April 22 6TH GRADE ELA – Benchmark Unit 9 – Fact and Opinion Independent Reading- Reading Bookmark- Due Today Weekly Article – “Bonsai” Read + Questions Argument On Demand Writing- “Fortnite- Addiction or Amusement?” – Final draft Homework – Assignments on Moby Max INDEPENDENT WORK – DURING GUIDED READING Read Aloud Journal Response Daily Language Review #21 Finish Guided Reading packet – Plot Independent Reading- Reading Bookmark Guided Reading Groups – Global Warming- Leveled Readings 7TH GRADE SOCIAL STUDIES- Chapter 11- History of Ancient Egypt CNN 10- Journal Response The ancient Egyptian Pharaohs Interactive notebook Due Today Chapter 11 Section 2 Notes + Video

April 23 INDEPENDENT WORK – DURING GUIDED READING Read Aloud Journal Response Argument Writing Checklist Daily Language Review #21 Finish Guided Reading packet Due Tomorrow Independent Reading- Reading Bookmark Guided Reading Groups – Global Warming- Leveled Readings- Annuals vs. Perennials 6TH GRADE ELA – Benchmark Unit 8– Summary/Author’s Purpose Independent Reading- Reading Bookmark Benchmark – Author’s Purpose + Summary Weekly Article – “Island of Mystery” Read 1 Argument Essay Due today Read aloud – “Esperanza Rising” – “Avocado” Homework – Assignments on Moby Max 7TH GRADE SOCIAL STUDIES- Chapter 11- History of Ancient Egypt CNN 10 journal Response Mummification Video Chapter 11 Section 2 Notes

Author’s Purpose The author’s purpose is _________________ Clues that tell m the author’s purpose are ________________ Summarize the passage

April 24 INDEPENDENT WORK – DURING GUIDED READING Read Aloud Journal Response On Demand Writing Prompt #3 Daily Language Review #21 Finish Guided Reading packet Due Friday Independent Reading- Reading Bookmark Guided Reading Groups – Global Warming- Leveled Readings 6TH GRADE ELA – Benchmark Unit 9 – Fact and Opinion Independent Reading- Reading Bookmark- Due 5/06 Benchmark – Author’s Purpose –“Davy Crockett” Weekly Article – “Island of Mystery” Read 2 Read aloud – “Esperanza Rising” – “Asparagus” Homework – Assignments on Moby Max + Reading Bookmark 7TH GRADE SOCIAL STUDIES- Chapter 11- History of Ancient Egypt Mummification Video + Notes How was the great pyramid built W.S. Impact of Egyptian Pyramids Video Chapter 11 Section 2 Notes

“Davy Crockett” – Author’s Purpose The main character’s traits are _____________________ Some unusual things the character does are ________________ Summarize the passage

April 25 “Dingoes – Dangerous or Desperate?” INDEPENDENT WORK – DURING GUIDED READING Read Aloud Journal Response Daily Language Review #21 Finish Guided Reading packet Due Friday “Dingoes – Dangerous or Desperate?” Independent Reading- Reading Bookmark Guided Reading Groups – Global Warming- Leveled Readings 6TH GRADE ELA – Benchmark Unit 9 – Fact and Opinion Independent Reading- Reading Bookmark Benchmark – Author’s Purpose –“The United Nations” Weekly Article – “Island of Mystery” Read 3 Read aloud – “Esperanza Rising” – “Avocados” Homework – Assignments on Moby Max + Reading Bookmark 7TH GRADE SOCIAL STUDIES- Chapter 11- History of Ancient Egypt How was the great pyramid built W.S. Impact of Egyptian Pyramids Video Chapter 11 Section 3 Videos

April 26 Chapter 11 Section 3 Notes 6TH GRADE ELA – Benchmark Unit 9 – Fact and Opinion Independent Reading- Reading Bookmark- Due 5/06 Benchmark – Author’s Purpose – “Dear Principal” Weekly Article – “Island of Mystery” Quiz Read aloud – “Esperanza Rising” – “Avocados” Homework – Assignments on Moby Max + Reading Bookmark INDEPENDENT WORK – DURING GUIDED READING Read Aloud Journal Response On Demand Writing Daily Language Review #21 due today “Dingoes – Dangerous or Desperate?” Finish Guided Reading packet Due Friday Independent Reading- Reading Bookmark Guided Reading Groups – Global Warming- Leveled Readings 7TH GRADE SOCIAL STUDIES- Chapter 11- History of Ancient Egypt Chapter 11 Section 3 Notes

