lynn public schools remote learning packet may / june 2020 › classrooms › remote_learning_plans...

Lynn Public Schools Remote Learning Packet

May / June 2020

Middle School

James Leo McGuinness Administration Building – 100 Bennett Street, Lynn, MA 01905

Tel. (781) 593-1680 ~ Fax. (781) 477-7487

Patrick A. Tutwiler, PhD

Superintendent of Schools

Dear Lynn Families,

The temporary closure of schools has been difficult, and we are all trying our best to stay safe and well. Teachers,

students and their families have been working together to continue the learning process, but we know this has not been

easy. Because of this, the Lynn Public Schools has developed a learning plan to give everyone a shared process that

includes a suggested schedule and a menu of learning activities for each week.

It is our hope that these learning plans will help our students to keep using the skills they have been developing

throughout the school year. It was also our goal that the activities would be interesting and could be done at home or

safely outside. If families have students in more than one grade, the activities are connected to themes that are the same

for all students.

Within this packet, you will find:

A suggested schedule

Academic learning plans that contain:

o Menus of activities of varying difficulty

o Materials related to activities

o Reference sheets

Creative learning plans that contain:

o Menus of activities for art, music, physical education,

and social-emotional learning

Teachers will continue to reach out to students and families to help support students as they continue to work on

the skills they have built during this school year. They are available to answer any questions you have, and they will love

to hear about the work students are creating through these activities.

The most important thing to Lynn Public Schools is that we stay connected, and we stay safe and well while

school is closed. As your partner in education, and your community partner, we hope these learning plans will help us

proceed during the school closure.

Respectfully,

Patrick Tutwiler, PhD

James Leo McGuinness Administration Building – 100 Bennett Street, Lynn, MA 01905

Tel. (781) 593-1680 ~ Fax. (781) 477-7487

Patrick A. Tutwiler, PhD

Superintendent of Schools

Estimadas Familias de Lynn,

El cierre temporal de las escuelas ha sido difícil, y todos estamos haciendo lo posible para mantenernos seguros

y saludables. Los maestros, estudiantes y sus familias han estado trabajando juntos para continuar el proceso de aprendizaje,

pero sabemos que esto no ha sido fácil. Debido a esto, las Escuelas Públicas de Lynn han desarrollado un plan de aprendizaje

para darles a todos un proceso compartido que incluye un horario sugerido y un tablero de opciones de actividades de

aprendizaje (menú) para cada semana. Esperamos que estos planes de aprendizaje ayuden a nuestros estudiantes a seguir usando las habilidades que han

estado desarrollando durante el año escolar. También fue nuestro objetivo que las actividades fueran interesantes y que

pudieran hacerse en casa o fuera de casa de manera segura. Si las familias tienen estudiantes en más de un grado, las

actividades están conectadas a temas que son iguales para todos los estudiantes.

Dentro de este paquete, encontrarán:

Un programa sugerido

Planes de aprendizaje académico que contienen:

o Tableros de opciones (menús) de actividades de dificultad variable

o Materiales relacionados con las actividades

o Hojas de referencia

Planes de aprendizaje creativo que contienen

o Tableros de opciones (menús) de actividades para el arte, la música, la educación física, y el aprendizaje socio-

emocional

Los maestros continuarán contactándose con los estudiantes y a las familias para ayudar a apoyar a los estudiantes

mientras continúan trabajando en las habilidades que han desarrollado durante este año escolar. Están disponibles para

responder a cualquier pregunta que tengan, y les gustará saber sobre el trabajo que los estudiantes están haciendo a través de

estas actividades. Lo más importante para las Escuelas Públicas de Lynn es que nos mantengamos conectados, y nos mantengamos

seguros y sanos mientras las escuelas estén cerradas. Como su socio en la educación, y su socio comunitario, esperamos que

estos planes de aprendizaje nos ayuden a proceder durante el cierre de la escuela. Respetuosamente, Patrick Tutwiler, PhD

LYNN PUBLIC SCHOOLS RECOMMENDED REMOTE LEARNING SCHEDULE

RECOMENDACIÓN DE PROGRAMA DE APRENDIZAJE A DISTANCIA PARA LAS ESCUELUAS PÚBLICAS DE

LYNN

These are recommendations from The Department of Elementary and Secondary Education on remote learning: 

 • We recommend that districts support students to engage in meaningful and productive learning

for approximately half the length of a regular school day. We expect this learning to take place via a combination of educator provided resources and student self-directed learning. 

