7th grade reading & writing remote learning schedule phase

7th Grade Reading & Writing

Remote Learning Schedule – Phase I/Week 1

April 13 – 17

Students – Welcome to remote learning. Since we can’t be with you in class, we’ve put together some resources and tasks to help review some of the essential skills we’ve been working on during third quarter, as well as a tentative schedule to complete them. Do the best you can as we all navigate this new process and let us know if you have any questions or need help.

Take care, Mrs. Freeman Ms. Lewis Mrs. Patterson Mrs. Stark

Date Tasks Learning Intentions

Monday 4/13 · Read “Deadly Hits”

· Complete Close Reading/Critical

Thinking Questions

· Use RACES and SHAMPOO reference

sheets as a guide

· SSR

· Read & understand grade

level text

· Make inferences & draw

conclusions from a text

· Cite evidence to support

analysis of the text

Tuesday 4/14 · Complete Preparing to Write: My PSA

· SSR

· Introduce a topic by using a

variety of organizational

strategies

· Develop a topic with relevant

information

· Use text features to make

writing clear

Wednesday 4/15 · Work on PSA

· SSR

Thursday 4/16 · Work on PSA

· Complete Analogy Review

· SSR

· Demonstrate understanding of

word relationships

Friday 4/17 · Finish PSA

· SSR – Did you meet your weekly goal?

Analogies

Directions: Choose the correct word to complete the analogy.

Example: dark : night :: ____________ : day

Read: dark IS TO night AS ____________ IS TO day

Answer: a. loud b. quiet c. light

d. sun

1. tired : exhausted :: ____________ : furious

a. calm b. unhappy c. angry d. amused

2. brake : ____________ :: motor : run

a. stop b. increase c. roll d. ride

3. concur : disagree :: ____________ : comprehend

a. forget b. learn c. misunderstand d. envision

4. hungry : ____________ :: annoyed : outraged

a. satiated b. prepared c. uncomfortable d. ravenous

5. ____________ : vision :: sage : wisdom

a. chief b. oracle c. rogue d. vagrant

6. spark : ignite :: ____________ : change

a. catalyst b. experiment

c. reaction d. exertion

7. ____________ : rain :: drifts : snow

a. sun b. puddles c. plows d. umbrellas

8. complainer : ____________ :: climber : ascend

a. gripe b. solve c. annoy d. assert

9. sharpener : ____________ :: megaphone : amplify

a. glean b. emphasize c. point d. hone

10. trumpet : brass :: clarinet : ____________

a. violin b. orchestra c. woodwind d. music

11. launch : lift :: thwart : ____________

a. incur b. fail c. douse d. remain

12. botanist : plants :: ____________ : rocks

a. meteorologist b. geologist c. astronomer d. anthropologist

13. intricate : simple :: satiated : ____________

a. satisfied b. bewildered c. unhappy d. hungry

14. soothe : pacify :: ____________ : annoy

a. endanger b. ameliorate c. assail d. irk

15. composer : music :: choreographer : ____________

a. dance b. stage c. exercise d. art

16. lucid : ____________ :: strict : lax

a. rich b. murky c. entwined d. unable

17. embark : return :: initiate : ____________

a. deride b. imply c. incite d. conclude

18. douse : fire :: ____________ : thirst

a. intensify b. deplete c. quench d. squelch

Analogies Answer Key

1. angry 2. stop 3. misunderstand 4. ravenous 5. oracle 6. catalyst 7. puddles 8. gripe 9. hone 10. woodwind 11. fail 12. geologist 13. hungry 14. irk 15. dance 16. murky 17. conclude 18. quench

efinit

Figurative Language Term

Definition Example

Simile

A comparison of two unlike things using “like” or “as”

Her cheeks are red like a rose.

Hyperbole

An extreme exaggeration

The boy was dying to get a new backpack.

Alliteration

Words in a series that begin with the same sounds

But a better butter makes a batter better.

Metaphor

A comparison of two unlike things without using “like” or “as”

Laughter is the best medicine.

Personification

When human characteristics are given to animals or objects

The flowers danced in the gentle breeze.

Onomatopoeia

Words that imitate the sound they describe

The rock fell into the river with a splash.

Oxymoron

When two opposite ideas are joined to create and effect

The channel was repeating the old news again.

Figurative Language-“Deadly Hits” #2

Figurative language uses words in ways that differ from their actual meanings to achieve more complex or powerful effects. Use the mnemonic (memory device) SHAMPOO to help you remember the different types of figurative language: Simile, Hyperbole, Alliteration, Metaphor, Personification, Onomatopoeia, and Oxymoron.

4/6/2020

1

Restate the question by turning it into an assertive declaration. Note: This usually becomes your topic sentence!

Answer all parts of the question!Note: Add a sentence or two in your own words to further explain your assertive declaration.

Cite evidence from your source!Note: Be very specific! Try, “In paragraph three…” or “According to the narrator….”

Explain who your evidence supports your R & A Declaration(s)!Note: Analyze your evidence using your own thoughts! Try “This proves…” or “This is significant because….”

Summarize your work by drafting a conclusion in your own words!Note: Don’t repeat yourself! Try “In summary…,” “In conclusion…,” or “To sum it all up….”

Please use R.A.C.E.S. to answer the “Close Readingand Critical Thinkingquestions for “Deadly Hits.”

• Typical Answer: No because he is mean.

• RACES Response: The wolf in “The Three Little Pigs” believes that he is a nice wolf and everyone has the wrong perception about him. In fact, he is best described as aggressive and mean because he kept trying to eat the three innocent pigs. For example, he chased them from house to house and made them run for their lives. He also destroyed two of the pigs’ homes in the process. While the wolf might think his behavior is nice, most people would agree that based on his actions, he is not a nice wolf. Clearly, the wolf’s perception of himself is inaccurate based on the evidence.