7th Grade Social Studies Standards G1.3 Geographical Understanding Use geographic themes, knowledge about processes and concepts to study the Earth.    7 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on Earth. I can use the five themes of geography to describe regions or places on Earth. 7 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. I can explain why people settle where they do because of the characteristics of the land. 7 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. I can explain different ways that places are connected and how those connections show dependence on each other. G2.1 Physical Characteristics of Place Describe the physical characteristics of places.    7 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. I can describe the landform features and the climate of the region we are studying.

7th Grade Social Studies Standards W3.1 Classical Traditions in Regions of the Eastern Hemisphere Analyze classical civilizations and empires and their lasting impact on institutions, political thought, structures, technology and art forms that grew in India, China, the Mediterranean basin, Africa, and Southwest and Central Asia during this era. 7 – W3.1.1 Describe the characteristics that classical civilizations share (institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries). I can describe the characteristics that classical civilizations share. 7 – W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires. I can use historical and modern maps to locate three major empires, describe their geographic characteristics, and suggest a relationship between these characteristics and the development of early empires. 7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire. I can compare and contrast the characteristics of a city-state, civilization, and empire. 7 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy. I can describe major achievements from the Eastern civilizations in the areas of art, architecture, science, technology and mathematics, and government. 7 – W3.1.6 Use historic and modern maps to locate and describe trade networks among empires in the classical era. I can use historic and modern maps to locate and describe trade networks among empires in the classical era.

7th Grade Social Studies Standards W3.1 Classical Traditions in Regions of the Eastern Hemisphere Analyze classical civilizations and empires and their lasting impact on institutions, political thought, structures, technology and art forms that grew in India, China, the Mediterranean basin, Africa, and Southwest and Central Asia during this era. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or Phoenician and Greek networks). Use a specific situation to describe how trade helped cultures to mix and influenced the economy within empires. 7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires (e.g., Han Empire, Mauryan Empire, Egypt, Greek city-states and the Roman Empire). I can describe the role of government, military power, tax systems, and forced labor such as slavery, in building lasting empires. 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. I can describe the importance of laws, belief systems, written languages, and communication in development of large regional empires.

Reading: Informational Text 6.8 I can trace and evaluate the argument and specific claims in a text. I can tell the difference between claims that are supported by reasons and evidence from claims that are not. Reading: Informational Text 6.8 Integration of Knowledge and Ideas CCSS.ELA-LITERACY.RI.6.8

Text Types and Purposes I can write arguments to support claims with clear reasons and relevant evidence. Writing 6.1 (A-E) Text Types and Purposes CCSS.ELA-LITERACY.W.6.1

I can describe how a story’s or drama’s plot unfolds in a series of episodes. I can explain how the characters respond or change as the plot moves toward a resolution. Reading: Literature 6.3 Key Ideas and Details CCSS.ELA-LITERACY.RL.6.3

Speaking & Listening 6.1 (A-D) I can engage in discussions led by the teacher, one-on-one, and in groups, about sixth grade topics and texts. I can build on others’ ideas and express my own ideas clearly. Speaking & Listening 6.1 (A-D) Comprehension and Collaboration CCSS.ELA-LITERACY.SL.6.1

Conventions of Standard English Use proper-case pronouns. Use intensive pronouns. Use correct pronoun number and person. No vague pronouns! Improve expression! I can show my command of English grammar and usage when writing or speaking. Language 6.1 (A-E) Conventions of Standard English CCSS.ELA-LITERACY.L.6.1

Conventions of Standard English I can show my control of capitalization, punctuation, and spelling when I’m writing. I can use commas, dashes, and parentheses to set off clauses. I can spell correctly. Language 6.2 (A-B) Conventions of Standard English CCSS.ELA-LITERACY.L.6.2