• We strongly recommend that districts and schools focus on reinforcing skills already taught this

school year and applying and deepening these skills. We recognize that in some cases, teachers and

students may wish to continue with new material, particularly at the high school level. In these cases,

districts should consider equity of access and support for all students. 

• The individual student experience will vary depending on student age, individual and family

needs, access and capacity for remote learning (including access to technology and internet), and the

ongoing health of students, families, and staff. 

Estas son las recomendaciones del Departamento de Educación Primaria y Secundaria sobre el aprendizaje a

distancia:

Recomendamos que los distritos apoyen a los estudiantes para que participen en un aprendizaje significativo y productivo durante aproximadamente la mitad de un día escolar normal. Esperamos que este aprendizaje se lleve a cabo a través de una combinación de recursos proporcionados por los educadores y el aprendizaje auto-dirigido de los estudiantes. Recomendamos encarecidamente que los distritos y escuelas se centren en reforzar las habilidades que ya se enseñaron este año escolar y en aplicar y profundizar estas habilidades. Reconocemos que en algunos casos, los maestros y los estudiantes pueden desear continuar con material nuevo, particularmente en el nivel de la escuela secundaria. En estos casos, los distritos deben considerar la igualdad de acceso y apoyo para todos los estudiantes. La experiencia individual de los estudiantes variará según su edad, las necesidades individuales y familiares, el acceso y la capacidad de aprendizaje a distancia (incluyendo el acceso a la tecnología e Internet) y la salud continua de los estudiantes, las familias y el personal.

Before you get started: Antes de comenzar:

Set up a “learning space” in your home for

your child to use

Establezca un "espacio de aprendizaje" en su hogar para que su

hijo lo use

Organize supplies (pencils, pens, markers,

computer, etc.)

Organice los suministros (lápices, bolígrafos, marcadores,

computadora, etc.)

Recommended Sample Daily Schedule/Ejemplo Recomendado de Horario Diario

7:30 AM

to

9:00 AM

Wake up Routine: Eat breakfast, morning hygiene, get dressed

Rutina al Despertar(Matutina): desayunar, higiene de la mañana, vestirse

Morning Activity: Go for a walk, do yoga, or complete mindfulness activity

Actividad de la Mañana: salga a caminar, haga yoga o realice una actividad

de atención plena

9:00 AM

to

10:45 AM

Academic Time: Use academic resources (Teacher check in begins and

could happen at any point during the week.)

Tiempo Académico: Utilice paquetes de trabajo/aprendizaje

10:45AM Snack! ¡Merienda!

11:00 AM

to

12:00 AM

Creative Time: Please see the art/music recommendations

Tiempo Creativo: Por favor consulte las recomendaciones de arte / música

12:00 PM

to

1:00 PM

Lunch / Free Time:  Visit Food distribution schools if needed, between 11 am

and 1 pm 

Almuerzo: Visite las siguientes escuelas para recoger alimentos gratuitos, si

es necesario, entre las 11 a.m. y las 1 p.m.

Lynn English High School, Lynn Classical High School, Lynn Vocational Tech

School, Thurgood Marshall Middle School

Physical Activity/Free Time Please see the Physical Education

Actividad Física / Tiempo Libre

Por favor, vea las recomendaciones de Educación Física

1:00 PM

to

2:30 PM

Academic Time: Use academic resources provided

Tiempo Académico: Utilice paquetes de trabajo/aprendizaje

May 18th, 2020

Dear Parents/Guardians,

We hope you are doing well and are continuing to engage in math and science activities while we are not able to be

together. This is a four-week packet that includes Math/Science Choice Board Menus for the weeks of May 18, 2020

through June 12, 2020.

