Grade 7 - Week 11 - Lowell Public Schools
At Home Learning ResourcesGrade 7 - Week 11https://2020census.gov/
Grade 7 ELA Week 11All previous activities, as well as other resources can be found on the Lowell Public Schools website:https://www.lowell.k12.ma.us/Page/3803This week continues a focus on historical fiction reading and writing. Your child should be reading,writing, talking and writing about reading, and learning about prefixes, root words, and suffixes thisweek.Reading: Students need to read each day. They can read the historical fiction text included in this packetand/or read any of the historical fiction books that they have at home, or can access online at Epic Books,Tumblebooks, the Pollard Library online, or other online books. All resources are on the LPS website.There is something for everyone.Talking and Writing about Reading: As students are reading, they can think about their reading, thentalk about their reading with a family member and/or write about their reading using theprompts/questions included.Writing: Students will continue working on writing historical fiction stories for the next weeks. Theresources in this packet will be the same for next week for writing as well. These resources are chartswith examples to help your child write. They are available online in an interactive form with videotutorials here: Grade 7 Historical Fiction Writing Choice Board. This writing should last throughout theweeks. Students will be planning their writing, then writing, then making it even better by revising,writing some more, and at the end, fixing it up by editing. Your child might write 1 historical fiction storyand work to refine it throughout, or might write multiple historical fiction stories, getting better eachtime.Word Work: Students can work on learning new vocabulary. Students will review prefixes, root words,and suffixes.
When reading fiction texts, think about the following. Annotate, stop and jot, and respondin writing as you are reading or when you are done.
A L A N1234567G R AT LASTIC PRESS / NEW YORK095-67848 ch00 1P.indd 31/17/17 1:31 PM
udAleppo, Syria—2015MAHMOUD BISHARA WAS INVISIBLE, ANDthat’s exactly how he wanted it. Being invisible washow he survived.He wasn’t literally invisible. If you really looked atMahmoud, got a glimpse under the hoodie he kept pulleddown over his face, you would see a twelve-year-old boywith a long, strong nose, thick black eyebrows, and shortcropped black hair. He was stocky, his shoulders wideand muscular despite the food shortages. But Mahmouddid everything he could to hide his size and his face, tostay under the radar. Random death from a fighter jet’smissile or a soldier’s rocket launcher might come at anymoment, when you least expected it. To walk around getting noticed by the Syrian army or the rebels fightingthem was just inviting trouble.Mahmoud sat in the middle row of desks in his classroom, where the teacher wouldn’t call on him. The deskswere wide enough for three students at each, and Mahmoudsat between two other boys named Ahmed and Nedhal.Ahmed and Nedhal weren’t his friends. Mahmouddidn’t have any friends.12095-67848 ch01 1P.indd 121/17/17 1:32 PM
It was easier to stay invisible that way.One of the teachers walked up and down the hall ringing a handbell, and Mahmoud collected his backpackand went to find his little brother, Waleed.Waleed was ten years old and two grades belowMahmoud in school. He too wore his black hair croppedshort, but he looked more like their mother, with nar-1234567rower shoulders, thinner eyebrows, a flatter nose, andbigger ears. His teeth looked too big for his head, andwhen he smiled he looked like a cartoon squirrel. Notthat Waleed smiled much anymore. Mahmoud couldn’tremember the last time he’d seen his brother laugh, orcry, or show any emotion whatsoever.The war had made Mahmoud ner vous. Twitchy.Paranoid. It had made his little brother a robot.Even though their apartment wasn’t far away,Mahmoud led Waleed on a different route home every8910111213141516day. Sometimes it was the back alleys; there could befighters in the streets, who were always targets forthe opposition. Bombed-out buildings were good too.Mahmoud and Waleed could disappear among the heapsof twisted metal and broken cement, and there were nowalls to fall on them if an artillery shell went whizzingoverhead. If a plane dropped a barrel bomb, though,you needed walls. Barrel bombs were filled with nailsand scrap metal, and if you didn’t have a wall to duck17181920212223242526behind you’d be shredded to pieces.2713095-67848 ch01 1P.indd 131/17/17 1:32 PM
