directorate of curriculum, instruction, and...

DIRECTORATE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT

Academic Year: 2018-2019

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gsdvsdkGrade 7 Term Two Week 5 Value of the Week Citizenship Date Feb 03 → Feb 07 CLASSWORK SHEET

Subj ects

Class Focus (Teacher's Role) Home Focus (Parent's Role)

Engl

ish

(EL

A)

1. During this week, we will continue working with our Guided Reading groups in class in the small-instruction groups. Guided Reading is an instructional approach that involves a teacher working with a small group of students who demonstrate similar reading behaviors and can all read similar levels of texts. The text is easy enough for students to read with the teacher’s skillful support. The text offers challenges and opportunities for problem solving, but is easy enough for students to read with some fluency. Teachers usually choose selections that help students expand their strategies. You select books that students can read with about 90 % accuracy. Students can understand and enjoy the story because it’s accessible to them through their own strategies, supported by your introduction. They focus on meaning but use problem-solving strategies to figure out words they don’t know, deal with difficult sentence structure, and understand concepts or ideas they have never before encountered in print. For this week in Grade 7, students will be working on the following guided reading book in class with teachers:

7BA 7BB 7GA 7GB Reading Level: J Story Title: -The Wrong-Way Rabbit -Log Hotel

Reading Level: I Story Title: -Bears

Reading Level: L Story Title: -Amelia Badelia Rocket Science? -Whales Passing

Reading Level: G Story Title: -Wake Up Little Mouse -A City Park

Reading Level: M Story Title: - Incredible Story Book

Reading Level: M Story Title: Baby Animals

Reading Level: O Story Title: Clementine

Reading Level: N Story Title: -Blizzard of the Blue Moon

Reading Level: O Story Title: -Clementine

Reading Level: O Story Title: -Clementine

Reading Level: R Story Title: Sitting Down for

Dr. King

Reading Level: R Story Title: -Sitting Down for Dr. King

Reading Level: S Story Title: -The Houdini Box

Reading Level: S Story Title: Amelia Earhart

Reading Level: Y Story Title: Truce

Reading Level: Y Story Title: -Truce

For ELA, parents are kindly asked to do the following with your child on daily basis: 1. Ask your child which

guided reading book s/he read with the teacher at school (to follow up on the reading level of your child) and his/her goals to move to the next level. (What are the next steps?)

2. Ask your child to identify the story elements, author’s purpose, and theme.

3. Encourage your child to clarify and illustrate the actions in the story.

4. Log into your child’s account on Scholastic, check into the reading room to read more stories and write a brief outline of stories.



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Engl

ish

(EL

A)

1. For every guided reading group, and in order to improve students’ literacy skills, they will be expected to answer the following comprehension questions:

• Who are the main characters in the story? • Do you think each character will change in the story? • How is a character like you? • How would you like to be like a character? • How are you different than the character? • How would you like to be different than the character?

2. The skill of the week is Characterization. Students will read various texts to identify the characters and discuss the character

traits. Characterization is used step-by-step in literature to highlight and explain the details about a character in a story. The students will also read and understand how others in the story respond to the character's personality.

3. Every student has been added to the teacher’s account on Scholastic, and your child will be expected to carry out all necessary activities and tasks to make sure that reading comprehension is a daily expectation both at school and at home. 4. The target vocabulary will be the following words: analyze, character, character traits, feelings, emotions, action, personality, thoughts, enthusiastic, motivated.

5.For writing, students will be working on their Daily Write-Ups where they will be expected to work individually and in groups on a short writing activity in class. For this week, students are expected to write a narrative piece.

6.Our Character Count Discussion for this week is Citizenship.

5. Dedicate at least 40-60 minutes on daily basis with your child for reading stories and ASKING questions about the stories you read. Also, ask your child questions like, “what would happen if, or how would the story change if…” to promote critical thinking skills.

6. Ask your child to state the point of view of and what examples can s/he find to support this point of view.

7. Ask your child to compare and contrast the book they are reading to other books they have read.

8. Encourage your child to keep a daily journal where s/he writes about the different genres, themes, and endings of the stories you read together.

All this is FOR THE LOVE OF READING☺☺☺☺☺☺☺



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Engl

ish

(EL

A)

Targeted curriculum standards for this week are the following Common Core Standards of the State of California:

CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text. CCSS.ELA-LITERACY.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Learning Outcomes of the week

1.Describe how characters change throughout the story or drama.

2.Describe how story elements influence the characters as the plot moves towards resolution.

Critical Thinking Questions of the week

1.What caused the character to make the decision they did?

