name: 7th grade thanksgiving break fiction …...th e re a di n g l o g s b e l o w a re de s i g n...

Name: ______________________________________________

7th Grade Thanksgiving Break FICTION Homework 20187th Grade Thanksgiving Break FICTION Homework 2018

Books You should read: 2-3 Books within your Reading Level.Books You should read: 2-3 Books within your Reading Level. Check your Reading Progress on Accelerated Reader - AR Goals Due Fri. 11/30.Check your Reading Progress on Accelerated Reader - AR Goals Due Fri. 11/30.

“The more that you read, the more things you will know.

The more that you learn, the more places you'll go.” – Dr. Seuss

The reading logs below are designed as a tool to help you keep track of your reading.

You must to read 35-40 pages each day of a book in your level. You need to complete a reader’s

response for days shaded in gray.

Date Title Pages Range Read Minutes Read Parent Signature

Ex: 11/9Ex: 11/9 Americanah // Chimamanda Ngozi AdichieAmericanah // Chimamanda Ngozi Adichie 43 - 8743 - 87 58 mins58 mins

11/17

11/18

11/19

11/20

11/21

11/22

11/23

11/24

11/25

Sat 11/17

❏ 35+ + pages

❏ Record in log

❏ Reader’s

response

Sun 11/18

❏ 35+ pages

❏ Record in log

Mon 11/19

❏ 35+ pages

❏ Record in log

❏ Reader’s

response

❏ Nonfiction

Day 1

Tues 11/20

❏ 35+ pages

❏ Record in log

❏ Nonfiction

Day 2

Wed 11/21

❏ 35+ pages

❏ Record in log

❏ Reader’s

response

❏ Nonfiction Day

3

Thurs 11/22

❏ 35+ pages

❏ Record in log

Fri 11/23

❏ 35+ pages

❏ Record in log

❏ Reader’s

response

❏ Nonfiction

Day 4

Sat 11/24

❏ 35+ pages

❏ Record in log

Sun 11/25

❏ 35+ pages

❏ Record in log

❏ Reader’s

response

Mon 11/26 : Homework Due

What is a Reader’s Response Journal?

A Reader’s Response Journal is a conversation between the reader and what he or she is reading. This process is an

important way to understand a piece of literature. By writing about literature, you make your own meaning of the work in

order to truly understand it. When you do this yourself, then the text belongs to you--you have made it yours. The passages

are there for everyone to read; however, the connections and interpretations are uniquely yours. You are neither right nor

wrong in your response. So be willing to take risks and be honest.

CHOOSING HOW TO RESPOND

After you read, you will need to make a decision about how you will respond to your reading. You will need to consider

where you are in your book and what you just read. For example, it’s easier to write about the theme of the story after

you’ve read a majority of the book, rather than discussing the theme at the beginning of the book when the plot has yet to

unfold. You will also want to consider the genre of your book. Fiction and Nonfiction responses should and will look

different. For example, it’s very difficult to write about the plot of a nonfiction book, because typically, there is no plot.

You will be scored based on the quality of your response, not the quantity. Specifically, you will be evaluated based on

your knowledge and understanding of your text, how well you show your thinking, and the structure of your response.

For each response you will get to choose what you write about, however your responses will be focused in reading

comprehension skills and/or story elements. The following are the steps required to complete your responses:

1. Choose a prompt from the list or come up with your own.

2. Write the prompt at the top of your page.

3. Respond to the prompt in paragraph format.

CRITERIA FOR SUCCESS:

❏ Include the book title and author’s name in your response.

❏ Copy the prompt you are using onto the top of each response.

❏ Write in complete sentences

❏ Use evidence from the text to support your thinking by using quotes.

❏ Reread your response to check for missing words, spelling, punctuation, complete sentences.

Making Connections

•Describe something you have read that is similar to this.

•If you were a character in this book, who would you be?

Why?

•Who is the most important character to you?