1234567It hadn’t always been this way. Just four years ago,their home city of Aleppo had been the biggest, brightest, most modern city in Syria. A crown jewel of theMiddle East. Mahmoud remembered neon malls, glittering skyscrapers, soccer stadiums, movie theaters, museums. Aleppo had history too—a long history. The OldCity, at the heart of Aleppo, was built in the twelfth8910111213141516century, and people had lived in the area as early as 6,000BCE. Aleppo had been an amazing city to grow up in.Until 2011, when the Arab Spring came to Syria.They didn’t call it that then. Nobody knew a wave ofrevolutions would sweep through the Middle East, toppling governments and overthrowing dictators and starting civil wars. All they knew from images on TV andposts on Facebook and Twitter was that people in Tunisiaand Libya and Yemen were rioting in the streets, and aseach country stood up and said “Enough!” so did the1718192021222324252627next one, and the next one, until at last the Arab Springcame to Syria.But Syrians knew protesting in the streets was dangerous. Syria was ruled by Bashar al-Assad, who had twicebeen “elected” president when no one was allowed to runagainst him. Assad made people who didn’t like him disappear. Forever. Everyone was afraid of what he woulddo if the Arab Spring swept through Syria. There was anold Arabic proverb that said, “Close the door that bringsthe wind and relax,” and that’s exactly what they did;14095-67848 ch01 1P.indd 141/17/17 1:32 PM
while the rest of the Middle East was rioting, Syriansstayed inside and locked their doors and waited to seewhat would happen.But they hadn’t closed the door tight enough. A manin Damascus, the capital of Syria, was imprisoned forspeaking out against Assad. Some kids in Daraa, a city insouthern Syria, were arrested and abused by the police1234567for writing anti-Assad slogans on walls. And then thewhole country seemed to go crazy all at once. Tens ofthousands of people poured into the streets, demandingthe release of political prisoners and more freedom foreveryone. Within a month, Assad had turned his tanksand soldiers and bombers on the protestors—on his ownpeople—and ever since then, all Mahmoud and Waleedand anyone else in Syria had known was war.Mahmoud and Waleed turned down a different rubblestrewn alley than the day before and stopped dead. Just8910111213141516ahead of them, two boys had another boy up againstwhat was left of a wall, about to take the bag of bread hecarried.Mahmoud pulled Waleed behind a burned-out car, hisheart racing. Incidents like this were common in Aleppolately. It was getting harder and harder to get food in thecity. But for Mahmoud, the scene brought back memories of another time, just after the war had begun.Mahmoud had been going to meet his best friend,17181920212223242526Khalid. Down a side street just like this one, Mahmoud2715095-67848 ch01 1P.indd 151/17/17 1:32 PM
1234567found Khalid getting beaten up by two older boys.Khalid was a Shia Muslim in a country of mostly SunniMuslims. Khalid was clever. Smart. Always quick toraise his hand in class, and always with the right answer.He and Mahmoud had known each other for years, andeven though Mahmoud was Sunni and Khalid was Shia,that had never mattered to them. They liked to spend8910111213141516their afternoons and weekends reading comic books andwatching superhero movies and playing video games.But right then, Khalid had been curled into a ball onthe ground, his hands around his head while the olderboys kicked him.“Not so smart now, are you, pig?” one of them hadsaid.“Shia should know their place! This is Syria, not Iran!”Mahmoud had bristled. The differences betweenSunnis and Shiites was just an excuse. These boys had1718192021222324252627just wanted to beat someone up.With a battle cry that would have made Wolverineproud, Mahmoud had launched himself at Khalid’sattackers.And he had been beaten up as badly as Khalid.From that day forward, Mahmoud and Khalid weremarked. The two older boys became Mahmoud’s andKhalid’s own personal bullies, delivering repeated beatdowns between classes and after school.That’s when Mahmoud and Khalid had learned16095-67848 ch01 1P.indd 161/17/17 1:32 PM
how valuable it was to be invisible. Mahmoud stayed inthe classroom all day, never going to the bathroom or theplayground. Khalid never answered another question inclass, not even when the teacher called on him directly.If the bullies didn’t notice you, they didn’t hit you.That’s when Mahmoud had realized that together, heand Khalid were bigger targets; alone, it was easier to be1234567invisible. It was nothing they ever said to each other, justsomething they each came to understand, and within ayear they had drifted apart, not even speaking to eachother as they passed in the hall.A year after that, Khalid had died in an airstrikeanyway.It was better not to have friends in Syria in 2015.Mahmoud watched as these two boys attacked the boywith the bread, a boy he didn’t even know. He felt thestirrings of indignation, of anger, of sympathy. His breath891011121314151617181920212223242526came quick and deep, and his hands clenched into fists.“I should do something,” he whispered. But he knewbetter.Head down, hoodie up, eyes on the ground. The trickwas to be invisible. Blend in. Disappear.Mahmoud took his younger brother by the hand,turned around, and found a different way home.2717095-67848 ch01 1P.indd 171/17/17 1:32 PM
After reading the text, determine the theme of the text and analyze itsdevelopment over the course of the text.
