Grade 7

May 25th, 2020

These and other resources are also available digitally on the

HemetLearnsTogether.org website.

If a student has a 504 plan or receives mild/mod SAI services, please refer to the

accommodations packet.

#HemetLearnsTogether

Grade 7 MATH Enrichment for the Week of 5/26/2020

Dear Parents, Guardians and Students- At HUSD the safety and education of our students is of highest importance in times like this. We are excited that during this time of being off of school that you are continuing to trust us in your child’s education. We are happy to provide resources during this time including this packet of elected work in math that your child can practice and sharpen previous learned skills that will have a lasting impact on their education. Each week you will be provided with the optional packet of work to complete in your free time at home. Continue to check hemetusd.org so that you can be provided with the most up to date information. It is our pleasure to continue to support your child during this time. #HemetLearnsTogether Sincerely,

~HUSD Instructional Support Math Team

Games to Play at home:● Tic-Tac-Toe● Chess● Rummy

● Crazy 8● Connect 4● Solitaire

Skills to Practice Daily at Home: ❏ Integer operations❏ Solving one-step equations

Topics Covered in this week’s work: ❏ Solve problems about

seat numbers and rows ina theater

❏ Use proportion in a reallife geometric context

Family Challenge: Share with your family tonight the answer to these questions. ● What is one fun thing you

want to do over summerbreak?

● What is one educationalthing you want to do oversummer break?

Answer Key for the Week of 5/26/2020

Crystal Earrings

1. Draw Pattern #4. 2. There will be 15 crystals in Pattern #5. Each time you add the pattern number to the

previous amount of beads. , 3 , 6 0, 10 51 + 2 = 3 + 3 = 6 + 4 = 1 + 5 = 1

3. Complete the table for pairs of earrings.

Pattern # 1 2 3 4 5 6

Number of crystals 2 6 12 20 30 42

4. For one earring, Pattern #7 will be . For two earrings it will be 56 crystals because81 + 2 + 3 + 4 + 5 + 6 + 7 = 2. Since each crystal is $1, the crystals for Pattern #7 will cost $56.8 62 × 2 = 5

Pyramid Math #3

Pyramid rows are listed starting at the bottom going up and left to right in each row. The top of the pyramid is bold.

1. 21, 7, 3, , 3, 10, , 13, 8,− 4 − 5 − 2 2. -21, , , 5, , 0, 2, 3, ,4 − 7 − 3 − 3 − 1 − 1 − 8 3. 11, 7, , , 11, 4, , 15, ,4 − 3 − 5 − 8 − 4 4. -20, , , , , , , , 2,− 1 − 2 − 3 − 4 − 3 − 5 − 7 − 8 − 1 5. -8, 2, , , 1, , , 0, ,− 1 − 3 − 4 − 1 − 7 − 86. 0, , 3, , , 1, , 0, 0,1 − 2 − 4 − 1 − 1

7. 24, , 15, 1, 2, 9, 4, 11, 13,8 − 6 − 1 8. -343, , 0, , 8, , , 3, 1,− 1 − 5 − 6 − 1 − 5 − 6 − 2 − 1 9. 01, 1, 31, 1, 0, 10, 0, 0, 0,1 − 2 − 4 − 1 − 1 10. 1400, 5, 40, 5, 35, 35, 35, 70, 70,4 − 1 − 1 11. 1, 2, 4, 29, 10, 2, 15, , 3,8 − 1 − 1 − 2 12. 9, 3, 3, 30, 12, 0, 17, 2, 7,9 − 1 − 1

Necklaces

1. Complete the table.

Number of Squares Long Beads Round Beads

1 4 4

2 7 6

3 10 8

4 13 10

8 25 18

2. For each additional square, you add 3 long beads.So, for 4 squares. This means that for 40 41 + 3 = 1additional squares you add more long23 × 4 = 1beads so long beads for 8 squares.3 2 51 + 1 = 2

3. For each additional square you add 2 round beads.So, for 4 squares. This means that for 408 + 2 = 1additional squares you add more round2 × 4 = 8beads, so rounds beads for 8 squares.0 81 + 8 = 1

4. Janice makes 12 squares. She will need 26 roundbeads to make these squares.

5. (n ) (n )4 + 3 − 1 + 4 + 2 − 1 = Bn n4 + 3 − 3 + 4 + 2 − 2 = B

Rule: n5 + 3 = B

Previous Week’s Kakuro Puzzle

Summer Math Challenge Answers Hot Dog = 1 Nacho Bowl = 1 Drink Pitcher = 4 Ketchup Bottle = 6

Copyright © 2005 by Mathematics Assessment Page 1 Crystal Earrings Test 6Resource Service. All rights reserved.

Crystal EarringsThis problem gives you the chance to:

• describe, extend, and make generalizations about a number pattern

Rahul is a talented jeweler. He makes fantastic crystal earrings.He always makes them using this pattern.

1 crystal 3 crystals 6 crystals

Pattern #1 #2 #3 #4

1. Draw earring Pattern #4 next to Pattern #3.

2. How many crystals will there be in earring Pattern #5? ____________Show how you figured this out.

This table shows how many crystals are needed for each pair of earrings.

Pattern # 1 2 3 4 5

Number of crystals 2 6 12

3. Complete the table for pairs of earrings of Pattern #4 and Pattern #5.

4. Each crystal costs $1. Rahul says the crystals for a pair of earrings of Pattern #7 will cost $50.

Show how you know he is wrong.

How much will the crystals for a pair of earrings of Pattern #7 cost? $ _____________

8

13

© 2013 by Brad Fulton and TTT Press www.tttpress.com

Name____________________ Pyramid Math 3

-4 7 3 -5

1

4 -7 -3 5

2

4 7 -3 -5

3

-1 -2 -3 -4

4

-1 2 -3 -4

5

1 -2 3 -4

6

8 -6 15 -11

7

-13 -5 0 -6

8

11 -21 31 -41

9

40 -15 40 -15

10

8 2 -14 29

11

9 3 -13 30

12

-2

Add pairs of adjacent numbers and write their sums in the box above them as in the first example. Keep going until you reach the top of the pyramid.

Activity Master

Copyright © 2005 by Mathematics Assessment Page 2 Necklaces Test 7Resource Service. All rights reserved.

NecklacesThis problem gives you the chance to:• work with a sequence of bead patterns• write a formula

Janice is making necklaces with colored beads.She makes them into square patterns like this:

1 square 2 squares 3 squares

1. Fill in the table showing the number of round and long beads needed.

Number ofsquares

Longbeads

Roundbeads

1 4 4

2 7

3

4

8

2. Explain how you figured out how many long beads are needed to make 4 and 8 squares.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Copyright © 2005 by Mathematics Assessment Page 3 Necklaces Test 7Resource Service. All rights reserved.

3. Explain how you figured out how many round beads are needed to make 4 and 8 squares.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. Janice uses 37 long beads to make some squares.

a. How many squares does she make? _________________________

Show your work.

b. How many round beads will she need to make these squares? _________________________

5. Write a rule or an algebraic formula for finding the total number of round and long beads, B,Janice needs to make n squares.