•Does this book relate to another book you’ve read

before? How?

•Does this book relate to something in the real world?

Determining Importance

•Describe the most important event. Give at least three

reasons why you think it is the most important event.

•How does the author let you know a certain event or

passage is important? Explain your thinking.

•Were there any parts that you felt were not important to

the text you were reading? Why do you think this?

Visualizing

•Describe the main character. What do you think he or

she looks like? Draw a picture to accompany your

response.

•Find a sentence or two from your reading that describes

Synthesizing

•Describe the major conflict? What (or whose) side are you

on?

•Describe what was either believable or unbelievable about

your text. Defend your opinion.

the setting. How does this description help you visualize

the setting of the book?

•Which part from your reading today really helped you

visualize something in the book? Identify the part and

explain why.

•What have you learned about life from your reading?

•How did the main character show growth in the text you

have read?

Summarizing

•Summarize what you read today.

•Write you a review of what you just read (summary plus

opinions).

•Write a short summary explaining what would happen if

your book had a sequel.

Monitoring Comprehension

•What are some things you do when you don’t understand

what you are reading? Give an example from today?

•What is something you had to go back and reread today?

•Why do you think you had to reread it?

•Which part of the text made you stop and think today?

Why?

Theme

Describe the central theme (meaning/message) of your

reading?

What is the author trying to tell you about life in this

story?

How did the theme relate to the problem in the story?

What part of the story best helped you realize the theme?

Explain using evidence.

Plot

If you were the author, how would the book end?

What incident or conflict does the author use to being the

story? Why do you think the author chose this beginning?

What were some of the events that created conflict in your

book?

Is the author giving you clues to help you predict what is

going to happen in the plot?

Setting

•What effect does the setting (time, place) have on the

main character’s thoughts, actions, and choices?

•Describe the setting time and place.

•Usually an author uses descriptive words to allow us to

set the mood and setting. How does this author do that?

•What words would you use to describe the setting?

Character

•Describe a character that you would like to meet. What

questions would you like to ask the character?

•Describe your least favorite character and explain why.

•List at least three problems the characters faced? Which

was the most life-changing? Explain.

•Think of a problem that a character had to face. Write the

problem and how the character solved it or is working to

solve. It.

Date: _________________________

Prompt:Prompt:

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Nonfiction Homework: Days 1 and 2

Directions:

● Read the following article and answer the comprehension questions on day 1.

● On day 2, construct a written response following the CEAEA format to the writing prompt.

Saving the World, One Bottle at a Time By Daina Kiela

In the neighborhoods of Los Angeles, a group named Bottles for Bed Nets is making a big impact not only on the environment, but on the spread of a deadly disease half a world away. While this may sound like the multi-tasking work of superheroes, taking on two big issues at once is not that difficult. All it takes is a little creativity, hard work, and a lot of plastic bottles.

The idea began with four friends, Mei Mei Tercek, Maddie Tirella, Bella Barber, and Tiffany Kim, looking to help the victims of malaria. Malaria is a vicious disease that's carried by mosquitos. While it may start out like a regular cold or flu, with chills and a fever, the infection can turn deadly very quickly. Every 60 seconds, a child dies of malaria. Parts of the African continent and other parts of the world have been plagued by the disease. After learning about the situation, Tercek and her friends felt moved to act. Living in one of the wealthiest areas in the United States, they had more power to change things than those who were suffering. But what could four teenage girls in California do to help?

Next to medicine that can cure the disease, the best way to stop the spread of malaria is to stop the mosquitoes from biting and infecting people with it in the first place. This is very difficult, since many people in Africa cannot afford houses that are completely sealed off from wildlife, making it easy for bugs to find their way into people's homes. The answer to this problem is a bednet, a thin veil that hangs around a bed like a curtain. Malaria-carrying mosquitoes mainly come out at night when the air is cool, so preventing bites when a person is asleep and defenseless makes a huge difference. The more nets that are donated, the more people are protected from the disease.

