound. ce-re-al

2 ti-ka-Ti ti-ka- Ti ti- ka- Ti ti-ka - Ti Egg Pea-nut Pea-nut Pea-nut

Your Turn ______1 & ah 2 & ah 3 & ah 4 & ah Your Turn

Page 1 Page 2 WEEK 6 K-8 Music Directions: Create a rhythm for a song in the space below (see example).

Once finished, play rhythms on instruments you have created both pitched and non-pitched. (Clap, tap, use pots & pans. Get your whole family involved. Play multiple lines at one time w/ them.)

Example: Egg Pea-nut Enchilada (Rest)

Page 3 Name: ______Key Pronouns and Antecedents

1. The shoppers couldn’t findtheir car in the parking lot.

2. The horse ateits hay in the barn.

3. Ricardo liked the movie, but he liked the popcorn more.

4. In the morning Elizabeth opened her window to look at the clouds.

5. As the coyotes chased the rabbits, the mice ran into their holes.

6. Mrs. Lawson dashed home, and she called Mrs. Jones.

7. Jane and Toby wanted chicken for their picnic.

8. When the bad news arrived, it came with some good news.

9. The box lay on the floor withits lid wide open.

10. Although Kara often went to the library, today she stayed home.

Answer Key

Subject, Simple subject

1. The causes of this horrible disease (are / is) poor diet and lack of exercise. “Of this horrible disease” is a prepositional phrase. Eliminate it and we are left with “The causes,” a plural noun. Now, would we say “The causes is” or “The causes are?”

2. The noise of the fan’s screams (is / are) a problem at some football stadiums. “Of the fan’s screams” is a prepositional phrase. When we eliminate it, we are left with “The noise,” a singular noun.

3. The legacy of Larry Bird and Magic Johnson (influences / influence) the NBA today. “Of Larry Bird and Magic Johnson” is a prepositional phrase. Eliminate and we are left with “The legacy,” a singular noun.

4. The theory of physics (state / states) that all things are made of energy. Once again, “of physics” is a prepositional phrase. Eliminate it and we have “The theory,” a singular noun.

5. The malware on all the office computers (is / are) a danger to our security. “On all the office computers” is a prepositional phrase. Eliminate it and we are left with “The malware,” a singular noun.

6. There ( is / are) five broken chairs in the office. In this example, the subject of the sentence follows the verb. Keep in mind that “There” is never the subject of a sentence. Because “Chairs” is plural, the verb I plural as well

7. Neither my mom nor my sisters (know / knows) proper grammar. Whenever we use a “neither/nor” or an “either/or” construction, we always conjugate the verb based on the second noun, the noun that follows “or/nor.” In this sentence, sisters is plural, so the noun should be plural.

8. The members of the committee ( is / are) very esteemed in their respective fields. “Of the committee” is a prepositional phrase. Eliminate it and we are left with “members,” a plural noun.

9. The committee ( meet / meets) in the fancy office building. “Committee” is a collective noun – a singular noun that consists of multiple people, places, or things. Other examples include “family,” “team,” “class,” “flock” – all nouns that consists of multiple things, but function singularly. 10. Scissors (is / are) too dangerous to give to small children. Scissors is a plural noun, so their corresponding verb should be plural as well. 11. The pair of scissors ( is / are) in the drawer. “Of scissors” is a prepositional phrase. Eliminate it and we are left with “the pair,” a singular noun. 12. Every single one of your sweaters ( is / are) too small for me to wear. “Of your sweaters” is a prepositional phrase. Eliminate it and we are left with “Every single” is a modifier of “one,” so “one” is the simple subject 13. Your sweaters ( is / are) too small for me to wear. “Sweaters” is plural. 14. The couch and the recliner I bought at Goodwill ( looks / look) a lot more expensive than they actually are. There are multiple subjects in this example – couch and recliner - that are connected by “and,” therefore the subject is plural. 15. There ( is / are) only one way I can answer your question: Yes, I will marry you. “There” is never the subject of a sentence.

