December 3 6TH GRADE ELA – Benchmark Unit 7 – Make Inferences and Draw Conclusions Reading Log – “A Year Down Yonder” Benchmark –Draw Conclusions Review Activity Weekly Article “The Rosetta Stone” Read 1 Homework – Take the “Reading Level Assessment” on Moby Max 7TH GRADE SOCIAL STUDIES- Chapter 5 – Fertile Crescent Four Empires of Mesopotamia Project – Research + Notes Project due Friday INDEPENDENT WORK – DURING GUIDED READING Word Gen – Potential Daily Language Review Informational Paragraph Pronoun Packet- Demonstrative + Interrogative Independent Reading Common Lit Article - Red + Blue

December 4 6TH GRADE ELA – Benchmark Unit 7 – Make Inferences and Draw Conclusions Benchmark –Draw Conclusions – “The Red-Headed League” Weekly Article “The Rosetta Stone” Read 2 Draw Conclusions Review Homework – Take the “Reading Level Assessment” + Assignments on Moby Max 7TH GRADE SOCIAL STUDIES- Chapter 5 – Fertile Crescent Four Empires of Mesopotamia Project – Research + Notes Project due Friday INDEPENDENT WORK – DURING GUIDED READING Word Gen – Questions Daily Language Review Informational Paragraph Pronoun Packet Due Draw Conclusions Packet Journal Response – “A Year Down Yonder” Independent Reading Common Lit Article – Purple + Green

“A Year Down Yonder” – Journal Why does the story skip from Mary Alice's leaving her grandmother all the way to the end, where she marries Royce McNabb? What do you think happened in those "in-between" years? What things do you know happened? What parts are you guessing at? What did you think about the book? Would you recommend it to a friend?

December 5 6TH GRADE ELA – Benchmark Unit 7 – Make Inferences and Draw Conclusions Benchmark –Draw Conclusions – “The Red-Headed League” Weekly Article “The Rosetta Stone” Read 3 Cause and Effect Activity + Video Homework – Take the “Reading Level Assessment” + Assignments on Moby Max 7TH GRADE SOCIAL STUDIES- Chapter 5 – Fertile Crescent Four Empires of Mesopotamia Project – Research + Notes Project due Friday INDEPENDENT WORK – DURING GUIDED READING Word Gen – Review Daily Language Review Informational Paragraph Draw Conclusions Packet Quick Write Cause and Effect Picture Independent Reading Common Lit Article – Purple + Red + Yellow

December 6 6TH GRADE ELA – Benchmark Unit 7 – Make Inferences and Draw Conclusions Benchmark –Draw Conclusions – “The Red-Headed League” Weekly Article “The Rosetta Stone” Read 3 Cause and Effect Activity + Video Homework – Take the “Reading Level Assessment” + Assignments on Moby Max 7TH GRADE SOCIAL STUDIES- Chapter 5 – Fertile Crescent Four Empires of Mesopotamia Project – Research + Notes Project due Friday INDEPENDENT WORK – DURING GUIDED READING Word Gen – Review Daily Language Review Informational Paragraph Cause and Effect Packet Quick Write Cause and Effect Picture Independent Reading Common Lit Article - Orange + Blue

December 7 6TH GRADE ELA – Benchmark Unit 7 – Make Inferences and Draw Conclusions Benchmark –Draw Conclusions – “The Red-Headed League” Weekly Article “The Rosetta Stone” Read 3 Cause and Effect Activity + Video Homework – Take the “Reading Level Assessment” + Assignments on Moby Max 7TH GRADE SOCIAL STUDIES- Chapter 5 – Fertile Crescent Four Empires of Mesopotamia Project – Research + Notes Project due INDEPENDENT WORK – DURING GUIDED READING Word Gen – Post Test Daily Language Review Informational Paragraph Cause and Effect Packet Quick Write Cause and Effect Picture Independent Reading Common Lit Article – Orange + Yellow + Green

Each Day you must complete the following: Paragraph of the Week Directions: At the beginning of each week, you will receive a writing topic. Throughout the week you are going to use this topic to write a well organized paragraph. Each Day you must complete the following: Monday: Read the topic and brainstorm ideas. Tuesday: Write a first draft. Wednesday: Revise and edit your draft. Thursday: Write a final draft on the back of your topic page. *Your final draft is due Friday.