Grade 7 Historical Fiction Writing Choice Board - Visit the online option for an interactive board withtutorials. Use the anchor charts to help you write your own historical fiction story.WritingHistoricalFictionWhat is Historical fiction?Historical fiction is an imagined storyset in the real world that portrays lifeas it might have been lived in thepast. It tells a compelling story firstand relates historical informationsecond.!!!!Based on real people from the past, but includespeople from your imagination as wellPortrays life as it might have been lived in the pastFocuses on the problems and issues of the pastHas narrative structure with characters, plot, risingaction, climax, falling action, resolution, and setting.
Setting is the time and place of your story.(location in the world, city, country, inside,outside) What century, what year, whatseasonTry to transport yourreaders into the past in thefirst paragraph or two.Your setting brings thepast to lifeCharacters
PlotThemeThe message of thestory lives on afteryour story ends, andoften can be related tolife today.Notice how Walter Dean Myers alludes to the BIG MESSAGE of his story,Patrol in this short excerpt:We stare across the distance. I know he wantsme to lift my rifle, to be the enemy. I want him tolift his rifle. I want him to turn away. In aheartbeat we have learned too much about eachother.What mistakes are wemaking now thatpeople also made inhistory?
Make sure eachcharacter speaks in away that makes sensefor them. Moms soundlike moms. Kids soundlike kids.DialogueFeel free to include words orspeech that may be old fashionedor colloquial language of that timeperiod.Include only theinformation thatcharacters wouldreally say to eachotherExcerpt from Patrol by Walter Dean Myers:Excerpt from Refugee by Alan Gratz:1.2.Researching for HistoricalAccuracyWhatever details youinclude in your story, it’sworth getting them right.Edit for voiceEdit Word choice forhistorical accuracy
Revision - Making yourwriting better by lookingcloselyExcerpt from Refugee by Alan GratzEdit: Making your writingbetter by making itclearerExcerpt fromRefugee byAlan Gratz
Patrol by Walter Dean Myers 1The land of my enemyhas wide valleys,mountains that stretchalong the far horizon,rushing brown rivers,and thick green forests.My squad of nine menare in the forest.Above me, birds twitter nervously in the treetops.Insects and small animals scurry through the underbrush,trying to avoid the crush of my combat boots.The squad leader raises his hand. We stop.The sound of my breath is soft in the morning air.Somewhere in the forest, hidden in the shadows, is the enemy.He knows I have come to kill him.He waits for me.The squad leader signals, and the patrol moves out again.The brush thickens as we head toward our target.The fog, which rolls slowly at the edge of the forest,is beginning to clear.I lift my rifle and begin to rub the palm of my hand slowlyalong its wooden stock.The weather is hot, but the sweat that runs down my back feels cold.Shots! A firefight!I dive to the ground.My heart beats faster.I lift my rifle and fire into the green forest.Bullets sing and whine over my head.I empty my clip, sending more bullets into the trees, the bushes.May be photocopied for classroom use. 2018 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading, Grades 6-8 (Heinemann: Portsmouth, NH).