The packet contains three different choice board menus labeled A, B, and C. Students have the option of trying activities

from any menu (A, B, or C). Students do not have to complete all choice board menus and they do not need to complete

Menu A in order to move on to Menu B and Menu C. They can choose from any menu on any day.

This packet also includes math & science reference sheets that students can use for help with any Choice Board Menu.

If you need help with any of the activities, please reach out to your teachers. We hope you enjoy working on the

Math/Science Choice Menus.

18 de mayo de 2020

Estimados padres / tutores,

Esperamos que estén bien y que continúen participando en las actividades de matemáticas y ciencias mientras no

podamos estar juntos. Este es un paquete de cuatro semanas que incluye menús de la Junta de Matemáticas / Ciencias

para las semanas del 18 de mayo de 2020 hasta el 12 de junio de 2020.

El paquete contiene tres menús del tablero de opciones diferentes etiquetados como A, B y C. Los estudiantes tienen la

opción de hacer actividades de cualquier menú (A, B o C). Los estudiantes no tienen que completar todos los menús del

tablero de opciones y no necesitan completar el Menú A para pasar al Menú B y al Menú C. Pueden elegir cualquier

menú cualquier día.

Este paquete también incluye hojas de referencia de matemáticas y ciencias que los estudiantes pueden usar para

obtener ayuda con cualquier menú del tablero de opciones.

Si ustedes necesitan ayuda con algunas de las actividades, comuníquense con los maestros. Esperamos que disfruten

trabajando en los menús de opciones de matemáticas / ciencias.

Math/ Science Choice Board Menu A: Choose 3-4 activities to complete each week!

Bargain Business-A You decide to make and sell “I Love Lynn” t-shirts online. Research prices for t-shirts. As you open your new business, you are analyzing the best discounts to provide to your customers. There are several options you are considering:

Buy one get one free

Buy three get the fourth item free

25% off each item Which discount will you provide? How does this promotion affect your profit?

Eclipses Eclipses Materials: String, basketball, tennis ball, flashlight Take the basketball and wrap a string around it one time. The length of the string is approximately the scaled distance between the earth and the moon. Place the tennis ball the string length away from the basketball in a straight line. In a darkened room, shine the light onto the tennis ball from few feet back. Observe the shadow cast onto the basketball. • What type of eclipse does this model represent? • Does the shadow cover the entire basketball? • What is causing the shadow? Remember, you are looking at the shadow and NOT the light being cast.

Room Remodel-A The school closure has given you some free time to complete your to-do list. One item was to paint your bedroom. A typical gallon of paint covers 200 square feet of area.

Create a shopping list of supplies and the number of gallons of paint needed to paint your room.

If the paint is sold in 1-gallon cans, each costing $22, how much will it cost to paint your room?

Wallpaper comes in rolls of 2 feet wide and 16 feet long. What price does a roll of wallpaper need to be so that using wallpaper is less expensive than paint for your bedroom?

Density-A Fill a cup or bin with water. Gather 4 small household items (examples; Paper clip, key, eraser, toothpick, Lego, ping pong ball). Draw the table below. Write each of the object names under “object”. Predict if the object will sink or float in water. Mark your prediction in the table for each item. Drop the objects into the water one at a time. Watch what happens to each one. Record if each object sinks or floats.

Object Prediction Sink or Float?

Time and Distance-A Kenny ran from his home to the bus stop and waited. He realized that he had missed the bus, so he walked home. The graph represents Kenny’s journey. Where do you see each part of the story in the graph? Create 8-10 graphs that represent things you did while school has been out. Write the story that goes with each graph.

Design Problem It is lunch time at school. You watch your friend try to carry their lunch back to their table. They are carrying a cheeseburger, a milk, a napkin and a utensil. They still need to try to put ketchup on their burger as they juggle all these items. As you watch them struggle you think there must be a better way.