_____________________________________________________________________________

10

7th Grade English Language Arts 

for the week of  April 26th, 2020 

STUDENT LESSON SUMMARY

Denotation and ConnotationELA L.7.5c, ELD PI.7.8

A word’s denotation is its literal meaning that you would find in the dictionary. Its connotations are the emotional associations a word has for readers or listeners. Use the following steps to identify and distinguish between a word’s denotation and its connotations.

Step 1: Recognize when a word’s meaning is unfamiliar. Consider whether a word has more than one meaning, or denotation. In the following example, the word proud, which can mean “self-respecting” or having “self-esteem,” must have a different meaning. If you try substituting “having too much self-esteem” for “being too proud,” the example makes no sense. You must find a new meaning.

EXAMPLE The gods punished the boy for being too proud.

Step 2: Check a word’s denotation(s) in the dictionary. Looking up proud in a dictionary reveals that it has several denotations, or literal meanings, one of which will work best in a given sentence.

EXAMPLE denotations of proud: 1. self-respecting. 2. arrogant, haughty, having an overly high opinion of oneself.

Step 3: Examine context to determine a word’s connotation. A word’s connotation, or emotional association, goes beyond its dictionary meaning. Look for context clues to determine whether a word’s connotation is positive or negative. For example, modest may connote either unpretentious or limited in scope.

EXAMPLE Positive connotation: The young heiress was surprisingly modest and unassuming.Negative connotation: The government’s efforts to balance the budget are shamefully modest.

Step 4: Choose words carefully, noting their connotations. Words with the same meanings may have a wide range of positive, neutral, or negative feelings. The example shows several synonyms for proud, each with its own connotations—some positive, some negative.

EXAMPLE Positive: No self-respecting person would commit plagiarism.Positive: My family was pleased with my accomplishments.Negative: He is so conceited he’s always admiring himself in a mirror.Negative: She is haughty and aloof and never deigns to speak to others.

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 1 Denotation and Connotation

PRACTICE WORKSHEET A

Denotation and Connotation

A. Practice and Apply Read each vocabulary word. Then read its two synonyms.Put a plus sign (+) next to any synonym with a positive connotation. Put aminus sign (–) next to any synonym with a negative connotation.

Vocabulary Word Synonym + / – Synonym + / –

1. cool calm withdrawn

2. soft mushy gentle

3. inquisitive snooping curious

4. alone individual aloof

5. common inferior everyday

B. Practice and Apply In each example, decide what connotation the italicizedword has. Write P for a positive or N for a negative connotation. Use the hintand context clues as a guide. Then explain your answer in a sentence.

6. EXAMPLE: He was grounded for telling an incredible story.

HINT: Incredible can mean “important” (+) or “implausible” (−).

7. EXAMPLE: We cried tears at the old-fashioned wedding.

HINT: Old-fashioned can mean “traditional” (+) or “stodgy” (−).

8. EXAMPLE: My piano teacher is so critical I avoid lessons.

HINT: Critical can mean “discerning” (+) or “faultfinding” (−).

9. EXAMPLE: Farmers were grateful for the heavy potato crop.

HINT: Heavy can mean “abundant” (+) or “burdensome” (−).

10. EXAMPLE: She helped in the crisis by taking a firm stance.

HINT: Firm can mean “commanding” (+) or “bossy” (−).

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 2 Denotation and Connotation

PRACTICE WORKSHEET B

Denotation and Connotation

A. Practice and Apply Read each vocabulary word. Write two synonymsfor it, first one with a positive (+) connotation, then one with a negative (-)connotation. You may consult a dictionary or thesaurus.

Vocabulary Word (+) Synonym (–) Synonym

1. cool

2. soft

3. inquisitive

4. alone

5. common

B. Practice and Apply Read each vocabulary word. Write one sentence thatuses the word in its positive sense. Write another sentence that uses the wordin its negative sense. Use the following example as a guide.

EXAMPLE VOCABULARY WORD: the adjective smartPositive: He is smart enough to do well in math if he would only study.Negative: He is so smart he talks back to his mother.

6. VOCABULARY WORD: the adjective incredible

Positive:

Negative:

7. VOCABULARY WORD: the adjective old-fashioned

Positive:

Negative:

8. VOCABULARY WORD: the adjective unchanging

Positive:

Negative:

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 3 Denotation and Connotation

RETEACHING WORKSHEET

Denotation and Connotation

Review Denotation is the dictionary meaning or meanings of a word. Connotations are the emotional associations a word evokes in a reader or listener. Context is the words and sentences surrounding a word. The context may help you figure out if the word has a positive or negative connotation.

A. Practice and Apply Read each question. Write T if the statement is true orF if it is false.

1. All words have at least one denotation.

2. Synonyms are words that always mean exactly the same thing.

3. A dictionary gives only the connotations of words.

4. The connotation of a word is its emotional association.

5. Context can help you figure out a word’s connotations.

B. Practice and Apply Read each example. Then, write answers to thequestions.

EXAMPLE We couldn’t get enough of the smell of salt air.

6. In the example, does smell have a positive or a negative connotation?

7. Explain, in a sentence, how you figured out your answer to question 6.

8. Write a synonym for smell with the same connotation as the example.

EXAMPLE The photographers crowded around to get pictures of the well-known criminal as he was led to jail.

9. In the example, does well-known have a positive or a negative connotation?

10. Write a sentence using the term well-known. Choose a connotation that is

opposite of the example.

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 4 Denotation and Connotation

Social Studies

May 25th, 2020

These and other resources are also available digitally on the

HemetLearnsTogether.org website.

Native Californians and the Portola Expedition

Central Historical Question: What do diary entries tell us about the purpose of the Portola Expedition

and about Native Americans in California at the time?

Materials: • Native Californians and thePortola Expedition PowerPoint• Portola Expedition Timeline• Visual Analysis Questions• Documents A-B• Guiding Questions

Instructions:

1. Introduction. During this lesson you will be analyzing a

series of historical documents to better understand the lives of Native Americans in California in the 18th century and the purpose of an expedition by Spanish explorers. Use the PowerPoint to review background information on Native Americans in California and the first European explorers.

Slide 2: Native Americans in California before the Spanish. Native Americans have lived in the geographic area of California for thousands of years. Prior to the first Europeans arriving in what is today the state of California, there were approximately 300,000 Native Americans, constituting about 500 different groups (known as sub-tribes). There were about 100 different languages spoken across the area.

Slide 3: Spanish Exploration. Europeans began exploring the state in the 16th century, when an expedition led by Spanish conquistador Juan Cabrillo sailed up the California coast in 1542 and claimed the land for Spain.

Slide 4: English and Russian Exploration. It is important to note that the Spanish were not the only Europeans planning to establish a presence in California. In 1579, Sir Francis Drake, an English explorer, stopped in Northern California during his expedition around North and South America and claimed the area for England. Russia also had a presence in Alta California. Russian fur traders traveled the Pacific Coast and the Russian-American Fur Company established Fort Ross in Northern California in 1812.