Patrol by Walter Dean Myers 2In reply, the bark flies from a tree near my head.I think I see the enemy.I reload and shoot again.It is only a shadow, but I do not stop shooting.In war, shadows are enemies, too.Suddenly, there is silence.We are afraid to move.We are more afraid not to move.I hear the sounds of the birds again.I wonder if they speak of us from the high branches.I wonder if what they see makes them sad.I am so afraid.I want the enemy to be more afraid.I want him to tremble more than I tremble.The radio crackles in my hand as I call for bombs.Crouched against a tree older than my grandfather,I imagine the enemy crouching againsta tree older than his grandfather.We wait. We wait.Images of those I love come to mind.Still we wait.Then we are startled by the sound of the planes.We look up at them and see their shadows spreadingover the valley’s edge toward us.They pass us and do their work.The bombs explode, rumbling like thunderat a distance that is never distant enough.My body shakes.I tell myself that I will not die on this bright day.Against the horizon, columns of blue-gray smoke rise.Two clicks away, there are flashes of gunfire.Two clicks is the distance of my enemy.May be photocopied for classroom use. 2018 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading, Grades 6-8 (Heinemann: Portsmouth, NH).
Patrol by Walter Dean Myers 3My chest tightens.I wipe my sweaty palms.I bite back my tears.We move again.We are always moving.My legs ache.My shoulders sag.My thousand eyes look for deathin the waving bamboo fields.A village.It is our target.We circle it.We swing around, sweeping our gun sightsalong the windows in the huts.We rush in behind the hollow booming of grenades.“Secure the village!” a sergeant calls.He points towards the enemy.The enemy.A brown woman with rivers of age etched deeply into her face.An old man, his eyes heavy with memory.And babies. Babies.Little enemies crying on the mud roads.Little enemies with tears running down dusty cheeks.But I know there are other enemies.They are strong, and young.I am strong, and young.The others, they are the real enemy.They have dogs that bark at danger.And wooden bowls that hold a day’s rice.And grandmothers who stand sullen at their huts.This is my enemy.May be photocopied for classroom use. 2018 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading, Grades 6-8 (Heinemann: Portsmouth, NH).
Patrol by Walter Dean Myers 4The pickup zone is just beyond a rice paddy.In the paddy, a farmer squats, waiting for the squad to pass.His stick-thin legs disappear into the shallow water,and it looks as if it is he who grows there.He is the harvest we must understand.A shot!I reach for the ground and scramble for cover.The elephant grass cuts my arms as I slide toward a low wall.Then, there is an opening in the tall grass, and I look through.There is the enemy!He is looking at me!We are surprised to see each other.Shocked.How young he is.We stare across the distance.I know he wants me to lift my rifle, to be the enemy.I want him to lift his rifle.I want him to turn away.In a heartbeat, we have learned too much about each other.The putt-putt of the chopper interrupts the moment.The enemy turns away and is swallowed bythe lush grass that is everywhere in this land.I lift my rifle.I aim at the distant shadow.I am the enemy.I lower the rifle.My fingers clutch the webbing of the chopper.It strains with the weight of the squad.Below us the land becomes a peaceful patchworkof greens and blues and browns.This land has wide valleys, mountains that stretchalong the far horizon, rushing brown rivers,and thick green forests.May be photocopied for classroom use. 2018 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading, Grades 6-8 (Heinemann: Portsmouth, NH).
Patrol by Walter Dean Myers 5And war.We land.I am glad that I am alive.As the heat of the day passes to the heat of night . . . . . I write a letter to someone I love.I wonder if my enemy is writing a letter.I am so tired.I am so very tired of this war.Patrol, by Walter Dean Myers, illustrated by Ann Grifalconi. Text copyright 2002 by Walter DeanMyers, illustrations copyright 2002 by Ann Grifalconi. Used by permission of HarperCollins Publishers.May be photocopied for classroom use. 2018 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading, Grades 6-8 (Heinemann: Portsmouth, NH).
