Week of April 30th - 7th Grade ELA Review 7 043020...Day 3: Read the American Government The Bill of...

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: Complete Pronouns and Antecedents on page 1.

Day 2: Complete Subject-VerbAgreement on page 2.

Day 3: Using What’s the Story look at the image on page 4 and answer the questions using evidence from the picture.

Day 4: Using the answers from the questions on page 4, create an outline/draft of the narrative story that you will write.

Day 5: Edit and revise your narrative story about the picture. Write the final copy of your narrative.

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” ***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: Rational number- percent increase and decrease

Day 2: Solve word problems inequalities

Day 3: Combining like terms

Day 4: Percents

Day 5: Proportional relationships- constant of proportionality

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: Reading Passage: What is the Water Cycle?

Day 2: Article: Water on Earth

Day 3: Lab: Create a Water Cycle Model

Day 4 Diagram and Vocabulary: Label the Features of the Water Cycle

Day 5: Real-World Connection: What is The Water Project?

Extra Online Resources: Kahn Academy on The Water Cycle: https://www.khanacademy.org/science/high-school-biology/hs-ecology/hs-biogeochemical-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. ***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: Read the US Bill of RIghts on pages 1-2.

Day 2: Answer the questions for the US Bill of Rights located on page 3.

Day 3: Read the American Government The Bill of Rights on page 4

Day 4: Answer the questions about the article on pages 5-7

Day 5: Read the article After students protest gun violence, some demonstrate for gun rights, and fill in the graphic organizer on pages 10-11

https://www.khanacademy.org/science/high-school-biology/hs-ecology/hs-biogeochemical-cycles/v/the-water-cycle

https://www.khanacademy.org/science/high-school-biology/hs-ecology/hs-biogeochemical-cycles/v/the-water-cycle

https://water.usgs.gov/edu/watercycle-kids-adv.html

https://games.legendsoflearning.com/games/WyJnYW1lcyIsMTI1NV0=

https://gpm.nasa.gov/education/videos/water-cycle-animation

Name: ___________________________

Copyright © 2014 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms. www.k12reader.com

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 is his. The antecedent is Sam.

In each sentence below underline the pronoun and circle the antecedent.

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

2. The horse ate its 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 with its lid wide open.

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

Pronouns and Antecedents

1

Copyright 2012 Georgetown Learning Centers

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.

2

wha

t's

the

STO

RY?

Pictu

re p

rompt

s

3

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.

what's the story?

© Mason Education

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?

4

begin writing your story, or description about what's happening in the picture, here:

the end

5

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°

27th

x = 66°

14th

x = 150°

48th

2

x = 82°

The Desert state

x = 41°

The Grand Canyon State

x = 139°

Home of the Dry Heat State

3

x = 15° Mesa

x = 18° Phoenix

x = 60°

Flagstaff

4

x = 44°

Cactus Wren

x = 27° Cardinal

x = 117°

Roadrunner

5

x = 30°

Saguaro

X= 72° Desert

Marigold

x = 126°

Sunflower

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.

8.

9.

10.

11.

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

12. 13.

14. 15.

y = ________________

y = ________________

y = ________________

y = ________________

y = ________________ y = ________________

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.

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

Water on Earth

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.

By National Geographic Society, adapted by Newsela staff on 03.27.19Word Count 696Level 780L


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.


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.


Quiz

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

(A) in evaporation

(B) in condensation

(C) in precipitation

(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.

(C) Water vapor makes up a large part of the atmosphere in these areas.

(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 closetogether when water is a gas.

(B) Water is made of particles called molecules that are too small to be seen. These particles are far apartwhen 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 anddoes 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 theatmosphere, 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 ofthe ways the water cycle changes the land.

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

(C) Glacial melt can also create landforms. The Great Lakes, for example, are found in the Midwest of theUnited 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 carveenormous canyons. These canyons, like the Grand Canyon, can be carved by rivers. They can also becarved by currents deep in the ocean.


5 The water cycle is responsible for which of the following?

1. the location of earthquakes2. the different types of ecosystems3. the formation of certain landforms4. the variety of climates around the world

(A) 1, 2 and 3

(B) 2, 3 and 4

(C) 1, 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.