2. Image Analysis. As a warm-up activity, you will analyze an image created

shortly after the establishment of Fort Ross to begin to understand what life was likefor Native Americans in California in the first decades of the 19th century and topractice weighing the relative value of documents as historical evidence.

17th grade HistoryWeek of May 25, 2020

Portola ExpeditionIn this lesson, students practice their sourcing, corroboration and close reading skills by examining two diary entries of Spanish explorers involved in the Portola Expedition. Students are asked to consider the relative strengths and weaknesses in using these diary accounts to understand the purpose of the expedition and life for Native Americans across California in the 18th century.

Slide 5: Image Analysis. Display Image A and complete the image analysis questions.

3. You are now going to explore two diary entries from

Spanish explorers to gain a deeper understanding of Native Californians in the 18th

century. Return to the PowerPoint to review background information about the Portola Expedition.

Slide 6: The Portola Expedition. In 1762, King Carlos III of Spain appointed Gaspar de Portola governor of California. In 1769, he sent Portola to explore California and set up a system of missions. Missions were religious outposts established to help expand the Spanish presence in California and to convert Native Americans to Christianity. The expedition included soldiers, mapmakers, engineers, and Catholic friars (or Padres), such as Junipero Serra and Juan Crespi.

Slide 7: California Missions. The Portola Expedition set out from Baja California in 1769 and headed north. The Expedition established its first mission in San Diego and then headed further north in search of Monterey Bay, which Cabrillo had described in his voyage up the coast. The Expedition travelled as far north as present-day San Francisco before returning to San Diego. In the decades following the expedition, the Spanish built 21 missions across California, from San Diego to just north of San Francisco. During the expedition, the Spanish came into contact with several groups of Native Americans. Most of the Native Americans they encountered had never previously had contact with Europeans.

Timeline. Look over the Portola Expedition Timeline.

Slide 8: Central Historical Question. You are now going to look at two diary entries written by members of the Portola Expedition that describe Native Americans. The question that we are going to explore is: What do Portola Expedition diary entries tell us about the purpose of the expedition and about Native Americans in California at the time?

4. Document Analysis

a. Take out Document A along with the Guiding Questions. Also look at slide 9(Native Americans in California) so you can reference it as you read thedocuments.

i. Source: Before reading the diary entry, source it by answering guidingquestions 1 through 3.

ii. Guiding questions: Read the document and answer guiding questions4 through 8.

b. Take out Document B.i. Source: Before reading the diary entry, source it by answering guiding

questions 1 through 3.

2

ii. Guiding questions: Read the document

and answer the guiding questions 4 through 8.

5. Final Reflections

a. What do these two diary entries tell us about Native Americans in Californiaat the time of the Portola Expedition?

b. What do they tell us about the expedition and the beliefs of the Spanishexplorers?

c. How do the diary entries compare to the image?d. Whose perspectives are missing from the documents in this lesson?e. The diary entries in this lesson describe two groups of Native Americans.

What are possible problems with trying to use these documents tounderstand life for Native Americans across all of California?

f. What other kinds of sources might we look for to learn more about NativeAmericans in California?

g. Where else might we look to learn more about how the Spanish and NativeAmericans interacted with each other?

h. Where else might we look to learn more about the Portola Expedition?

Sources

Image A: “Bateau du port de San Francisco,” painted by Louis Choris. ca. 1815. California Cornerstones: Selected Images from The Bancroft Library Pictorial Collection. UC Berkeley, Bancroft Library. Calisphere. Retrieved from: https://calisphere.org/item/ark:/13030/tf6p3008w7/

Document A: Costansó, M. (1911). The Portola Expedition of 1769-1770, diary of Miguel Costanso. Berkeley, Calif.: University of California, pp. 33-35. Retrieved from: https://babel.hathitrust.org/cgi/pt?id=txu.059173001308152;view=1up;seq=37

Document B: Crespí, J. (1927). Fray Juan Crespi: missionary explorer on the Pacific coast, 1769-1774. Berkeley, Calif.: University of California press, pp. 220-221. Retrieved from: https://babel.hathitrust.org/cgi/pt?id=mdp.39015003943332;view=1up;seq=306

3

1769

Native Californians and The Portola Expedition

4

2

Native Americans in California5

3

Spanish Exploration: Cabrillo, 15426

4

English and Russian Exploration

Sir Francis Drake landingin California, 1579

Engraving by Theodor de Bry, 1590

Fort Ross: Established in 1812

7

5

Image A

Louis Choris, “Boat in the Port of San Francisco,” 1816.Choris was a German-Ukrainian artist who traveled to Northern California as

part of a Russian expedition in 1816. The people in the image were most likely Coastal Miwok or Ohlone Indians.

8

6

The Portola Expedition, 1769

Gaspar de Portola

9

7

California Missions10

What do diary entries tell us about the purpose of the Portola Expedition and Native Americans

in California at the time?

Central Historical Question

11

9

Native Americans in California12

Portola Expedition Timeline

1500 – Population of Native Americans in California was approximately 300,000.

1542 – Spanish explorer Juan Cabrillo claimed what is today California for the Spanish empire.

1579 – English explorer Sir Francis Drake landed north of San Francisco Bay and claimed land for England.

1767 – King Carlos III of Spain appointed Gaspar de Portola governor of California and sent Portola to explore California and set up a system of missions.

1769, January – Portola Expedition began in Baja, California.

1769, July 1 – Portola’s group arrived in present-day San Diego.

1769, July 16 – Junipero Serra founded Mission San Diego, the first of 21 Spanish missions built in California.

1769, October 30 – Portola Expedition arrived in the San Francisco Bay area.

1769, November – Portola Expedition began return trip to Mexico.

1776 – Spanish Mission founded on San Francisco Bay.

1812 – Russians established Fort Ross, approximately 100 miles north of San Francisco Bay.

13

Visual Analysis Questions

Image A 1) Sourcing:

Who made this picture?

When was it made?

Why might it have been made?

2) What do you notice about this picture? Consider the following: the people, thesetting, what the people are wearing, and what the people are doing.

3) How does this image help you understand what life was like for Native Americansin California in 1816?

4) What are the limitations of this picture as evidence of what life was like for NativeAmericans in California in 1816?

14

Document A: Miguel Costansó (Modifed)

Miguel Costansó was a Spanish mapmaker and engineer. He was part of the Portola Expedition and he kept a diary of his travels. Published in 1770, his diary was distributed widely.

We broke camp in the morning and headed west-southwest. We reached the coast and came in sight of a real town. It had the most people and was the best arranged of all we had seen up to that time. We counted as many as thirty large houses, spherical in form, well built, and thatched with grass. We judged from the large number of people that came out to meet us that there were about four hundred people in the town.

These natives are well built and of a good disposition, very agile and alert, diligent and skillful. Their canoes were made of good pine boards, which are joined together and caulked well. The canoes have a good shape and will hold eight to ten men. The natives use the canoes with skill. Three or four men go out to sea in them to fish. They use long double-bladed paddles and row with great agility and swiftness.