Prefix, Root Word, and Suffix Study SheetName:Date:A prefix is a word part with a specific meaning at the beginning of a word.A suffix is a word part with a specific meaning at the end of a word.A root word is the main part of a word that contains its core meaning. Sometimes it is a word on its own,as in unbelievable (believe is the root word), and sometimes it cannot stand alone, as in relocation (loc isthe root word). In either case, prefixes and suffixes can be added to root words, which might change eitherthe meaning of the word (reactivate, deactivate) or its grammatical function (transports present tense,transported past tense, transportation noun). Sometimes spelling changes when suffixes are added toroot words (noise, noisy).Learning root words, prefixes, and suffixes can help you because: If you recognize these word parts, it is easier to figure out what a word you don’t know means. They can help you to spell words because you’ll remember patterns.Instructions: As you read this paragraph, underline all words that have prefixes or suffixes. Write thembelow the paragraph and then write a definition of the word. If you do not know the definition, use theMake-a-Word Game Chart to help you guess.The Garbage ProblemImproper garbage disposal can cause contamination of subterranean water sources. Relocating garbagedumps doesn’t necessarily solve this incredibly unhealthful problem. Laws preceding the discovery of thisproblem were predictably relaxed in terms of garbage disposal. Since the discovery, authorities haveproceeded to toughen the
tutorials here: Grade 7 Historical Fiction Writing Choice Board. This writing should last throughout the weeks. Students will be planning their writing, then writing, then making it even better by revising, writing some more, and at the end, fixing it up by editing. Your child might write 1 historical fiction story
(prorated 13/week) week 1 & 2 156 week 3 130 week 4 117 week 5 104 week 6 91 week 7 78 week 8 65 week 9 52 week 10 39 week 11 26 week 12 13 17-WEEK SERIES* JOIN IN MEMBER PAYS (prorated 10.94/week) week 1 & 2 186.00 week 3 164.10 week 4 153.16 week 5 142.22 week 6 131.28 week 7 120.34
Wannalancit Mills Complex 600 Suffolk St. Lowell, MA 01854-3629 Fax: (978) 934-3111 E-mail: Alumni_Office@uml.edu SPRING 2005 VOLUME 8 NUMBER 2 Spring 2005 Volume 8, Number 2 The UMass Lowell Alumni Magazine is published by: Publications Office University of Massachusetts Lowell One University Avenue Lowell, MA 01854 Tel.(978) 934-3223
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Eitablished June, 1893 LOWELL. MICH., THURSDAY NOV. 15. 1956 Number 30 Lowell Building & Loan Assn. Hits Million Dollar Mark This Month On November 6 the Lowell Build-ing and Loan Association report their capital reached an craall-time hifih of one million dollars. This million-dollar mark is composed nrnstly of cash and loans made to
Week 3: Spotlight 21 Week 4 : Worksheet 22 Week 4: Spotlight 23 Week 5 : Worksheet 24 Week 5: Spotlight 25 Week 6 : Worksheet 26 Week 6: Spotlight 27 Week 7 : Worksheet 28 Week 7: Spotlight 29 Week 8 : Worksheet 30 Week 8: Spotlight 31 Week 9 : Worksheet 32 Week 9: Spotlight 33 Week 10 : Worksheet 34 Week 10: Spotlight 35 Week 11 : Worksheet 36 .
28 Solving and Graphing Inequalities 29 Function and Arrow Notation 8th Week 9th Week DECEMBER REVIEW TEST WEEK 7,8 and 9 10th Week OCTOBER 2nd Week 3rd Week REVIEW TEST WEEK 1,2 and 3 4th Week 5th Week NOVEMBER 6th Week REVIEW TEST WEEK 4,5 and 6 7th Week IMP 10TH GRADE MATH SCOPE AND SEQUENCE 1st Week
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Department of Criminal Justice and Criminology College of Arts and Sciences University of Massachusetts, Lowell Lowell, Massachusetts Tel.: 978-934-4109 (office) Fax: 978-934-3077 E-Mail: Stephen_saravara@uml.edu Educational Background College