You Try It

.20 = 20 % increase

Practice

1. 24%

2. 32%

3. 22%

4. 25%

5. 50%

6. 22.2% = 22%

7. .666% = 67%

8. .08 = 8%

9. 24%

10. .357 = 36%

Answer Key

푥 200 + ≥ 1200 12 푥 34 + x ≤ 89 푥 ≥ 1000 200 + ≥1200 12 34 + x ≤ 89 12 x ≤55 x ≥ 83.333

Answer Key

Combining Like Terms- 1.) X + 4 2.) -4x + 6 3.)-3x + 12 4.) 2x + 6 Multi Step Equations- 1.) x = -4 2.) x = -1 3.) x = ½ 4.) x = 2 Missing Angle of a Triangle 1.) Arizona is the _2 7th_ state to enter the united states 2.)The state nickname is _The Grand Canyon State_. 3.)The state capitol is _Phoenix_. 4.) The state bird is _T he Roadrunner_. 5.)The state flower is _Saguaro_.

Percents Answer key

1. 20% 2. 90% 3. 15% 4. 40% 5. 60/100 = 6/10 = 3/5 6. 80/100 = 8/10 = 4/5 7. 75/100 = ¾ 8. 10/100 = 1/10 9. 5/100 = 1/20 10. 25/100 = ¼

Spiral Review

1. 1/3, 2/5, ½, 4/5 2. ¾ = .75 = 75% 3.

4. 3/7 is larger 5. a. .66 b. .33 c. .55 d. .66 e. .4285…. f. .20

Proportional Relationships - Constant of Proportionality

Part A. Equations: Match the equation with its constant of proportionality. 1. E 2. A 3. G 4. B 5. C 6. D 7. F

Part B. Tables: Match the equation with its constant of proportionality. 8. y = 4x 9. y = 31x 10. y = 10x 11. y = 214x

Part C. Graphs: Match the equation with its constant of proportionality. 12. y = 3x 13. y = 7x 14. y = 9x 15. y = 6x

Science Answers

Water on Earth

1. C

2. C

3. B

4. C

5. B

6. D

7. A

8. A

The U.S. Bill of Rights-key

The U.S. Bill of Rights

Answer Key

1. In Amendment I, Congress is denied the power to enact laws that restrict, abridge, or prohibit a list of things. Name three of these things.

Example of correct answers: Free exercise of religion, freedom of speech, freedom of the people peaceably assemble.

2. "Pleading the Fifth Amendment" is a common term that references Amendment V. What does this article say that is interpreted as "pleading the Fifth."

"nor shall [he] be compelled in any criminal case to be a witness against himself"

3. Who gets the powers that are not given to the United States by the Constitution? In what amendment does this appear?

The States or the people; Amendment X

4. Which amendment references the right to have the assistance of an attorney in a criminal trial?

Amendment VI

Passage Details

Words: 401-500

Skills: Fact and Opinion and Summary

Grades: 9th, 10th, 11th, and 12th

Topics: History and Political Writings

Genres: Informational and Prose

Teacher Guide and Answers

Passage Reading Level: Lexile 790

Featured Text Structure: Descriptive – the writer explains, defines or illustrates a concept or topic

Passage Summary: The author explains how and why the states incorporated the Bill of Rights into the Constitution.

1. Why did North Carolina and Rhode Island not ratify the Constitution at first?

2. Why does the author describe the fears that critics in North Carolina and Rhode Island had about the Constitution?

3. The author says that critics wanted people’s rights “spelled out” to mean

The word flexible means

a. able to be understood easily b. rigid and resistant to change from outside c. fast and strong d. able to bend or change without breaking

Answers: American Government – The Bill of Rights: Part I

5. This passage is mostly about

6. Why did North Carolina and Rhode Island want a Bill of Rights added to the Constitution?

Suggested answer: North Carolina and Rhode Island wanted a Bill of Rights added to the Constitution because they worried that without it the government might eventually become too strong. The government could be unjust or take away freedoms.

7. Based on this passage, explain why the Bill of Rights would help the Constitution survive over time.

Suggested answer: Answers will vary but should indicate that the Bill of Rights prevented future governments from taking away rights or acting unjustly.

8. The question below is an incomplete sentence. Choose the answer that best completes the sentence.

______two states refused to ratify the Constitution, the Bill of Rights was added.

a. After b. In spite of c. Before d. Meanwhile

9. Read the following sentence

In 1789, James Madison suggested 15 amendments to the Constitution.

Answer the questions below based on the information provided in the sentence you just read. One of the questions has already been answered for you.

1. Who? James Madison

2. What did James Madison do? suggested 15 amendments to the Constitution

3. When? in 1789