Students will answer questions nightly to prepare for their upcoming assessment. Worksheet is in the form of a calendar for the week and students will answer questions based on Virginia Department of Education's Curriculum Framework to prepare for upcoming assessment.

This is a crossword puzzle that can be printed for students to review vocabulary and defintions presented in the Standards of Learning for Computer Science for Grade 7.

Students will answer questions nightly to prepare for their upcoming SOL test. Worksheet is in the form of a calendar for the week and students will answer questions based on Virginia Department of Education's Curriculum Framework to prepare for upcoming SOL.

This task requires students to use the fact that on the graph of the linear function h(x)=ax+b, the y-coordinate increases by a when x increases by one. Specific values for a and b were left out intentionally to encourage students to use the above fact as opposed to computing the point of intersection, (p,q), and then computing respective function values to answer the question. The Virginia Department of Education resource titled, "Graphing Linear Functions," which requires students to graph equations in y=mx + b form includes a template and lesson plan.

Language based activity requiring students to use words to describe the steps to graph a linear inequality.
Virginia Department of Education Activity titled, "Represent the Solution to a Linear Inequality in Two Variables Graphically Scavenger Hunt," supportive document which provides an extension activity exploring graphing linear inequalities and utilizing a Scavenger Hunt activity.

This lesson integrates computer science through discovering graphing on a coordinate plane for 6th graders all the way to a review for 8th graders with extensions that include slope.

USII.6    The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century byd)         analyzing the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New DealAfter students complete a gallary walk of primary source photos from the Great Depression era they should examine the picture and take on the role of a newspaper journalist.  Write a news article that would have been in the newspaper during the Great Depression that corresponds to the photo. Remember to record the name the selected photography, create a title for your article and include the six main components of an article: who, what, when, where, why, and how.

USII.6    The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century byc)   examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and the Harlem Renaissance; andd)         analyzing the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New DealRead the “Letters from the Boxcar Boys & Girls,” the true stories of teenagers who rode the rails during the Great Depression.  After reviewing the stories, write your own journal entry of a day as a teenager riding the rails during the Depression.  Use the website: http://erroluys.com/letter1.html

USII.6    The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century byd)   analyzing the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.Students will visit the website https://www.mission-us.org/pages/landing-mission-5 to complete an online simulation in order to write their "Up from the Dust" Diary.  The diary includes prompts and questions.

Great activity on what makes a swamp a swamp. This activity will also allow students to learn about the swamp that is located in Virginia and North Carolina. This activity is designed to have students use technology, conduct research, and create a Google Slides presentation.

French I
Greetings and Partings
Greetings between friends and relatives vary from region to region in France. Students watch 6 videos (transcriptions are available)
-A formal greeting
-Greeting a close friend
-Visiting a close friend
-Did you have a good trip?
-Did you sleep well?
-So, goodbye

An online German grammar reference, featuring zany post-modern Grimm's fairy tale characters, authoritative grammar explanations, self-correcting exercises, online audio and cartoon images.

In this unit second graders explore different habitats (forest, desert, water, rainforest, and wetland) and investigate how different plants and animals survive in each the habitat. Rather than just learning facts about the habitats, students examine come to understand the connection between parts of each habitat and how those connections are crucial for survival. Using the Next Generation Science Standards as a guide, students are challenged to use the information they learn about different habitats to compare how different plants and animals depend on their surroundings and other living things to meet their needs. Students will also be challenged to compare the differences in the kinds of living things that are found in different areas and why those differences exist. This unit builds on the first grade Animals unit, in which students learned about different types of animals and their characteristics, and prepares students for a third grade unit in which they will analyze animal adaptations with regard to animal habitats.

This unit uses the Bobbie Kalman Introducing Habitats series as mentor texts. These texts were chosen because of their clear representations of the different habitats and their accessibility. The texts in this unit support student understanding of key genre features while also allowing multiple opportunities to develop fluency. Over the course of the unit the majority of heavy thinking and analysis should be on students. By the end of the unit, students should have a deeper understanding of key components of informational texts, and students should be able to transfer those understandings to other complex informational texts.

Students will also write daily in response to the text, with a focus on making a correct claim to answer the question. Students will also begin writing longer informational texts in which they synthesize and teach back the content they are learning about the different habitats.

Contesta y prepara las preguntas con detalle para conversar en clase.Students will answer and prepare to discuss the questions in class.

In this unit, students learn about United States history by reading the core text, Heart and Soul: The Story of America and African-Americans, and excerpts from Let It Shine: Stories of Black Freedom Fighters and Hand in Hand: Ten Black Men Who Changed America. Throughout the unit, students grapple with the discrimination and broken promises African Americans faced, paired with the endless determination and perseverance that fueled countless triumphs to overcome unfair and unjust treatment. Through a study of slavery up through the civil rights movement, students will be challenged to think critically about different events, influential people, and how they have had a lasting impact on the America we know today. This is incredibly important for helping students not only understand America's past, but also to understand the realities of America's present. It is our goal that this unit, combined with others in the curriculum, will inspire a passion within students to stand up for what is right and to fight for civil rights in order to attain equality and justice for all human beings, regardless of race. The goal of this unit is not depth; rather, the focus is more on exposure and building student understanding of the history behind the civil rights movement while simultaneously building a sense of empowerment and empathy. In fifth grade, students will study the civil rights movement in depth, learning about a wider variety of influential leaders, groups, and events, especially those in which youth advocacy and fight inspired and drove change. It is our hope that the combination of both units will equip students with the tools necessary to begin to challenge injustice in their own lives.

The unit requires students to deeply analyze a text to see how an author develops different ideas and points using vivid evidence in both the text and illustrations. Students will analyze author's word choice, the different details an author includes, and the way in which an author presents information in order to build a deeper understanding of the time period and the text. Students will also be challenged to carry information across multiple texts in order to build a deeper understanding of content and themes.

This folder contains the following:

Heart Lesson Plan
8 different activities (some written and moving)
1 short quiz

This unit connects with the third grade Social Studies Unit 1, Ancient Rome. In the Social Studies unit, students study and learn about the values and beliefs of the ancient Roman Empire. In this literature unit, students begin to see the role that myths, gods, and storytelling had in ancient Rome by reading a collection on Roman myths. While reading the myths, students will be challenged to think about how the myths illustrate and show the beliefs and customs of the Roman Empire. Students will also be challenged to think what the myths teach about retaliation and generosity.

In reading and writing, this unit focuses on helping readers solidify their understanding of the connection between recounting stories, determining a central message, and using details to explain how the central message is conveyed. Through multiple readings of the same myths, students will be able to analyze and discover the way in which messages are developed. Students will then be pushed to articulate this understanding both orally and in writing. Rereading the same myth multiple times also supports students fluency and vocabulary development.