Lunch Tray Design Challenge Using the engineering design process create a tray that will assist students in easily carrying their lunches back to their table. Your design should be reusable or recyclable. Will your design impact the custodians or cafeteria workers of the school? Draw and label the parts of your design. Include the measurements of your design in cm. What material did you use?

Two Truths, One Lie-A Which of the following statements below is a lie? Explain how you made your choice.

a. , , and are positive integers

b. is smaller than , but larger than

c. is the opposite of on the number line

Seasons On a sheet of blank white paper draw the sun on the left side of the paper. Draw the Earth titled to the left. Use a straight arrow to display direct sunlight. Use a curved arrow to display indirect sunlight. Identify the season in the Northern and Southern Hemisphere. On another sheet of blank white paper draw the sun on the left side of the paper. Draw the Earth titled to the right. Use a straight arrow to display direct sunlight. Use a curved arrow to display indirect sunlight. Identify the season in the Northern and Southern Hemisphere.

Design Your Own Math Book Design a page in a math text book explaining how to: * Use the Associate Property to write an equivalent expression. * Use the Commutative Property to write an equivalent expression.

* Use the Distributive Property to write an equivalent expression.

Matemáticas/ Ciencia - Menú de Opciones A: Escoge 3-4 actividades a completar cada semana!

Negocio de especiales - A Tú decides hacer y vender camisetas en línea que leen: “Me Gusta Lynn”. Investiga cuánto costaría. Al abrir tu negocio, estás analizando los mejores descuentos que les puedes ofrecer a tus clientes. Hay varias opciones que considerar:

Comprar 1 y recibir 1 gratis

Comprar 3 y recibir la cuarta gratis

25% de descuento ¿Qué descuento proveerás? ¿Cómo afecta esta promoción a tu beneficio?

Eclipses Materiales para eclipses: hilo, un baloncesto, una bola de tenis, y una linterna Toma el baloncesto y envuelve el hilo alrededor una vez. La longitud del hilo es aproximadamente la distancia escalada entre el planeta tierra y la luna. Pon la bola de tenis a la distancia del hilo de la bola de baloncesto en una línea recta. En un cuarto oscuro, ilumina la bola de tenis con la linterna desde unos pies de distancia. Observa la sobre que hace en la bola de baloncesto. • ¿Qué tipo de eclipse representa este modelo? • ¿La sombre cubre el baloncesto completo? • ¿Qué está causando la sombra? Recuerda, tienes que mirar la sombra y NO la luz.

Remodelación de habitación-A El cierre de la escuela libre para completar una lista de oficios Crea una lista de compras para

conseguir materiales y el número de galones de pintura que necesitarás para tu habitación.

Si se vende la pintura a $22 por galón, ¿Cuánto costará pintar tu habitación?

El papel pintado se vende en rollos de 2 pies longitud x 16 pies anchura. ¿Cuál tendría que ser el precio de un rollo para que sea más barato usar papel pintado en vez de pintura?

Densidad-A Llena un vaso o contenedor con agua. Consigue cuatro artículos pequeños en casa (ejemplos: agarra papeles, llave, borrador, palillo, Lego, bola de ping pong). Dibuja la tabla de abajo. Escribe el nombre de cada artículo bajo la palabra “objeto”. Pronostica si el objeto se hunde o flota en el agua. Escribe to pronóstico en la tabla para cada artículo. Deja caer los objetos en el agua uno a la vez. Observa lo que le sucede a cada uno. Anota si el objeto se hunde o flota.

Objeto Predicción ¿Se hunde o flota?

Tiempo y distancia-A Kenny corrió de su casa a la parada de autobús y esperó. Se dio cuenta que perdió el autobús, así que caminó a su casa. El gráfico representa el trayecto de Kenny. ¿Dónde ves cada parte del cuento en el gráfico? Crea 8-10 gráficos que representan cosas que has hecho mientras no has estado en la escuela. Escribe el cuento que corresponde a cada gráfico.