2.What caused the characters to be together for the story to happen or take place?

3.Could this happen in real life?

http://www.corestandards.org/ELA-Literacy/RL/7/3/

http://www.corestandards.org/ELA-Literacy/RL/7/3/

http://www.corestandards.org/ELA-Literacy/W/7/3/

http://www.corestandards.org/ELA-Literacy/W/7/3/



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Mat

hem

atic

s

Targeted curriculum standards for this week are the following Common Core Standards of the State of California:

6.4 Solving Two step Equations (CCSS.Math.Content.7.EE.4a) Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? During this week, students will be working on two step Equations from Go Math book page 185 to 196. Students will be solving differentiated activities and will be engaged in hands-on activities where they are expected to calculate given numbers sentences and solve worded problems. Learning Outcomes of the week 1. Use Inverse operation to solve equations. 2. Solve two step equations. 3. Solve real world problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational

numbers. Critical Thinking Questions of the week Val rented a bicycle while she was on vacation. She paid a flat rental fee of $55.00, plus $8.50 each day. The total cost was $123. Write an equation you can use to find the number of days she rented the bicycle. This week’s activities will look like:

For Math, parents are encouraged to do the following with your child on daily basis:

1. Ask your child to tell what Math lesson / skills s/he learned in class. They should be able to tell you how to solve two step equation.

2. Practice with your child to solve two step equation.

3. Ask your child to what strategies s/he used today to find the answers for solving two step equation.

4. Help your child to connect mathematics to real life applications by asking how solving equation is useful in day to day life, and to give you another related exercise or problem.

5. Make sure your child completes the daily assigned homework on his/her own (without your help).



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Scie

nce

Targeted curriculum standards for this week are the following NGSS Standards of the State of California:

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. During this week, students will be working on STEAM (science, technology, engineering, arts and math) activity. Students will be designing an ecosystem using engineering practices where they study the effect of one change on the ecosystem and its populations. Learning Outcomes of the week 1.Construct an argument supported by evidence that populations are affected by changes in ecosystems. 2.Evaluate different design solutions for preserving biodiversity and ecosystem services. 3.Create and design an ecosystem. Critical Thinking Questions of the week 1.How might different factors affect the health of ecosystems? 2.What is the big idea of a mesocosm? 3.What data do you need to evaluate the accuracy of your design? This week’s activities will look like:

Our Character Count Discussion for this week is citizenship.

For Science, it is highly recommended that parents do the following: 1. Inquire about the activity

your child is working on in class and ask him/her what else would s/he like to find out about.

2. Ask your child to talk about the different steps of the experiment in class and what would happen if –one factor changes.

3. Ask your child about the importance of learning about -biodiversity.

4. Discuss with your child what s/he discovered in class today about designing solutions for ecosystem problems-- and to explain it in his/her own words.



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Mo

ral E

du

cati

on

Pro

gram

(M

EP)

Targeted curriculum standards for this week are the following Moral Education Standards

(CIS3) Trade, Travel and Communications: The UAE in an Increasing Globalized and Interconnected World; Cultural Exchange. During this week, students will study from their Moral Education book, where they will learn about globalization and its effects on the UAE. They will also explore how the UAE connects to the rest of the world in terms of trade, travel and communications. They will also examine how evolving communications technology has led to changes for both the individual and society. In this lesson, students will learn about the important role of globalization in the fast growth of the UAE in recent years. They will also discuss the economic and commercial role of the UAE in the region (a major transport hub and a destination for exports, the presence of cross border companies, the nationalities of people working there, and the origin of goods). Learning Outcomes of the week 1. Understand the concept of globalization and some of the issues it raises and how it affects the UAE. 2. Understand some economic concepts. Critical Thinking Questions of the week 1. Why do you think it’s been easier for the UAE to become a hub of the world than other countries? 2. Do you think that people from other countries love to come and work in the UAE? And why? 3. What do you think the advantages of Multiculturalism are This week’s activities will look like:

For MEP, parents are

encouraged to do the

following:

1. Revise the lesson with your child in pages 15 - to 20 in MEP textbook volume 2.

2. Research more about the effects of globalization on the UAE.



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UA

E So

cial

Stu

die

s

Targeted curriculum standards for this week are the following UAE National Education and Social Studies Standards