All their work is neat and well done. They gave us some baskets or trays made of reeds, with different designs, and wooden plates and bowls of different forms and sizes in exchange for strings of glass beads. They gave us a large quantity of fish, particularly the kind known as bonito, which tastes as good as fish caught in Spain.

Vocabulary spherical: round in shape thatch: a roof covering disposition: a person’s personality agile: able to move quickly diligent: hard working and dedicated caulk: to seal a crack or seam with waterproof filler

Source: Miguel Costansó, diary entry, August 14, 1769, close to present-day Ventura, California, which is 70 miles north of Los Angeles.

15

Document B: Juan Crespi (Modified)

Juan Crespi was a Spanish priest and missionary. He served as the chief diary writer of the Portola Expedition and focused on locating sites to build missions.

After traveling seven hours, we arrived at the camping place, which is in a small valley with a good village of heathen. They received us with much friendliness. They are fair, well formed, and some of them bearded. They have their village near the beach, about half a league from our camping place; but they also have their little houses in this valley, and live in them. The valley has a great deal of land, much of it good. In the middle of it there is an arroyo with plenty of running water, which goes to the beach.

I believe the place is a good site for a mission so the conversion of this village may proceed.

The heathen gave us many tamales made of black seeds, which are not so bad, so the soldiers say, for making atole.

Vocabulary heathen: a disrespectful term for a person who does not follow one of the major religions of the world league: a measure of distance equal to about three miles arroyo: a steep sided valley cut by running water conversion: persuading someone to change their religious beliefs proceed: move forward atole: corn-based hot beverage

Source: Juan Crespi, diary entry, October 24th-25th, 1769, San Gregorio Creek, 40 miles south of present-day San Francisco.

16

Guiding Questions

Document A Answer questions 1-3 before reading the document.

1) (Sourcing) Who wrote this diary entry?

2) (Sourcing) Where was this entry written?

3) Use the map of California tribes to answer this question: Which NativeAmerican tribes do you think the author is describing in this diary entry?Explain your answer.

Answer the following questions after reading the document.

4) (Corroboration) How does this document compare to Image A?

5) (Close reading) How does this document describe interactions betweenNative Americans and the Spanish? Use evidence from the documentto support your answer.

6) (Close reading) What evidence does this document provide about thelifestyle of the Native Californians the Spaniards met? (For example,what they ate or the types of houses they lived in). Cite 2 or 3examples.

17

7) (Close reading) What does the author seem most interested indescribing in this diary entry?

8) (Contextualization) The purpose of the expedition was to establish aseries of missions. How might this have influenced what the authorfocused on in this diary entry?

Document B Answer questions 1-3 before reading the document.

1) (Sourcing) Who wrote this diary entry?

2) (Sourcing) Where was this entry written?

3) Use the map of California tribes to answer this question: Which NativeAmerican tribes do you think the author is describing in this diary entry?

Answer the following questions after reading the document.

4) (Corroboration) How does this document compare to Image A andDocument A?

18

5) (Close reading) How does this document describe interactions betweenNative Americans and the Spanish? Use evidence from the documentto support your answer.

6) (Close reading) What evidence does this document provide about thelifestyle of the Native Californians the Spaniards met? (For example,what they ate or the types of houses they lived in). Cite 2 or 3examples.

7) (Close reading) What does the author seem most interested indescribing in this diary entry?

8) (Contextualization) The purpose of the expedition was to establish aseries of missions. How might this have influenced what the authorfocused on in this diary entry?

19

7th Grade Science - The Science of Ice Cream Week 05/25/20 Reading:

● Annotate the article: Screaming for Ice Cream ○ Underline important ideas ○ Circle important words ○ Put a “?” next to something you want to know more about ○ Answer questions at the end of the article

Activity:

● Make Ice Cream in a Bag at Home ○ Homemade Ice Cream Directions

Writing:

● Read the article: London-based company claims it created a longer-lasting popsicle ○ Answer the writing prompt at the end of the article.

Séptimo Grado Ciencia - La Ciencia del Helado Semana de 05/25/20 Lectura:

● Anotar el artículo: Screaming for Ice Cream ○ Subráye ideas importantes ○ Circúle palabras importantes ○ Ponga un "?" junto a algo que usted quiera saber más ○ Conteste las preguntas al final del artículo

Actividad:

● Hace helado en una bolsa en la casa ○ Homemade Ice Cream Directions

Escritura:

● Lea el artículo: London-based company claims it created a longer-lasting popsicle ○ Responda la pregunta al fin del artículo.

HEALTH & MEDICINE

Screaming for Ice CreamMaking ice cream better tasting, longer lasting, and more nutritious takes a lot of research.

Science has the potential to make ice cream taste better and to last longer before melting into soup.LIGHTFIELDSTUDIOS/ISTOCKPHOTO

By Emily SohnJuly 24, 2005 at 11:00 pm

Summer, where I’m from, is a wonderful thing. When the weather warms up, people headoutdoors. Days are long and hot—perfect conditions for canoeing, biking, and having picnicsby the lake. Best of all, a sweaty brow is a great excuse to gather your friends and go out for adrippy cone of ice cream.

It’s cold. It’s sweet. It’s creamy. And that burst of fruit-filled, nutty, or chocolate-chunky flavorcan be incredibly refreshing when the steamy heat of midday starts to weigh you down. As faras I’m concerned, ice cream is summer’s most delightful treat.

 

Not all ice cream, however, is perfect ice cream. Texture matters as much as flavor. Nothing’sworse than an icy scoop, or one that tastes grainy, syrupy, or artificial.

So, what’s the secret to decadent ice cream that tastes like a dream and feels like a silky cloudmelting in your mouth? High-quality ingredients, for one, are essential, plus fine-tunedtechniques that combine ingredients in just the right proportions with a perfect amount of airwhipped in.

“There’s a lot of science behind it,” says David Smith. He’s a food scientist at the University ofMinnesota, Twin Cities.

For ice-cream manufacturers, the science of ice cream matters a lot. According to theInternational Ice Cream Association, people in the United States spend more than $20 billionon cold, creamy treats each year. The U.S. Department of Agriculture says that, in 2004, eachperson ate an average of about 21.5 quarts of ice cream.

To satisfy the population’s unceasing demand for the sweet stuff, companies are constantly onthe lookout for ways to make better-tasting ice cream that lasts longer, costs less, and is morenutritious than current varieties.

Topnotch ingredients

Besides cream, ice cream has just a few essential ingredients: mainly sugar, milk solids, icecrystals, air, and flavorings. Sugar makes the dessert sweet, but it also serves anotherimportant purpose. In the freezer, plain cream turns into a solid that’s hard as a rock. Sugarlowers the mixture’s freezing temperature, making it much softer.

The highest quality ice creams have the fewest ingredients. From vanilla extract to freshstrawberries, each component is topnotch.

The best ice cream varieties also tend to have the least air in them, which makes them denser.A cheap brand may be half air, Smith says. Gourmet brands are more like 15 to 20 percent air.In other words, the better the ice cream, the more of it you actually get in each bite.