Problema de diseño Es tiempo de almorzar en la escuela. Tú observas que tu amigo trata de llevar su almuerzo a su mesa. Tienen una hamburguesa, leche, una servilleta y un cubierto. Todavía necesita ponerle kétchup a su hamburguesa mientras trata de llevar todos estos artículos. Mientras observas su lucha piensas que tiene que haber otra manera.

Reto a diseñar una bandeja de almuerzo Usando el proceso de diseño ingeniero crea una bandeja que ayudará a los estudiantes a llevar sus almuerzos fácilmente a sus mesas. Tu diseño debe de ser reutilizable y reciclable. ¿Piensas que tu diseño va a impactar a los cuidadores y los trabajadores en la cafetería? Dibuja y señala las partes de tu diseño. Incluye las medidas de tu diseño en cm. ¿Qué materiales usaste? Incluye

Dos verdades y una mentira-A ¿Cuáles de las siguientes frases abajo es una mentira? Explica cómo llegaste a esa determinación.

d. , , y son íntegros positivos.

e. es más pequeño que , pero más grande que

f. lo opuesto de en la línea de números

Estaciones En una hoja de papel blanco dibuja el sol al lado izquierdo del papel. Dibuja el planeta tierra titulado a la izquierda. Usa una flecha recta para demostrar la luz del sol directa. Usa una flecha curvada para demostrar luz del sol indirecta. Identifica la estación en el hemisferio norte y sur. En otra hoja de papel blanco dibuja el sol a mano izquierda. Dibuja el planeta tierra a la derecha. Usa una flecha recta para demostrar la luz del sol directa. Usa una flecha curvada para demostrar luz del sol indirecta. Identifica la estación en el hemisferio norte y sur.

Diseña tu propio libro de matemáticas

Diseña una página en el texto de matemáticas explicando cómo: * Use la propiedad de asociación para escribir una expresión equivalente. * Usa la propiedad conmutativa para escribir una expresión equivalente.

* Usa la propiedad de distribución para escribir una expresión equivalente.

Math/ Science Choice Board Menu B: Choose 3-4 activities to complete each week!

Bargain Business-B You decide to make and sell “I Love Lynn” t-shirts, sweatshirts, and hats online. You want sweatshirts to be priced twice as much as t-shirts. Hats will be 50% more than t-shirts. Research prices for t-shirts. Decide what the prices will be for all 3 items to make a profit on each item. As you open your new business, you are analyzing the best discounts to provide to your customers.

Create 3 different discounts you will offer.

Which discount will you provide?

How does this promotion affect your profit?

How many of each item will you have to sell in order to make up the loss from each discount?

Body Systems Go for a short run. Make observations about your

body. Examples might include breathing rate, heart

rate, sweating, and muscle soreness. Based on

your observations, explain how at least two body

systems worked together during your run. Explain

your argument in writing or by discussing it with

another person.

Body Systems • Circulatory – moves materials such as oxygen and

nutrients around the body •Digestive – processes food •Excretory – removes waste •Muscular/Skeletal - helps the body move •Nervous - sends and receives messages in the

body •Respiratory – Breathing (take in oxygen/release

carbon dioxide)

Room Remodel-B The school closure has given you some free time to conquer your to-do list. One item was to paint your bedroom. A typical gallon of paint covers 200 square feet of area.

Sketch a scale drawing of your room. Draw in windows and doors.

Find the total surface area of your room making sure to subtract the windows and doors from the total.


An additional item on your to-do list is get an air conditioner that will keep you cool all summer. You found one on sale that will cool 1600 cubic feet. Will this work for your room?

Density-B Calculate the densities of the following

liquids and solids below; Yellow liquid with a mass of 2.8g and a

volume of 2mL Green liquid with a mass of 6g and a

volume of 3mL Red liquid with a mass of 1.8g and a

volume of 2mL Orange liquid with a mass of 1.3g and a

volume of 1mL Blue cube with a mass of .8g and a

volume of 2cm3 Pink star with a mass of 2.4g and a

volume of .8 cm3 Rank the objects from smallest density to largest density in a table.