That's where Bottles for Bed Nets, a group that raises money to help send bed nets, comes in. Bottles for Bed Nets fundraises for an organization called Nothing But Nets, which has sent more than 7.5 million nets to families across sub-Saharan Africa since it was founded in 2006. "Our mission is simple," says Nothing But Nets, "Malaria kills. Nets save lives. Send a net. Save a life." But priced at $10 each, the nets aren't cheap enough for the organization to buy in bulk. That being said, they depend on donations to buy every net they send. But what if the money donated came not only from people's wallets, but from recycled bottles?

Bottles for Bed Nets was built on the idea that by doing one good deed -- recycling -- it would provide the money to go toward Nothing But Nets and help fight malaria. But how do old plastic

bottles make money? Recycling centers give Bottles for Bed Nets five cents for every bottle recycled. That's one dollar for every 20 bottles, or ten dollars for every 200 bottles!

The collecting started small. Each of the four girls placed flyers around their Beverly Hills neighborhood asking people to leave bags of any plastic bottles or aluminum cans they had on doorsteps and driveways. Every Wednesday evening, the girls would collect the bags, sort them, and bring them to the recycling centers. Their cause spread slowly to local middle schools and high schools. By holding recycling drives and bake sales, Bottles for Bed Nets was able to recycle more materials and donate more money to Nothing But Nets, all the while spreading awareness about malaria and climate change within the community. Students learned the impact of recycling and how it lessens the need for companies to make more plastic, a process which pollutes the air, and keeps plastic from ending up in landfills or in wildlife areas.

A truly exciting moment came for Bottles for Bed Nets in the summer of 2014. While on their national "Buzz Tour," leaders of Nothing But Nets made a stop in Los Angeles. Aware of the incredible work of Bottles for Bed Nets, they invited the founders to join them in a meeting with Senator Feinstein to discuss more opportunities in the Los Angeles area to help the fight against malaria. This experience gave Bottles for Bed Nets national recognition and an opportunity to learn about activism and gain support from the government for a cause. For a small organization, this is a major step toward reaching their goals and making their cause better known throughout the country, or even the world.

As of August 2014, Bottles for Bed Nets has raised over $2500. That's enough for 250 bednets! Their efforts, along with those of Nothing But Nets and many other organizations across the globe working to fight malaria, have helped send 800 million nets to those in need. Given their success, the group continues to set their sights on getting more schools involved in the project and educating more people on the importance of volunteering and recycling. "We've shown our community that although we cannot individually solve the worldwide issues of malaria and global warming, we can do things within our lives and community to take action against these problems."

A lot can be learned from the example set by organizations like Bottles for Bed Nets and their partnership with Nothing But Nets. By taking a simple thing like recycling plastic and aluminum, they have proven that even the smallest action can make a big difference in the lives of others. If we all took a moment to make little positive changes, imagine the impact that could have on the world.

Day 1: Comprehension Questions

Criteria for Success - Comprehension Questions

[] Important words in the question are underlined

[] Answer is clearly marked (box, circle, highlighted)

[] Answer can be explained by annotations/markings around the answer showing it is the correct answer vs. the

incorrect answer.

1. Which statement best expresses the central idea of this article?

A. Malaria is a huge problem that takes the lives of millions of people every year.

B. Bottles for Bed Nets is a growing organization that is working to stop the spread of malaria.

C. Recycling is a great way to help solve global problems.

D. Bottles for Bed Nets is the only organization fighting the spread of malaria.

2. Why does the author conclude her article with, "If we all took a moment to make little positive changes, imaginethe impact that could have on the world"?