(1.3.1): Student shows a sense of belonging and loyalty to his/her country and society, and adherence to his/her values and Ethics through understanding the factors that have contributed to the formation of his/her national identity. He/she also learns the basis, different forms and duties of the government and the roles of society members. (1.4.1): Student shows knowledge of economic principles and systems, how markets operate, and the role of the government in the development of the national and global economy. During this week, students will study from their Social Studies book “Flashes of thoughts”, where they will learn more about why his highness wants us to be number one at everything we do. Learning Outcomes of the week 1. Identify the reasons behind his Highness insistence on empowering women in our society. 2. Analyze the importance of women’s role in our modern society. 3. Identify how women are the soul and spirit of the country. Critical Thinking Questions of the week 1. What is the importance of empowering women to his highness? 2. Why is the UAE considered to be the top country in the region for gender equality? 3. Why do think women are the heart and soul of the country? This week’s activities will look like:

For UAE SST, parents are

encouraged to do the

following:

1. Help your child do the homework on time.

2. Revise the new vocabulary words of the lesson.

3. Read the 10th chapter pages 44- 47 in Flashes of Thoughts.



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Ara

bic

A

20تابع قصة ) الضحك في آخر الليل ( الكتاب المدرسي الصفحة رقم عنوان الدرس :

:المعيار بحسب الوثيقة الوطنية

1.1.2يحدد المتعلم جوانب معينة من النص ويفهمها ويحلل عناصر النص .

:باألجندة الوطنيةالربط

ارات وتقاليدها وتعززالحفاظ على مجتمع متالحم يعتز بهويته وانتمائه من خالل توفير بيئة شاملة تدمج في نسجيها مختلف فئات المجتمع وتحافظ على ثقافة اإلم

.من تالحمها المجتمعي األسري

:المحتوى

مون بقراءة القصة ، بعد ذلك يقومون بعمل نشاط جماعي حيث يحللون القصة ويستخرجونسيتم تعلم الطالب درس الضحك في آخر الليل حيث يقوم المتعل

المحدد للعملاألفكار الرئيسة والفرعية يبحثون عن معاني المفردات الجديدة وينشؤون جمال صحيحة متضمنة وذلك في خالل وقت محدد ، بعد انتهاء الوقت

قييم أعمالهم من خالل نموذج إجابه معروض أمامهم ، بعد ذلك توجيه كل مجموعة بعرض عملها أمام زمالئهم ، بعدالجماعي توجيه المتعلمين لتبادل األنشطة وت

.ذلك توجيه المتعلمون بعمل نشاط فردي ( ورقة عمل ) بمستويات مختلفة على تحليل القصة

:أسئلة التفكير النقدي

ور الممتدة من البؤس والفقر الواردة في القصة ؟برأيك ،لماذا حرص الكاتب أن يضع أمام القارئ هذه السط

يرجى من األهل الكرام متابعة النقاط

ل ز ي المنز :التالية فز

(قراءة قصة )البحث عن الفرات -1

المشار إليها من موقع عصافنر واإلجابة

.عىل أوراق العمل المرفقة معها

المتابعة اليومية المستمرة للواجبات، -2

كتابة المالحظات من وما يتم فيها من

.المعلم

ي أسفل المشاركة 3- الرد بالتعليق فز

اح .وإرسال أي مالحظة أو اقنر

تدريب الطالب عىل الفقرة اإلمالئية -4

تنويه-

يوجد جميع ملفات الدروس وأوراق

ي األسابيع الماضية ي درسها فز

العمل التر

ي . "عىل موقع "سكولوجى



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Ara

bic

B

During this week, students will be working on new lesson: وسائل المواصالت

New verbs: - يزور_ يسافر _ يمكث

New vocabulary: وسائل المواصالت_ سريعة _ متطورة

: ة كما يستطيع فهم بعض المعيار بحسب الوثيقة الوطنية يستطيع القارئ فهم الكلمات والجمل المألوفة الواردة في نصوص قصيرة وبسيطة متعلقة بالحياة اليومي

ة والمهارات في القراءة والرياضيات والعلوم، إضافة المعلومات األساسية مما يقرأه الربط باالجندة الوطنية وضع طلبتنا ضمن أفضل طلبة العالم في اختبارات تقييم المعرف

معلمين جميعهم مرخصين وفقا إلى رفع نسبة التخرج من المرحلة الثانوية بما يتناسب مع المعدالت العالمية .وتهدف األجندة أن تكون جميع المدارس متميزة بقيادات و

بية . المحتوى: يقوم المتعلمين بالمشاركة في الحديث عن اهمية التسامح في تطور االنسان و في خلق مجتمع متكامل للمعايير الدولية وأن يكون طلبتنا فيها متقنين للغة العر

سنة ؟ ماذا لو لم يكن هناك مواصالت؟ 50و سعيد اسئلة التفكير النقدي: كيف ترى المواصالت بعد