Time and Distance-B Kenny ran from his home to the bus stop and waited. He realized that he had missed the bus, so he walked home. The graph represents Kenny’s journey. Create 8-10 graphs that represent things you did while school has been out. Write the story that goes with each graph. How long does Kenny’s trip take him? How far is the bus stop from Kenny’s house?

House Design A student designs a birdhouse to be used

outside for wild birds. A diagram of the

birdhouse is shown below.

a. Identify two materials the student will need to build the birdhouse. b. Identify two tools or machines the student will need to build the birdhouse. c. Describe how both the materials and the tools you identified in parts (a) and (b) would be used to build the birdhouse.

Two Truths, One Lie- B Which of the following statements below is a lie? Explain how you made your choice.

a. The line passes through the origin. b. The quantities are not proportional to

each other. c. Each pair of sneakers cost $25, no

matter how many pairs of sneakers are sold.

Ecosystem Energy Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. At your local park there is grass, a snake, a bird, a worm, a mouse, a grasshopper and a hawk flying overhead. The sun is shining through the trees and some of the leaves of tree are on the ground and rotting away from recent rain. Draw out the park and include all the information described above. Identify the producers, consumers and decomposers. Label them in your drawing. Draw arrows showing how the energy transfers (who eats who).

Energy and Heat First, set up a control by melting an ice cube in a

shallow dish. Observe the cube every 10 mins

and record results in a data table. Next, design a

container using household materials that will

prevent an ice cube from melting. Draw and

label your design and explain why you chose to

use the materials you did. Are they conductors or

insulators? Label and describe where the types

of heat transfer are taking place (conduction,

convection, radiation). Build and test your

design. Observe your ice cube every 10 minutes

and record your observations on a data table.

Did your design melt the ice at a slower rate than

the control? How can you change your design to

improve your results?

Time (mins) Control Container

10

20

30

Tota

l Pri

ce

(in

Do

llars

)

Pairs of Sneakers Sold

Matemáticas/ Ciencia - Menú de Opciones B: Escoge 3-4 actividades a completar cada semana!

Negocio de especiales-B Tú decides hacer y vender camisetas, suéteres, y gorros en línea que leen: “Me Gusta Lynn”. Tú quieres que los suéteres cuesten doble lo que cuestan las camisetas. Los gorros serán 50% más que las camisetas. Investiga el precio de las camisetas. Decide los precios para los tres artículos para que cada uno sea financieramente beneficioso. Al abrir tu negocio estás tratando de analizar los mejores descuentos para tus clientes:

Crea 3 diferentes descuentos que ofrecerás.

Qué descuento proveerás?

Cómo afecta esta promoción tu beneficio?

¿Cuántos de cada artículo tendrás que vender para compensar la pérdida de cada descuento?

Sistemas del cuerpo Corre por tu barrio y observa cosas en tu cuerpo.

Ejemplos incluyen ritmo de respiración, pálpitos,

sudor y dolor en los músculos. Basado en tus

observaciones, explica cómo dos sistemas del

cuerpo trabajaron juntos mientras corría. Explica

tu argumento escrito o habla con otra persona.

Sistemas de cuerpo • Circulatorio – mueve materiales como oxígeno y

nutrientes por el cuerpo •Digestivo – procesa la comida •Excretorio – remueve desperdicio •Muscular/Esquelético – ayuda al cuerpo moverse •Nervioso – manda y recibe mensajes del cuerpo •Respiratorio – Respirar (respira oxígeno/suelta

dióxido de carbono)

Remodelación de habitación-B El cierre de la escuela te ha dado un poco de tiempo libre para conquistar tu lista de quehaceres. Una de las cosas en tu lista es pintar tu habitación. Un galón de pintura cubre 200 pies cuadrados de área.