A. to show why Bottles for Bed Nets is an incredible organization

B. to demonstrate how much help the organization needs

C. to persuade the audience to take action

D. to show the current impact the organization has made

3. Which statement from the text best supports the claim that Bottles for Bed Nets is making a huge impact?

A. Since 2006, the organization has sent more than 7 million nets to families across Africa.

B. That's one dollar for every 20 bottles, or ten dollars for every 200 bottles!

C. While on their national "Buzz Tour," leaders of Bottles for Bed Nets made a stop in Los Angeles.

D. Bottles for Bed Nets was built on the idea that by doing one good deed -- recycling -- it would provide the money to go toward Nothing But Nets and help fight malaria.

4. Which statement from the text best expresses the author's point of view on Bottles for Bed Nets?

A. The idea began with four friends, Mei Mei Tercek, Maddie Tirella, Bella Barber, and Tiffany Kim, looking to help the victims of malaria.

B. That's where Bottles for Bed Nets, an organization that specializes in sending bed nets, comes in.

C. A lot can be learned from the example set by organizations like Bottles for Bed Nets.

D. As of August 2014, Bottles for Bed Nets has raised over $2500.

5. Which word most closely matches the definition of the word veil in the statement, "The answer to this problem is bed net, a thin veil that hangs around a bed like a curtain"?

A. a bridal headpiece

B. a cloud

C. a fence

D. a covering

Day 2: Constructed Response

Write a short paragraph that explains the central idea of the article. Use at least two details from the article to support

your response.

Criteria for Success

❏ Claim is a complete sentence that answers the given question.

❏ Evidence comes from the text and is a direct quotation

❏ Uses sentence starter

❏ The text states,

❏ _____ states,

❏ Analysis

❏ Sentence starts with "This shows..."

❏ The analysis does not use first person pronouns (I, Me, My)

❏ The analysis introduces new ideas that relates to claim and evidence

❏ stays on topic

❏ does not repeat claim and evidence

❏ includes a compound sentence (and/or/but/so)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

______________

Non-fiction Homework: Days 3 and 4

Directions:

● Read the following article and answer the comprehension questions on day 3.

● On day 4, construct a written response following the CEAEA format to the writing prompt.

All Aboard the Underground Railroad By Spencer R. Crew

Many myths surround the Underground Railroad. The two biggest misconceptions are that it actually was a system of tracks along which trains rode and that it ran below the earth. The Underground Railroad was neither.

In reality, the Underground Railroad was a loosely organized group of people working simply but courageously against slavery and for the freedom of those bound to servitude. Involved in the Underground Railroad system were those running away from their enslavement and those helping the individuals who chose to escape. It is believed that as many as 100,000 slaves escaped on the Railroad. They were helped by at least three to four thousand "conductors". The

system operated from the early 1800s through the start of the Civil War.

African Americans caught in the system of slavery were the key participants in this movement -- most were young and male. They ranged from field workers to house slaves to skilled craftspeople. But all shared the desire to be free.

Escaping from slavery meant taking a tremendous risk. If successful, the runaways might never see their families or loved ones again. Leaving behind children or parents or siblings made the decision to escape a painful one.

And if an escape attempt failed and resulted in capture, fugitive slaves faced severe punishment. Slave owners sought to make examples of escapees as a way of discouraging others from trying to get free. Descriptions of the whippings given captured slaves or the devices put on them to prevent another escape are graphic and frightening. In 1826, a Louisiana sheriff described a slave who was recaptured wearing "an Iron collar with three prongs extending upwards...."

In an attempt to make escaping to freedom in the North even more difficult, some runaways were sold to new masters who lived farther south.

The people who chose to aid runaway slaves also faced great risks. Fugitive slave laws existed that supported the rights of slaveholders. Anyone found helping escaped slaves was given a heavy fine, had property taken away, and could be sent to jail. In fact, the system that put both runaways and helpers on trial was biased in that it paid judges more if the accused were found guilty.

Yet, even with those discouragements, many people were active in the Underground Railroad, including free African Americans, abolitionists, other slaves, Quakers and other religious groups, and American Indians. All were opposed to the enslavement of human beings.