(C) Liquid water cools down and becomes a gas.

(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 Australia2. underground in Africa3. in a glacier in Alaska4. in the Earth's center

(A) 1, 2 and 3

(B) 2, 3 and 4

(C) 3, 4 and 1

(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.

(C) Glaciers and precipitation can both create mountains.

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

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 Rights

Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercisethereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably toassemble, 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 tokeep 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, norin 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, againstunreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but uponprobable cause, supported by Oath or affirmation, and particularly describing the place to besearched, 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 apresentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or inthe Militia, when in actual service in time of War or public danger; nor shall any person be subjectfor the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in anycriminal case to be a witness against himself, nor be deprived of life, liberty, or property, withoutdue 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 animpartial jury of the State and district wherein the crime shall have been committed, which districtshall have been previously ascertained by law, and to be informed of the nature and cause of theaccusation; to be confronted with the witnesses against him; to have compulsory process forobtaining 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 trialby jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Courtof 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 unusualpunishments inflicted.


1Copyright © 2020 ReadingVine.com. All Rights Reserved. Free for educational use.

1

Amendment IX The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparageothers 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.



2

Questions

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

2. "Pleading the Fifth Amendment" is a common term that references Amendment V. What doesthis 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 whatamendment does this appear?

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



3

Non-fiction: American Government – The Bill of Rights: Part I

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

© 2012 ReadWorks®, Inc. All rights reserved.

1

4

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.


2

5


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? _____________________________________________________


3

6


10. Vocabulary Word: justice: fairness in the way people are treated. Use the vocabulary word in a sentence: ________________________________ ________________________________________________________________


4

7

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.

8

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."

9

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? Yes _____ 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? Yes _____ 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) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

10

5. Do you believe bias was written into this article? Yes _____ 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 YES, explain why you believe the article had bias. If you answered NO , 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? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

11

In th

is packet, yo

u’ll fin

d activities

that fo

cus o

n:

You can

also find this information b

y going to w

ww

.wesdscho

ols.org.

Som

e art teachers are also providing online resou

rces for your activities, so m

ake sure to check Go

ogle Classroom

!

T

actile textu

re is texture that you

can feel – it feel rough or sm

ooth or soft in your han

d. Visu

al texture is w

hen a surface looks like it feels one way bu

t actually feels ano

ther, like a drawing o

f a cactus. The cactus loo

ks prickly but the paper is

smooth w

hen touched

. O

ne way to create visual te

xture is to do texture ru

bb

ing

s. To m

ake a texture rubb

ing, place a sheet of paper over a surface with tactile texture and use the side

of a pencil or crayon and rub it on your pape

r.

6th-8

th

Su

pp

lies for T

his W

eek:

P

encil

Eraser

S

tuff from hom

e

Crayons (optiona

l)

Scan the Q

R cod

e below to

find a list of extra resources for all special areas!

Fin

d 3 o

bjects to

create 3 textu

re rub

bin

gs in

the c

hart b

elow

. Th

en,

draw

tho

se surfac

e textures in

the b

ox to

the rig

ht o

f each textu

re.

Tactile T

exture R

ub

bin

gs

Visu

al T

exture D

rawin

g

Surface E

xample: W

ood Grain

S

urface 1: ____

________

_____

___

Surface 2: _

______

______

_______

Surface 3: _

______

______

_______

V

isual textu

re is when a surface looks like it feels on

e wa

y but actually

feels another. Visu

al texture can be achieved

by draw

ing in the d

irection of the texture a

nd using value to create

areas of light a

nd dark.

Draw

each visual texture b

elow. T

ry to use directional line (draw

your lines

in the direction of th

e texture) and value to create a m

ore realistic texture.

You can use v

isual textu

re to give realism to a draw

ing. Realism

is an

artist’s attemp

t at ma

king

a draw

ing

, pain

ting

, or scu

lptu

re app

ear like it d

oes in

real life. Use the

photo belo

w a

nd create a va

lue scale – find the

values in the ph

oto and match them

to the valu

e scale. Then, draw

the face in the box to the right a

nd shade it to give it visual texture.