Parents are kindly encouraged to do the following: Ask your child about the new vocabulary they learn. Make sure to help your child practice the weekly spelling words



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Isla

mic

A

بحسب الوثيقة الوطنيةالمعيار 3.1.1ألحكام تالوتها يظهر الطالب حفظا وفهما لثالثة أحزاب من القرآن ومعرفة بمعانيها الشرعية وتطبيقا

الربط باألجندة الوطنية

االلتزام بالقيم اإلسالمية والموروث اإلماراتي الوطني

المحتوى

درس أحكام الميم الساكنة صفحة 24

الميم الساكنة في تالوة سورة ق والتمييز بين سيتعلم الطالب في هذا األسبوع حاالت الميم الساكنة ويقارن بين حالتها وحاالت حروف أخرى مشابهة ويحاول أن يطبق أحكام

أحكام النون الساكنة وأحكام الميم الساكنة

اسئلة التفكير النقدي

تخيل أنك ربحت جائزة في حفظ القرآن الكريم بالتجويد في أحد مراكز حفظ القرآن الكريم في دولة اإلمارات صف شعورك ؟

يرجى من األهل الكرم متابعة النقاط التالية في المنزل:

تشجيع الطالب على الحفظ والتالوة وتطبيق أحكام الميم الساكنة والنون

لمنزليةالساكنة ومتابعة الواجبات ا



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Isla

mic

B

Targeted curriculum standards for this week are the following Islamic B Standards

The learners show love and following the example of the noble prophet (PBUH) and his followers from the Islamic nation. (4.1.5) During this week, students will continue working on (The Battle of Confederates). Students will learn about the miracles that happened during the battle. They will also summarize the lessons learned from this battle.


1. List some of the miracles that happened during the battle. 2. Summarize the lessons learned from this battle. 3. Infer the role of the hypocrites during the battle.


1. In your opinion, why did Allah let the Prophet ask the “Sahaba” for a plan for the battle and did not guide him directly to it?

2. In your opinion, why was the idea of digging the trench a creative idea?

This week’s activities will look like:

Encourage students to apply good manners at home and memorize the verses of surat Qaf.



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PSH

E (f

or

No

n-M

usl

im)

During this week, students will learn about different types of bullying and the signs of each type. Students will discuss the types of

bullying. They will be engaged in classroom discussions that encourage students to express their ideas about each type of bullying.


1. Explore different types of bullying

2. Learn how to distinguish each type of bullying

3. learn why bullies bully others.


1. What are the signs of bullying?

2. Have you ever been bullied and if yes which form of bullying have you been exposed to?

3. Why do you think bullies bully others?

This week’s activities will look like :

Parents are kindly asked to …



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Art

• 2.4 Create increasingly complex original works of art reflecting personal choices and increased technical skill. • 2.5 Select specific media and processes to express moods, feelings, themes, or ideas. • 2.6 Use technology to create original works of art. During this week, students will learn about one- and two-point perspectives. The idea is to give them some of the vocabulary needed to discuss a painting. They will learn to determine the horizon line and vanishing point of a piece of art. Learning Outcomes of the week 1. Explain one-two point perspective. 2. Identify key details in a painting that uses one-point perspective. 3. Use one-point perspective in drawings. Critical Thinking Questions of the week 1.What technique is used to create three-dimensional look in a composition using straight lines? 2. How many vanishing points will be there in a Zero-point perspective drawing? . This week’s activities will look like:

Students to be reminded

to bring the following

tools:

Pencils

Crayons

Markers

Sketchbook



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Ro

bo

tics

During this week the students will learn what the Ultrasonic Sensor is. They will investigate how it detects the objects by using different modes of block. Also, they will investigate what the sound waves is.

Learning Outcomes of the week:

1.Use the Ultrasonic Sensor’s wait for mode to detect proximity to an object.

2.What is the sound waves?

3.How does an Ultrasonic Sensor work?

Critical Thinking Question of the week:

1.In your opinion, why does the Ultrasonic Sensor work better to detect objects with hard surfaces more than soft surfaces?

2.Create a program that make your robot move forward and stop 20 cm before the objects.

3.Create a program that make your robot move 20 cm then stop.

This week’s activities will be like:

Parents are kindly asked to

Ask your kids which animals

have a system like Ultrasonic

sensor?



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Fre

nch

During this week, students will be prepared for the summative assessment in the following week .They will be given range of differentiated activities to enhance their writing skills in French . Learning Outcomes of the week

1. Revise countries and nationality glossary in French 2. Write about my past holidays and present holidays in complete sentence.