Bosqueja un dibujo escalado de tu habitación. Dibuja las ventanas y las puertas.

Encuentra el área total de la superficie de tu habitación. Asegúrate de restar las ventanas y las puertas del total.

¿Si la pintura se vende a $22 el galón, cuánto costará pintar tu habitación?

Otra cosa en tu lista es conseguir un aire acondicionado que mantendrá tu habitación fresca todo el verano.

Densidad-B Calcula las densidades de los líquidos y

sólidos abajo: Líquido amarillo con una masa de 2.8g y

un volumen de 2mL Líquido verde con una masa de 6g y un

volumen de 3mL Líquido rojo con una masa de 1.8g y un

volumen de 2mL Líquido anaranjado con una masa de 1.3g

y un volumen de 1mL Cubo azul con una masa de .8g y un

volumen de 2c m3 Estrella rosada con una masa de 2.4g y un

volumen de .8 cm3 Clasifica los objetos desde la densidad más pequeña hasta la densidad más grande en una tabla.

Tiempo y distancia-B Kenny corrió de su casa a la parada de autobús y esperó. Se dio cuenta que perdió el autobús, así que caminó a su casa. El gráfico representa el trayecto de Kenny. Crea 8-10 gráficos que representan cosas que has hecho mientras no has estado en la escuela. Escribe el cuento que corresponde a cada gráfico. ¿Cuánto tiempo le tomó el viaje a Kenny? ¿A qué distancia está la parada de autobús de su casa?

Diseño de casa Un estudiante diseña una pajarera para

colocarla afuera para los pájaros salvajes.

a. Identifica dos materiales que el estudiante necesitará para construir su pajarera. b. Identifica dos herramientas o máquinas que el estudiante necesitará para construir su pajarera. c. Describe cómo los materiales y las herramientas que identificaste en partes (a) y (b) para construir la pajarera.

Dos verdades y una mentira- B ¿Cuál de las siguientes frases es falsa? Explica cómo llegaste a tu respuesta.

d. La línea pasa por el origen. e. Las cantidades no son proporcionales

a cada una. f. Cada pareja de tenis cuesta $25, no

importa cuántos pares de tenis se vendan.

Energía de ecosistema Las redes alimenticias que demuestran cómo materia y energía son transferidos entre productores, consumidores y descomponedores, los tres grupos que interactúan entre un ecosistema. En tu parque local hay grama, una serpiente, un pájaro, un gusano, un ratón, un saltamontes y un halcón volando por encima. El sol está brillando a través de los árboles y algunas de las hojas se han caído y se están desapareciendo por la lluvia reciente. Dibuja el parque e incluye todo la información escrita arriba. Identifica los productores, los consumidores y los descomponedores. Señálalos en tu dibujo. Dibuja flechas para demostrar cómo la energía se transfiere (¿Quién se come a quién?)

Energía y Calor Primero, acomoda el control al derretir un cubo

de hielo en un plato. Observa el cubo cada 10

minutos y escribe los resultados en la tabla.

Próximo, diseña un contenedor usando

materiales en la casa para evitar que el hielo se

derrita. Dibuja y anota tu diseño y explica por

qué escogiste esos materiales. ¿Son conductores

o insuladores? Anota y describe dónde suceden

los cambios de transferencia de calor

(conducción, convección, radiación). Construye

y prueba tu diseño. Observa tu cubo de hielo

cada 10 minutos y anota tus observaciones en la

tabla. ¿Tú diseño derritió el hielo más despacio

que el control? ¿Cómo puedes cambiar tu diseño

para mejorar los resultados?

Tiempo (mins) Control Contenedor

10

20

30

Tota

l Pri

ce

(in

Do

llars

)

Pairs of Sneakers Sold

Math/ Science Choice Board Menu C: Choose 3-4 activities to complete each week!

Bargain Business- C You decide to make and sell “I Love Lynn” t-shirts, sweatshirts, and hats online. Research prices for these items. Decide what you will sell each item for.