Their support came in many forms. Conductors on the Underground Railroad assisted with food, refuge, and instructions to the next safe stopping place. Homes, barns, and other buildings -- referred to as stations or stops -- often had hidden areas beneath floors or behind walls that allowed runaways to rest and eat before they continued on their journey. When angry slave owners or slave catchers were in close pursuit, these secure havens hid the fugitives and made capture more difficult.

Contrary to popular belief, the Underground Railroad system was not run or operated by a strictly established organization. Nor was it a nationwide operation. Usually, individuals in a particular region knew of others to whom they could send the escaping slaves. Given the dangers of participating in the Underground Railroad, many people chose to keep their involvement secret or known to only a few others. This kept them safer, while making it harder for outsiders to understand how the system worked in their area. Of course, there were exceptions: African Americans such as William Still, Robert Purvis, and John Parker and Quakers such as Levi Coffin and Thomas Garrett were well known for their work in behalf of runaway slaves. Mostly, though, secrecy played an integral part in the success of the Underground Railroad.

Sharing the story of the Underground Railroad is significant because its participants offer a powerful example. Their courage, cooperation, and perseverance illustrate the impact individuals can have when they take a stand for what they believe is right. Members of the Underground Railroad highlight the importance of freedom as a basic American principle and the necessity of protecting it for all citizens. Their efforts made a difference in history and remind us of the differences we, too, can make today.

Day 3: Comprehension Questions

Criteria for Success - Comprehension Questions

[] Important words in the question are underlined

[] Answer is clearly marked (box, circle, highlighted)

[] Answer can be explained by annotations/markings around the answer showing it is the correct answer vs. the

incorrect answer.

1.Which of these statements best describes the central idea of this article?

A. There are many myths and misconceptions about the Underground Railroad.

B. Without the support of Quakers, the Underground Railroad would have failed.

C. The Underground Railroad is an important historical event for students to study.

D. The story of the Underground Railroad is no longer relevant to modern students.

2.. The author's description of "conductors" supports the central idea of the article by showing

A. how individuals can make a difference in society.

B. how unorganized and confusing the Underground Railroad was.

C. how much slaves gave up when they chose to run north.

D. how terrible the punishment was for escaping slavery. 3. In the introduction, the author describes common myths about the Underground Railroad in order to

A. explain the origins of these myths.

B. make readers think that the myths are true.

C. entertain readers with an adventurous story about the past.

D. help readers understand the difference between the myths and reality. 4. What is the most likely reason that the author includes the details about the person wearing "an Iron collar with three prongs extending upwards"?

A. to show how cruel Louisiana sheriffs were in the 1800s

B. to show how easily recognizable railroad conductors were

C. to show how difficult it was for slaves to escape from slavery

D. to show the horrific punishments slaves were forced to endure

5. What does the author assume the audience believes to be true based on his conclusion?

A. The evils of slavery are one of the greatest challenges that societies have to face.

B. The truth about the Underground Railroad is nothing like the stories that people tell.

C. Individuals who choose to stand up against wrongs can make a difference in society.

D. The Underground Railroad was the most important way people fought against slavery.

Day 4: Constructed Response

● Write a short paragraph that explains the central idea of the article. Use at least two details from the article to

support your response.

Criteria for Success

❏ Claim is a complete sentence that answers the given question.

❏ Evidence comes from the text and is a direct quotation

❏ Uses sentence starter

❏ The text states,

❏ _____ states,

❏ Analysis

❏ Sentence starts with "This shows..."

❏ The analysis does not use first person pronouns (I, Me, My)

❏ The analysis introduces new ideas that relates to claim and evidence

❏ stays on topic

❏ does not repeat claim and evidence

❏ includes a compound sentence (and/or/but/so)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

__________________________________________________________________

name: 7th grade thanksgiving break fiction …...th e re a di n g l o g s b e l o w a re de s i g n...

Documents