VA

LUE

SC

ALE

Lightest

Mid G

ray

Darkest

Scales

Fingerprint

Rock

Hair

54 | P a g e

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.

55 | 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:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Two

Sou

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s, on

e beat.

Ch

oo

se on

e wo

rd p

er bo

x that h

as 2 so

un

ds (ti-ti).

Try com

bin

ing w

ord

s/no

te sym

bo

ls:

ti- ka- ti- ka

1 ee &

ah

ti- ka- ti- ka

2 ee &

ah

ti- ka- ti- ka

3 ee &

ah

ti- ka- ti- ka

4 ee &

ah

(ta)

(ti-ti)

Egg po

p-tart

ta

_____

____

__

1

ta

_____

____

_

2

ta

____

____

__

3

ta

______

____

4

ti ti

____

____

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1 &

ti ti

____

____

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2 &

ti ti

____

____

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3 &

ti ti

_______

_

4 &

Examp

le

1

ti ti

Pea-n

ut

ta

Egg

ti ti

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ta

Egg

Exam

ple

2

ta

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ti- ti

Pea-n

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ti- ti

Pea-n

ut

ti- ti

Pea-n

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You

r Turn

You

r Turn

(ti-ka-ti-ka)

En-ch

i-la-da

(ti--ti-ka) (ti--ti-ka)

Rice K

ris-pies ce-real

ti-- ti- ka

____

____

____

_

1 &

ah

ti- - ti- ka

2 &

ah

ti-- ti- ka

3 &

ah

ti-- ti- ka

4 &

ah

ti-ka-Ti

____

____

____

_

1 &

ah

ti-ka- Ti

2 &

ah

ti- ka- Ti

3 &

ah

ti-ka - Ti

4 &

ah

Write in

on

e wo

rd p

er bo

x that h

as ON

E sou

nd

(ta). W

rite in o

ne w

ord

per b

ox th

at has TW

O so

un

ds (ti-ti).

Write in

on

e wo

rd p

er bo

x that h

as FOU

R so

un

ds (ti-ka-ti-ka).

Write in

on

e wo

rd p

er bo

x that h

as three so

un

ds(Ti----ti-ka)

and

the

first syllable is th

e lon

g sou

nd

. Rice K

ris-pie

Write in

on

e wo

rd p

er bo

x that h

as three so

un

ds(ti-ka-ti--)

and

the

first syllable is th

e lon

g sou

nd

. ce-re-al

WEEK

6 K

-8 R

hyth

m R

evie

w &

Cre

ate

K

-2 stu

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Page 2

3rd- 8

th Grad

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se rh

ythm

s from

the

1st C

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mn

and

try usin

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plicated

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tes:

Page 1

Examp

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Pea-n

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Ench

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(Rest)

A

B

C

D

WEEK

6 K

-8 M

usic D

irectio

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reate a rhyth

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r a son

g in th

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ace belo

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examp

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, play rh

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s on

instru

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bo

th p

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(Clap

, tap, u

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pan

s. Get yo

ur w

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volved

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s at on

e time w

/

them

.)

Page 3

Name: ___________________________

Copyright © 2014 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms. www.k12reader.com

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 is his. The antecedent is Sam.

In each sentence below underline the pronoun and circle the antecedent.

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

2. The horse ate its 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 with its lid wide open.

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

Pronouns and Antecedents

Key


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.

Rational Numbers - Percent Increase or Decrease

Answer Key

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

200 + 𝑥

12 ≥1200

200 + 𝑥

12 ≥ 1200

𝑥

12 ≥ 1000

x ≥ 83.333

34 + x ≤ 89

34 + x ≤ 89

x ≤55

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 _27th_ 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 _The 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


Answer Key

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

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

2. "Pleading the Fifth Amendment" is a common term that references Amendment V. What doesthis 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 whatamendment 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

The U.S. Bill of Rights-key


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

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?

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

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

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. 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


6

Week of April 30th - 7th Grade ELA Review 7 043020...Day 3: Read the American Government The Bill of...

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