“Pick up a half gallon of economy brand and a quart of super-premium,” Smith says. Eventhough the half-gallon is much bigger when it comes to volume, there’s not much difference inthe amount of the frozen stuff that you get.

Air is pumped into ice cream near the end of the manufacturing process, after the basicingredients have been mixed together and cooled down, but before fillings, chunks, and otherflavorings go in.

As the concoction freezes in a huge container, large blades spin the creamy goo around andscrape ice crystals off the sides of the container. For high-end brands with lots of butterfat, theprocess is enough to prevent iciness. Some companies churn their ice cream slowly and for along time. This process helps fat globules stick together and produces a creamy, somewhatgreasy texture.

Economy brands that skimp on richness and are churned more quickly, however, have to addextra ingredients. Emulsifiers, for example, keep fat suspended throughout the final product.And stabilizers control the growth of ice crystals.

Some companies don’t use stabilizers. Left in the freezer for too long, a carton of this sort of icecream ends up with an icy beard on top. Ice cream that melts and refreezes often has the sameproblem.

Yummy and healthy

In the battle against ice crystals, one recent avenue of research has focused on moleculescalled antifreeze proteins. Found in certain types of fish and plants that live in extremely coldenvironments, these proteins prevent ice crystals from forming, which keeps the organismsfrom freezing to death. Perhaps they could do the same for ice cream. The technique isn’t yetpractical, however.

In the meantime, many companies are trying hard to make ice cream that is both yummy andhealthy. In its traditional form, ice cream is loaded with calories and fat. It’s the fat that carriesthe flavor and produces the smooth texture. “You’ve got to have fat,” Smith says.

All that fat, however, is a problem when it comes to obesity, diabetes, heart disease, and otherweight-related illnesses. So far, no one has managed to create a low-fat version of ice creamthat tastes as good as the real thing. That’s because normal ice cream is about 60 to 62 percentwater and 10 to 20 percent butterfat, Smith says. (Ten percent is the minimum amount ofbutterfat a product must contain to qualify as true ice cream.)

Once you start taking out fats, water content can shoot up to 70 to 78 percent, Smith says. Themore water a frozen dessert contains, the quicker it turns to ice and slush, and the less flavor ithas.

While it’s not a good idea to have sundaes and milkshakes with every meal, a cool cone may beone of the most enjoyable parts of summer, and it’s not necessary to give up the habitaltogether. When you do indulge, just make sure to savor every bite. Appreciating it fully mightmake the experience even more special.

“Ice cream is unique because you don’t get it every day,” Smith says. “You eat it on specialoccasions or when you go to the park. It’s usually a happy time.”

See you at the parlor!

Going Deeper:

News Detective: Flavor Awards

Additional Information

Word Find: Ice Cream

Ice Cream Facts: The 15 Most Popular Flavors

Vanilla, 29%

Chocolate, 8.9%

Butter pecan, 5.3%

Strawberry, 5.3%

Neapolitan, 4.2%

Chocolate chip, 3.9%

French vanilla, 3.8%

Cookies and cream, 3.6%

Vanilla fudge ripple, 2.6%

Praline pecan, 1.7%

Cherry, 1.6%

Chocolate almond, 1.6%

Coffee, 1.6%

Rocky road, 1.5%

Chocolate marshmallow, 1.3%

All others, 23.7%

Source: International Ice Cream Association

Question Sheet: Screaming for Ice Cream

By Science News for StudentsDecember 8, 2011 at 5:44 pm

SCIENCE

Before reading:

1. Do you like ice cream? Why or why not? What makes certain ice cream brands taste betterthan others?

2. What are the main ingredients of ice cream?

During reading:

1. How are ice cream manufacturers seeking to improve ice cream?

2. What’s the difference between high-quality ice cream and cheaper varieties?

3. What role do stabilizers play in ice cream?

4. What are antifreeze proteins?

5. Describe what’s required for a food product to be called ice cream?

6. Why is eating too much ice cream unhealthy?

After reading (optional):

1. Get the same flavor of an expensive brand of ice cream and a cheaper variety. Conduct ataste test without telling people which one is which. Can people tell the difference

between the brands? How do people describe whatever differences they detect? Whichbrand did most people prefer? 

2. In what ways does soft-serve ice cream differ from hard ice cream? Does soft-serve icecream require a different type of manufacturing process? Seeinventors.about.com/od/foodrelatedinventions/a/ice_cream.htm (About.com) andwww.newsday.com/entertainment/ny-fdcov4340236jul13,0,7852829.story?coll=ny-entertainment-bigpix(Newsday). 

3. Ice cream is a tasty treat, but it’s not very healthy. Do you think ice cream should beserved in schools? Why or why not?

How to Make Ice Cream in a BagA Delicious Experiment With Freezing Point Depression

By Updated November 28, 2019

Anne Marie Helmenstine, Ph.D.

You can make ice cream in a plastic bag as a fun science project. The best part is you don'tneed an ice cream maker or even a freezer. This is a fun and tasty food science project thatexplores freezing point depression.

Materials1/4 cup sugar

1/2 cup milk

1/2 cup whipping cream (heavy cream)

1/4 teaspoon vanilla or vanilla flavoring (vanillin)

1 (quart) zipper-top baggie

1 (gallon) zipper-top baggie

2 cups ice

Thermometer

1/2 to 3/4 cup sodium chloride (NaCl) as table salt or rock salt

Measuring cups and spoons

Cups and spoons for eating your treat

ProcedureAdd 1/4 cup sugar, 1/2 cup milk, 1/2 cup whipping cream, and 1/4 teaspoon vanilla tothe quart zipper bag. Seal the bag securely.

Put 2 cups of ice into the gallon plastic bag.

1.

2.

https://www.thoughtco.com/how-to-make-ice-cream-in-a-bag-602195

Use a thermometer to measure and record the temperature of the ice in the gallon bag. (Optional)

Add 1/2 to 3/4 cup salt (sodium chloride) to the bag of ice.

Place the sealed quart bag inside the gallon bag of ice and salt. Seal the gallon bag securely.

Gently rock the gallon bag from side to side. It's best to hold it by the top seal or to have gloves or a cloth between the bag and your hands because the bag will be cold enough to damage your skin.

Continue to rock the bag for 10-15 minutes or until the contents of the quart bag have solidified into ice cream.

Open the gallon bag and use the thermometer to measure and record the temperature of the ice/salt mixture. (Optional)

Remove the quart bag, open it, serve the contents into cups with spoons.

How It WorksIce has to absorb energy to melt, changing the phase of water from a solid to a liquid. When youuse ice to cool the ingredients for ice cream, the energy is absorbed from the ingredients andfrom the outside environment (like your hands, if you are holding the baggie of ice.)

When you add salt, it lowers the freezing point of the ice, so even more energy has to beabsorbed from the environment for the ice to melt. This makes the ice colder than it was before,which is how your ice cream freezes.

Ideally, you would make your ice cream using "ice cream salt," which is just salt sold as largecrystals instead of the small crystals in table salt. The larger crystals take more time to dissolvein the water around the ice, which allows for more even cooling of the ice cream.