Think about the story of “The Three Little Pigs”:

The wolf in “The Three Little Pigs” says that everyone is wrong about him. Do you agree that everyone has the wrong perception of him? Use evidence to support your response.

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Name: ___________________________________________________ Date: __________________

Close ReadingNONFICTION: “Deadly Hits,” pages 4-8

March 2020®

©2020 BY SCHOLASTIC INC. PERMISSION GRANTED TO TEACHERS AND SUBSCRIBERS TO PROJECT OR MAKE COPIES OF THIS PAGE TO DISTRIBUTE TO STUDENTS.

Close-Reading Questions “Deadly Hits”

1. In the introduction, how does author Lauren Tarshis help you understand that a concussion is a serious injury? (author’s craft, imagery)

2. On page 6, Tarshis describes Zack’s brain as a “ticking time bomb.” What kind of figurative language is she using? What purpose does it serve? (figurative language)

3. Why did Zack’s coach allow Zack to re-enter the game after he hit his head the first time? (key ideas)

PAGE 1 OF 2

Close ReadingNONFICTION: “Deadly Hits,” pages 4-8

March 2020®


4. In the section “What If?,” Tarshis asks a series of questions. What purpose do these ques-tions serve? (author’s craft, text structure)

5. On page 7, while explaining how a new version of the video game Madden NFL was created, Tarshis writes, “No longer are injured players glamorized.” What does she mean? (interpreting text)

6. What is Tarshis’s attitude toward Zack, his coach, and his parents? Do you think she

blames any of them for Zack’s injury? Explain. (tone)

PAGE 2 OF 2

Name: ___________________________________________________ Date: __________________

Critical ThinkingNONFICTION: “Deadly Hits,” pages 4-8

March 2020®


Critical-Thinking Questions “Deadly Hits”

1. Drawing on information from the article and your own ideas, explain why young athletes today might choose to play football despite the fact that the game can be dangerous.

2. On page 6, Tarshis writes, “Sportscasters ran highlight reels that celebrated the most brutal hits of the week in college and professional football.” Why do you think sportscasters stopped doing this?

Name: ___________________________________________________ Date: ________________________

SynthesisNONFICTION: “Deadly Hits,” pages 4-8

March 2020®


Preparing to Write: My PSA

Directions: Read “Deadly Hits,” including the infographic on page 8. Then use this activity to help you plan your public service announcement (PSA) about concussions.

First things first: What is a PSA?

A PSA is like a commercial, but it’s not created to

sell a product. It’s designed to inform and educate

the public about an important issue. Like regular

commercials, PSAs can take many forms—videos,

magazine ads, or posters that are displayed in

public places like train stations, for example.

OK, got it. So what is my PSA for?

Here’s what it says on page 8 of Scope:

Create a public service announcement about

concussions, drawing on information in the article

and infographic. Your PSA may be in the form of a

poster or video (no longer than

2 minutes).

PART 1: The Basics

Read this information to be sure you understand your goal.

What a concussion is and why it’s dangerous How young athletes can stay safe

PART 2: The Information

Use this section to gather the information you will include

in your PSA. Jot down details from the article and the

infographic. Use the back of this sheet if you need more room.

PAGE 1 OF 2

®

SynthesisNONFICTION: “Deadly Hits,” pages 4-8

March 2020


PART 4: The Concept

It’s time to brainstorm ideas for your concept. Jot down

your ideas in the box for the format you will be using.

POSTER

Will there be one main image, and if so, what

will it be? What colors will you use? How much

information can you include without your

poster looking too crowded?

PAGE 2 OF 2

The first thing to decide is who your audience

is—that is, who your PSA is aimed at.

The audience for my PSA is __________________.

Next, check one of the boxes below to show the

format you will use:

I am going to make my PSA in the form of a

short video. poster.

PART 3: The Plan

Now that you’ve noted the information you want to

include, think about how you will present that information.

Now think about the title of your PSA. Write your title here:

VIDEO

Will there be people? Text and images? A story?

What about music? How will you get across the

information you want viewers to know?

WRITING CONTEST ENTRY FORM

My name: ____________________________________________________________________________________________

My home phone number: _____________________ My grade: ________________________________________

My teacher’s name: _______________________________ My teacher’s e-mail: _____________________________

School name: _______________________________________________________________________________________________________________

School address: ______________________________________________________________________________________

City: _____________________________________________ State: ___________________ ZIP: ___________________

School phone number: _______________________________________________________________________________

My parent or legal guardian consents to my participation in this contest.

Parent’s or legal guardian’s signature: _______________________________________________________________

PSA ContestCreate a public service announcement about concussions, drawing on

information in the article and infographic. Your PSA may be in the form

of a poster or video (no longer than 2 minutes). Five winners will get

Strike Zone by Mike Lupica.

Include this form with your entry and send both to: [email protected]

or mail them to: PSA Contest, c/o Scope, P.O. Box 712, New York, NY 10013-0712

ENTRIES MUST BE RECEIVED BY April 20, 2020!


use of information from both texts

creativity

clarity and organization

grammar, spelling, and punctuation

Entries will be judged on:

®

THE LANGUAGE ARTS MAGAZINE

Note: Scope does not accept Google Docs. If you are

e-mailing your entry, please send a .pdf or .doc file. If you are e-mailing a video entry, please either attach the file

or use a file-sharing platform such as Dropbox.

7th grade reading & writing remote learning schedule phase

Documents