Paragraph of the Week Rubric Informational Paragraph Rubric Does Not Meet Expectations Meets Expectations Exceeds Expectations Ideas Some ideas are related to the topic. Few supporting details are given. ALL ideas are related to the topic. Good supporting details are included. ALL ideas are related to the topic. Strong and specific supporting details are included. Organization Is missing a topic sentence or conclusion sentence. Some ideas are not in logical order. Has a topic sentence and conclusion sentence. Ideas are in a logical order. The topic sentence and conclusion sentence are strong. Ideas are in logical order. Style Voice and tone are not evident. Uses only simple words. Simple sentences are used. Voice and tone is used. Some strong word choice. Some variety in sentences. Voice and tone are strong. Strong word choice. A variety of sentences are used. Conventions Many errors in spelling, punctuation, or subject-verb agreement. Errors interfere with meaning. Few errors in spelling, punctuation, or subject-verb agreement. Errors do not interfere with meaning. Correct usage of spelling, punctuation and subject-verb agreement. Errors do not interfere with meaning.

Speaking & Listening 6.1.A-D CCSS.ELA-LITERACY.SL.6.1.A I can come to discussions prepared, having read or studied required material. I can draw on my preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-LITERACY.SL.6.1.B I can follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-LITERACY.SL.6.1.C I can pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-LITERACY.SL.6.1.D I can review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Speaking & Listening 6.1.A-D CCSS.ELA-LITERACY.SL.6.1.A-D

Presentation of Knowledge and Ideas I can change my way of speaking to fit different situations and tasks. I can use formal English when the situation calls for it. Speaking & Listening 6.6 Presentation of Knowledge and Ideas CCSS.ELA-LITERACY.SL.6.6

Reading: Informational Text 6.7 I can bring together information presented in media and texts to develop a coherent understanding of a topic or issue. Reading: Informational Text 6.7 Integration of Knowledge and Ideas CCSS.ELA-LITERACY.RI.6.7

Text Types and Purposes I can write informative or explanatory texts to examine a topic and convey ideas, concepts, and information. I can select, organize, and analyze content relevant to my topic. Writing 6.2 (A-F) Text Types and Purposes CCSS.ELA-LITERACY.W.6.2

7th Grade Social Studies Standards W2.1 Early Civilizations and Early Pastoral Societies Analyze early Eastern Hemisphere civilizations and pastoral societies.   7 – W2.1.1 Describe the importance of the development of human language, oral and written, and its relationship to the development of culture. I can describe the importance of human language, and how it helps a culture develop. 7 – W2.1.2 Use historical and modern maps and other sources to locate, describe, and analyze major river systems and discuss the ways these physical settings supported permanent settlements, and development of early civilizations (Tigris and Euphrates Rivers, Yangtze River, Nile River, Indus River). I can use historical and modern maps to locate, describe, and study major river systems, and tell why these settings helped permanent settlements to grow. 7 – W2.1.3 Examine early civilizations to describe their common features I can study early civilizations and describe their common features. 7 – W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another (e.g., plants, crops, plow, wheel, bronze metallurgy). I can define the idea of cultural diffusion and describe how it resulted in the spread of ideas and technology from one region to another.

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 – W3.1.7 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. 7 – W3.1.10 Create a timeline that illustrates the rise and fall of classical empires during the classical period. I can create a timeline that shows the rise and fall of classical empires during the classical period.

NWEA-Goal Performance 2-3 Literary Text: Key Ideas and Details Martin Fadi Mario Isabella Eva Literary Text: Language, Craft and Structure Dylan Natali Fadi Michael Informational Text: Key Ideas and Details- Close Reading Passage – “How presidential assassinations changed U.S. politics” Dylan Zuher Mario Byron Fadi Irna Natali Shyla Sheren Informational Text: Language, Craft and Structure - Close Reading Passage – “How presidential assassinations changed U.S. politics” Dylan Mario Fadi Vocabulary: Acquisition and Use Dylan Fadi Mario Natali Helena Adhraa Daniel

NWEA-Goal Performance 4-5 Literary Text: Key Ideas and Details Andre Fadi Mykil Lorita Literary Text: Language, Craft and Structure Mykil Informational Text: Key Ideas and Details- Close Reading Passage – Sameer Joseph Shireen Savine Dylan Informational Text: Language, Craft and Structure - Close Reading Passage – Andre Fadi Andrew C Noah Christian Mykil Savine Vocabulary: Acquisition and Use Sameer Noah Malwood