Other Types of SaltYou could use other types of salt instead of sodium chloride, but you couldn't substitute sugar forthe salt because (a) sugar doesn't dissolve well in cold water and (b) sugar doesn't dissolve intomultiple particles, like an ionic material such as salt.

Compounds that break into two pieces upon dissolving, like NaCl breaks into Na+ and Cl-, arebetter at lowering the freezing point than substances that don't separate into particles becausethe added particles disrupt the ability of the water to form crystalline ice.

The more particles there are, the greater the disruption and the greater the impact on particle-dependent properties (colligative properties) like freezing point depression, boiling pointelevation, and osmotic pressure.

3.

4.

5.

6.

7.

8.

9.

https://www.thoughtco.com/how-to-make-ice-cream-in-a-bag-602195

The salt causes the ice to absorb more energy from the environment (becoming colder), soalthough it lowers the point at which water will re-freeze into ice, you can't add salt to very coldice and expect it to freeze your ice cream or de-ice a snowy sidewalk. (Water has to be present.)This is why NaCl isn't used to de-ice sidewalks in areas that are very cold.

Questions:

1. What observations did you make during the process of ice cream making?

2. What are some of the scientific principles at work while you made your ice cream?

3. How did your ice cream taste?

4. If you were to make more ice cream, what changes to the process might you make?Why?

5. If you were to make more ice cream, what changes to the ingredients might youmake? Why?

https://www.thoughtco.com/how-to-make-ice-cream-in-a-bag-602195

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

London-based company claims it created alonger-lasting popsicle

Can a popsicle be made to last longer before it turns into a melty mess? A British design firm says yes. Photo by: iStock/Getty Images

The official start of fall is just a few weeks away, but in some places, it's still pretty hot. Just last

month, heat waves rolled eastward from Chicago, Illinois, and 17 states were under heat warnings.

The expected high temperature on a late-August day in Washington, D.C., was 94 degrees. In New

York it was 95. Dallas was slated to hit 97.

It sounds like time for a popsicle. However, you'd better eat it indoors, lest you wind up with more

of it melted down your sleeve than in your mouth.

Or you could try the world's first non-melting "ice lolly," the British term for "popsicle." It was

invented by the food-focused design company Bompas & Parr in the United Kingdom.

Balancing "Flavor, Savor and Texture"

"This has taken over a year to perfect and has involved speaking to a whole host of experts," says

Sam Bompas, the company's co-founder. Some of the scientists' ideas were far from food safe, he

By Smithsonian.com, adapted by Newsela staff on 09.10.18Word Count 871Level 1060L

says. "Balancing your ingredients is even more crucial than in a regular recipe so you can hit the bliss point of flavor, savor and texture."

The key to the popsicles' heat tolerance is strands of fruit fibers within the pop. The fibers lower the pops' thermal conductivity, or ability to transfer heat. The result is that they melt more slowly than ordinary frozen treats. Bompas & Parr say the pops last "hours longer" than regular popsicles at the same temperature.

The popsicles were inspired by pykrete, a frozen material made from sawdust and wood pulp spread through ice. The substance was created by 20th-century British inventor Geoffrey Pyke. It is much stronger than regular ice and melts much more slowly.

The History Of The Frozen Material Pykrete

Pyke envisioned pykrete as a perfect material for building gigantic floating aircraft carriers during World War II. It would save on steel, he said, which was already in high demand due to the war, and could be made more cheaply as well. British leader Winston Churchill supported the idea, and the building of a secret model pykrete aircraft carrier began on a lake in Alberta, Canada. The project went above its planned cost and was eventually shut down.

Pykrete lived on, though mostly as a curiosity, occasionally popping up in futurism exhibitions or on TV shows like "MythBusters." The show's stars used it to build a boat, which fell apart in less than half an hour.

Operation Freeze And Other Wartime Ice Cream Stories

Pykrete is not the only fascinating story in the history of frozen treats. The history of ice cream is a tale of creativity and innovation. Some of the most fascinating parts are tied to wartime. During World War II, some fighter pilots lifted their spirits by pouring ice cream ingredients into their planes' ammunition carriers and ascending to high altitudes to freeze the mixture. As the substance was initially too icy, they rigged small propellers to the ammo buckets to churn the ice cream as it flew. The name of the project was Operation Freeze.

Then, in 1945, the U.S. Navy spent $1 million turning a concrete barge into a "floating ice cream parlor." The sweet ship sailed around the Pacific Ocean supplying sailors with their favorite treat. Later, during the Korean War, the government made an official statement insisting that soldiers get ice cream at least three times a week.

Non-Melting Frozen Pops Showcased At Museum

Bompas & Parr is introducing its non-melting popsicles at "SCOOP: A Wonderful Ice Cream World," an exhibit of the British Museum of Food, itself a creation of the company. The exhibit showcases the science and history of ice cream and other frozen desserts.

Visitors can walk through a vanilla ice cream scent "cloud" and view a vast collection of ice cream equipment and accessories. They also can learn about the bloody 1980s Glasgow Ice Cream Wars in Scotland. Rival gangs sold drugs and other illegal items from ice cream vans. Visitors will also have the chance to taste historically inspired flavors like cucumber and candied fruit. They also can experience ice creams of the future, with fizzy and glow-in-the-dark versions.

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

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

A special feature will look at the life of Agnes Marshall, the 19th-century British "Queen of Ices."

She patented an improved ice cream machine in 1885. Marshall suggested using liquid nitrogen

for ice cream more than a century before its use became popular in molecular gastronomy

restaurants. Molecular gastronomy describes a style of cooking in which chefs create dishes using

tools from the science lab.

Company Hopes To Sell New Frozen Treat At Supermarkets

This is just the latest food science creation from Bompas & Parr. The business is known for its

social media-friendly food spectacles, from gelatin molds of architectural wonders to flavored

fireworks.

The non-melting pops can be made in any flavor. At the exhibit, Bompas & Parr will have an apple

variety. If the early models are a success with visitors, the company hopes to manufacture them to

sell in supermarkets.

The popsicles taste more or less like regular ice pops, Bompas says. However, due to the fiber

content, "you could describe them as a tad more chewy."

Writing Prompt: How did Bompas and Parr create a popsicle that takes longer to melt? Where did they get this idea from? Do you think this idea would work for ice cream? Explain.

Grade 6-8 ELD

May 25th, 2020

These and other resources are also available digitally on the

HemetLearnsTogether.org website.

Justify an Opinion You are going to write at least one paragraph in English about an important issue.  

● Think about what you will write before you begin writing.● State your opinion clearly and give two or more reasons to

support your opinion.● The paragraph should include at least three complete

sentences.● Check your writing for correct grammar, capital letters,

punctuation, and spelling.

Your friend, Sarah’s, parents have decided that she cannot have a social media account. Do you think that it is a good idea for a middle-schooler to have a social media account? Write at least one paragraph in support of your opinion to give to her parents. Make sure you write at least three sentences and include your opinion and supporting reasons. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

H.U.S.D. Secondary  Suggested Daily Schedule 

 

Time  Suggested Enrichment Activities & Resources (Modify as needed based on your family’s needs.)