Critical Thinking Questions of the week ‘’ Ou as-tu passé tes vacances en décembre ? Quelle ta destination préférée?’’ This week’s activities will look like :

Your child is encouraged to retell at home in complete sentences in French where do he likes to spend his holidays.

He can share his remarks on the note book and ask the teacher for further help next lesson.



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Ph

ysic

al E

du

cati

on

Targeted curriculum standards for this week are the following Common Core Standards of the State of California: 2.4 During this week, Students will learn to control a handball by playing it around the field, dribbling and throwing. Learning Outcomes of the week Learn to control a handball by playing it around the field, dribbling and throwing. Critical Thinking Questions of the week 1- What are the types of handball dribbling? 2- What are the most important rules for handball throwing? This week’s activities will look like:

Parents can practice with their children dribbling and throwing the handball.



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PARENTS ARE KINDLY ASKED NOT TO STUDY ANYTHING DURING THE WEEKEND WITH THEIR CHILDREN AT HOME. ACCORDING TO THIS WEEKLY PLAN, IT IS EXPECTED THAT PARENTS ONLY

BEGIN STUDYING WITH THEIR CHILDREN STARTING SUNDAY. DURING THE WEEKEND, PARENTS CAN ALWAYS REVIEW PREVIOUS LESSONS FROM PREVIOUS WEEK AND WORK ON READING

AND MATH AS MUCH AS THEY CAN.

HOMEWORK SHEET

Sunday Monday Tuesday Wednesday Thursday

Study on Sunday Afternoon for Monday

Study on Monday Afternoon for Tuesday

Study on Tuesday Afternoon for Wednesday

Study on Wednesday Afternoon for Thursday

Study on Thursday Afternoon for Sunday

Engl

ish

(EL

A)

1. Log in to Scholastic and read the book as assigned by the teacher. Complete all related activities.



and Scholastic1. Log in to read the book as assigned

by the teacher. Complete all related activities.

2. Spelling Test: analyze, character, character traits, feelings, emotions, action, personality, thoughts, enthusiastic, motivated.

1.Parents are encouraged to always review all previous concepts and skills and to continue working on READING at all times.

2.Scholastic is an amazing tool to help here.

3.Login to MAP skills and complete

the assigned Reading and Language

task/activity.

Mat

hem

atic

s

1. Solve page 194 – Questions 8 & 9 in Go Math Book

2. Log into Math Wowzers and complete the assigned activity

1. Solve page 194 – Questions 1 & 2 in Go Math Book


1. Solve page 194 – Question 3 & 4 in Go Math Book


Math Formative Assessment:

Revise all class work

Parents are encouraged to always review all previous concepts and skills and to continue working on MATH at all times.

Math Wowzers is an excellent tool for all revision.



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Scie

nce

Follow up on the progress of your design. Make sure all required criteria are covered.

Finalize you STEAM activity and prepare for presentation and display.

Ara

bic

A

ورقة عمل تحل في الدفتر عن قصة

الضحك في آخر الليلاألسبوعويتم التسليم بحد أقصى نهاية

اكتب موضوعا عن التعاون وأهميته في بناء

المجتمع

إمالء

.نص خارجي

Ara

bic

Bقراءة قصة من موقع عصافير وتلخيصها

ونسخها على الدفترDictation

البوكليت المعطاة من قبل المعلم

Fre

nch

Revise all the activities done in the Interactive note book related to the topics: 1-Pays et nationalites. 2-Passe et present.

UA

E SS

Prepare for a UAE Social Studies Formative Exam on Monday for 7BB, 7GB & 7GA, and on Tuesday for 7BA. On chapters 6,7,8, and 9, from Flashes of thoughts.

Research about the Importance of Empowering women

in our society. Write your findings in your Interactive Notebook.

ME

P

Prepare for a Moral Education Formative Exam on Monday for 7BB, 7GB & 7GA, and on Tuesday for 7BA. On Globalization.

Research more about the reasons and circumstances of the UAE becoming the hub of the world. Write your findings in your Interactive Notebook.



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Isla

mic

A

عمل خريطة ذهنية على ورقة يتم فيها

المقارنة بين أحكام النون الساكنة و أحكام الميم الساكنة

ي وقتها يحرص المسلم عىل الصالة ف

بخط اليد عن أهمية

اكتب بحثا

ي حياة المسلم فيما اليقل الصالة ف

عن صفحتي ويتم التسليم بحد

أقىص

يوم 10/2 /2019

Isla

mic

B Make a project for Islamic

about one of the topics studied in term 2 and submit it before the end of his week.

Going Miles with Smiles ☺

The Only Way Is Up

directorate of curriculum, instruction, and...

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