8:00 - 9:00 a.m.  ☀ Start your day: Wake up, stretch, make your bed, eat breakfast, clean up your dishes, and get ready for the day! 

9:00 - 9:45 a.m.  🧮 Math: Complete a Math Enrichment Activity from the provided packet or from the H.U.S.D. math digital resources at HemetLearnsTogether.org. 

9:45 - 10:00 a.m.  🧠 Brain Break: Use the restroom, stretch, & eat a healthy snack! 

10:00 - 10:45 a.m.  📚 English Language Arts: Complete an ELA Enrichment Activity from the provided packet or from the H.U.S.D. ELA digital resources at HemetLearnsTogether.org.. Then spend 20-30 minutes reading a book!  

10:45 - 11:30 a.m.  😅 Exercise Break: Take a walk outside or try some workout programs on darebee.com. 

11:30 - 12:30 p.m.  🥪 Lunch & Free Time: Eat lunch, clean up your dishes, use the restroom, and do something you enjoy! (Check Hemetusd.org for updated lunch pick-up day, time, & locations.) 

12:30 - 1:00 p.m.  📓 Creative Writing/Journaling: Spend some time writing about a topic of your choice! Write your own stories or poems or keep a journal of your thoughts.   Here are some writing prompts to get you started: 

● What are you excited or worried about? ● Write a letter to yourself 10 years in the future. What do you want to tell your future self? ● How do you think the world will be different after the coronavirus pandemic? 

Explore more journal topics here or create your own! 

1:00 - 2:45 p.m.  🧪 Science: Complete a Science Enrichment Activity from the provided packet or from the H.U.S.D. science digital resources at HemetLearnsTogether.org.. 

2:45 - 3:00 p.m.  🧠 Brain Break: Use the restroom, stretch, & eat a healthy snack! 

3:00 - 3:30 p.m.  📜 Social Studies: Complete a Social Studies Enrichment Activity from the provided packet or from the H.U.S.D. social studies digital resources at HemetLearnsTogether.org. 

Explore additional enrichment activities at HemetLearnsTogether.org 

  

#HemetLearnsTogether  

Distrito Escolar Unificado de Hemet 

Tabla de Actividades Sugeridas  

Tiempo Aproximado 

Actividades y Recursos de Enriquecimiento Sugeridos (Modificar según sea necesario según las necesidades de su hijo /hija.)

8:00-9:00 a.m.  ☀ Para empezar el día: Despierta, estirar, hacer la cama, desayunar, limpia tus platos y prepárate para el día! 

9:00 - 9:45 am  🧮 Matemáticas: Complete una actividad de enriquecimiento matemático del paquete provisto o de los recursos digitales matemáticos a HemetLearnsTogether.org. 

9:45 - 10:00 am  🧠 Rotura de Cerebro:: Use el baño, estirar y comer una merienda saludable! 

10:00 - 10:45 am  📚 Artes del Lenguaje en Inglés: Complete una actividad de enriquecimiento de ELA del paquete provisto o de los recursos digitales de ELA a HemetLearnsTogether.org. ¡Entonces pasé 20-30 minutos leyendo un libro!  

10:45 - 11:30 am  😅 Pausa Para Ejercicio: Salga a caminar o pruebe algunos programas de entrenamiento en darebee.com. 

11:30 - 12:30 pm  🥪 Almuerzo y Tiempo Libre: Almorzar y, limpie sus platos, use el baño y haga algo que disfrute! (Visite Hemetusd.org para conocer el día, la hora y los lugares de recogida del almuerzo actualizados.) 

12:30 - 1:00 pm  📓 Escritura Creativa /Diario: Dedique algo de tiempo a escribir sobre un tema de su elección! Escribe tus propias historias o poemas o lleva un diario de tus pensamientos.   Aquí hay algunos consejos de escritura para comenzar: 

● ¿Por qué está emocionado o preocupado? ● Escribe una carta 10 años en el futuro. ¿Qué quieres decir a tu futuro yo? ● ¿Cómo crees que el mundo será diferente después de la pandemia de coronavirus? 

¡Explore más temas de revistas aquí o cree el suyo propio! 

1:00 - 2:45 pm  🧪 Ciencia: Complete una actividad de enriquecimiento de la ciencia del paquete provisto o de los recursos digitales de cienci aa HemetLearnsTogether.org. 

2:45 - 3:00 pm  🧠 Rotura de Cerebro: Usa el baño, estira y come un bocadillo saludable! 

3:00 - 3:30 pm  Estudios Sociales: Complete una actividad de enriquecimiento de estudios sociales del paquete provisto o de los recursos digitales de estudios sociales a HemetLearnsTogether.org. 

Explore actividades de enriquecimiento adicionales en HemetLearnsTogether.org 

#HemetLearnsTogether  

THINKING ABOUT TEXTS Questions & Sentence Frames to use while reading Literature & Informational Texts 

Preface: When reading, we can improve our comprehension by periodically stopping to ask ourselves questions about the text. The questions we ask will vary depending on the type of text we’re reading.    Below you’ll find text analysis questions divided into two categories: literary (fiction) and informational (expository). While you’re reading, or once you’ve finished, take some time to consider a few of these questions. Discuss your thoughts with someone in order to hear yourself speak your ideas aloud. In a writing journal, write a brief response to the question(s) of your choice. Cite evidence from your text to support your response. Sentence frames have been provided to support you in your thinking and writing. 

Literary (Fiction) Text Analysis 

Plot  

What is the story about? What are the main events in the story, and how are they related to each other? Are the main events of the story arranged chronologically or in some other way? Explain. Use evidence from the text. 

● The story ___________is about ____________. ● The main event is ___________. The main event involves ___________. ● Another important event is _______________. ● These events are related (connected) because ____________. ● The events are arranged ___________. Evidence to support this includes ______. 

Setting  Where does the action take place? How does the setting affect characters in the story? Describe social forces that shape the characters (political, social, economic, religious, educational, etc.) 

● The action occurs __________________. ● _________is influenced by _______(aspect of the setting) because ___________. ● ________ is shaped by ______ forces. Evidence to support this includes _______. 

Character  What are some of the chief characteristics (personality traits) of the main character? How are these characteristics revealed in the story? 

● The main character __________seemed______________because_______________. 

Point of View  From what point of view is the story told? How do you know? How does this affect the telling of the story?  ● The author uses_______________ to tell the story. Evidence to support this includes__________. ● First-person point of view affects the story by____________________________. 

Imagery  

What scenes, moments, descriptive passages, phrases or words stand out in your reading of the story? ● I could visualize _______________ because of the author’s use of ____________. ● I felt ______________ when the author used _____________to describe ____________. 

Tone  

What is the author’s attitude toward actions/events in the story? Is the story tragic, humorous, frightening? How does the author want the reader to react? 

● The story has a _________________ feeling because the author uses______________. ● As a reader, I feel __________________ because ___________________. 

Theme  What theme(s) does this story reveal? Does the theme(s) support or oppose popular notions of life? Does it offer new insight about the human experience or support traditional ideas? 

● One theme of the story is_____________________. ● The theme connects to life by_______________________________. 

 

Informational (Expository) Text Analysis 

Main Idea  What point is the author making in the text? ● The author’s first point is ______________. ● The author makes several points. To begin with,_____________. Additionally, _______. 

Supporting Details  What evidence does the author use to support each point? ● The author supports the point that_______by stating _______. 

Claims  What is the main claim the author makes in the text? ● The author’s main claim is ________________. 

Paraphrasing  How would you paraphrase what the author is saying?  ● Another way to say this would be_______. ● In other words, the author is saying____________. 

Summarizing  How would you summarize what the author is saying? ● In summary,_______________ ● To summarize, the author’s main points are________________. 

Agree/Disagree  Are the ideas in this passage correct or reasonable? Do you agree or disagree with them? Why? ● I agree/disagree with the author’s claim that_______________ because___________. 

Text Connections (Compare/ Contrast) 

How does this passage relate to other texts you have read? ● This passage is similar to ______________because________________. ● This passage differs from _____________because________________. 

  After reading literary OR informational texts, use the sentence starters below in a journal to reflect on and/or form opinions about what you have read.  

Reflective Sentence Starters   

I wonder…  I was reminded of…  I was surprised that… 

I began to think of…  I can’t believe…  It is interesting that… 

I suppose that…  If I had been…  I don’t really understand… 

I don’t see how…  It bothers me when…  I agree with this because… 

I like the idea…  Why did…  I disagree with this because… 

I noticed that…  How did…  I think the author intends… 

PENSANDO EN LOS TEXTOS Preguntas y marcos de oraciones para usar al leer literatura y textos informativos 

Prólogo: Al leer, podemos mejorar nuestra comprensión deteniéndonos periódicamente para hacernos preguntas sobre el texto. Las preguntas que hacemos variarán según el tipo de texto que leamos.    A continuación, encontrarás preguntas de análisis del texto divididas en dos categorías: literarias (ficción) e informativas (expositivas). Mientras estás leyendo, o una vez que hayas terminado, tómate un tiempo para considerar algunas de estas preguntas. Habla con alguien de lo que piensas para poder escuchar tus ideas en voz alta. En un diario, escribe una breve respuesta a la(s) pregunta(s) de tu elección. Cita evidencia de tu texto para respaldar tu respuesta. Se han proporcionado marcos de oraciones para apoyarte en tus ideas y escritura.

Análisis de Texto Literario (Ficción) 

Trama  

¿Sobre qué es la historia? ¿Cuáles son los principales eventos de la historia y cómo se relacionan entre sí? ¿Los principales eventos de la historia están ordenados cronológicamente o de alguna otra manera? Explica. Usa evidencia del texto. 

● La historia ___________ es sobre ____________. ● El evento principal es ___________. El evento principal involucra ___________. ● Otro evento importante es _______________. ● Estos eventos están relacionados (conectados) porque ____________. ● Los eventos se organizan ___________. La evidencia para apoyar esto incluye ______. 

Escenario 

 

¿Dónde se lleva a cabo la acción? ¿Cómo afecta el escenario a los personajes de la historia? Describa las fuerzas sociales que dan forma a los personajes (políticos, sociales, económicos, religiosos, educativos, etc.) 

● La acción ocurre __________________. ● _________ está influenciado por _______ (aspecto del entorno) porque ___________. ● ________ está formado por ______ fuerzas. La evidencia para apoyar esto incluye _______. 

Personaje  ¿Cuáles son algunas de las principales características (rasgos de personalidad) del personaje principal? ¿Cómo se revelan estas características en la historia? 

● El personaje principal __________parecía______________porque_______________. 

Punto de vista  ¿Desde qué punto de vista se cuenta la historia? ¿Cómo lo sabes? ¿Cómo afecta esto a la narración de la historia?  ● El autor usa _______________ para contar la historia. La evidencia para apoyar esto incluye ______. ● El punto de vista en primera persona afecta la historia por ____________________________. 

Imaginería 

 

¿Qué escenas, momentos, pasajes descriptivos, frases o palabras se destacan en su lectura de la historia? ● I Pude visualizar _______________ debido al uso del autor de ____________. ● Me sentí ______________ cuando el autor usó _____________ para describir ____________. 

Tono  

¿Cuál es la actitud del autor hacia las acciones/eventos en la historia? ¿Es la historia trágica, humorística, aterradora? ¿Cómo quiere el autor que reaccione el lector? 

● La historia tiene un sentimiento de _________________ porque el autor usa______________. ● Como lector, me siento __________________ porque ___________________. 

Tema  ¿Qué tema(s) revela esta historia? ¿El tema(s) apoya o se opone a las nociones populares de la vida? ¿Ofrece una nueva visión sobre la experiencia humana o apoya las ideas tradicionales? 

● Un tema de la historia es _____________________. ● El tema se conecta a la vida por _______________________________. 

 

Análisis de Texto Informativo (Expositivo) 

Idea principal 

 

¿Qué punto quiere hacer el autor en el texto? 

● El primer punto del autor es ______________. ● El autor hace varios puntos. Para empezar con,_____________. Además, _______. 

Detalles de apoyo 

 

Detalles de apoyo 

● El autor apoya el punto que _______ indicando _______. 

Afirmaciones 

 

¿Cuál es la afirmación principal que el autor hace en el texto? 

● La afirmación principal del autor es ________________. 

Parafraseando 

 

¿Cómo parafrasearías lo que dice el autor? 

● Otra forma de decir esto sería _______. ● En otras palabras, el autor está diciendo ____________. 

Resumiendo 

 

¿Cómo resumirías lo que dice el autor? 

● En resumen,_______________ ● En resumen, los puntos principales del autor son ________________. 

De acuerdo/ en desacuerdo 

 

¿Son las ideas de este pasaje correctas o razonables? ¿Estás de acuerdo o en desacuerdo con ellos?¿Por qué? 

● Estoy de acuerdo/no estoy de acuerdo con la afirmación del autor que _______________ porque ___. 

Conexiones de texto (Comparar/ Contraste) 

 

¿Cómo se relaciona este pasaje con otros textos que has leído? 

● Este pasaje es similar a ______________ porque _________________. ● Este pasaje difiere de _____________ porque _________________. 

 

Después de leer textos literarios o informativos, utiliza los iniciadores de oraciones a continuación en un diario para reflexionar y/o formar opiniones sobre lo que has leído. 

Iniciadores de Oraciones Reflexivas   

Me pregunto  Me recordó de…  Me sorprendió que… 

Empence a pensar en…  No puedo creer…  Es interesante que… 

Supongo que…  Si hubiera sido…  Realmente no entiendo… 

No veo cómo…  Me molesta cuando…  Estoy de acuerdo con esto porque… 

Me gusta la idea…  ¿Por qué…  No estoy de acuerdo con esto porque… 

Me di cuenta de que…  ¿Cómo fue…  Creo que el autor tiene la intención de…