Assume that you want to create a profit of $1000 each week, describe a possible number of each item you will need to sell.

Create a model for each of the 3 items that shows the revenue for each item when you sell 0,10,20,30…,100 of that item.

Create another model for each item that shows the cost for each item when you sell 0,10,20,30…,100 of that item.

Which item makes a profit fastest? If you had to only sell 2 of the items, which

would you choose to sell and why?

Light Rays/Mechanical Waves Search Light

Fold a sheet of paper into 4 parts. Label each part: Reflects Light, Refracts Light, Absorbs Light and Transmits Light. Search for items in your home that reflect, refract, absorb and transmit light and record them on your paper. Choose one example item from each category and draw a picture to show how light behaves when it meets it. Can you change the path of light coming in through a window? Test some of your objects that you listed to see if you can make the path of the sun’s light change direction to shine on your ceiling or wall. Which objects worked best? Why?

Room Remodel-C The school closure has given you some free time to conquer your to-do list. One item was to paint your bedroom. A typical gallon of paint covers 200 square feet of area.

Sketch a scale drawing of your room.


Find the volume of your room.

You plan on knocking a wall down that separates your room from the next room. When you combine the two rooms together, the space inside (volume) your room will double. Find a possibility for the new dimensions of your room.

How much paint will you need to paint this new bigger room?

Density- C Calculate the densities of the following

liquids and solids below; Yellow liquid with a mass of 2.8g and a

volume of 2mL Green liquid with a mass of 6g and a

volume of 3mL Red liquid with a mass of 1.8g and a

volume of 2mL Orange liquid with a mass of 1.3g and a

volume of 1mL Blue cube with a mass of .8g and a

volume of 2cm3 Pink star with a mass of 2.4g and a

volume of .8 cm3 Draw a graduated cylinder. Arrange each

object in the cylinder based on its density.

Time and Distance-C Kenny ran from his home to the bus stop and waited. He realized that he had missed the bus, so he walked home. The graph represents Kenny’s journey. Create 8-10 graphs that represent things you did while school has been out. Write the story that goes with each graph. In which section is Kenny moving fastest? Write an equation for each section of Kenny’s journey. How far, in total distance, did Kenny travel?

Natural Selection Below is an image of two types of peppered moths that can be found in England. In the 19th century, soot from coal fires left a black coating on trees. Based on this information, explain which moth increased its likelihood of surviving and reproducing due to this environmental change. Explain your reasoning.

Two Truths, One Lie-C Which of the following statements below is a lie? Explain how you made your choice.

Number of days (x) 1 3 11 20

Number of miles hiked (y) 7 21 77 140

a. The total number of miles hiked is a function of the number of days passed.

b. The following linear function describes the total number of days passed, y, in terms of days, x, that have passed.

y = 7x

c. Based on the table, it will take the hiker approximately 36 days to reach 200 miles.

Net Force and Speed Construct a simple ramp 18 inches high and about 24 inches long using a piece of cardboard, plastic or wood. Place a toy car at the top of the ramp. Release it and measure how far it rolls. Tape two coins to the car, release it from the ramp and measure how far it rolls. Repeat the experiment with five coins taped to the top of the car. Record your data in a data table. This experiment shows that as mass increases with gravity's constant acceleration, the force pushing the car along the floor increases, making heavier cars travel farther. Answer: Did your experiment show this? Why or why not? Use information from your data table to answer.

Food Molecules Plan a healthy and delicious menu (breakfast, lunch, and dinner) for an upcoming day. Include a variety of food that will give you the three major food molecule nutrients: Carbohydrates, lipids, and proteins. Explain why each food molecule is important for your health. Discuss your menu with a family member, friend, or teacher. Sample Menu:

Breakfast Food:

Carbohydrates: Lipids: Proteins:

Lunch Food:


Dinner Food:


Matemáticas/ Ciencia - Menú de Opciones C: Escoge 3-4 actividades a completar cada semana!

Negocio de especiales- C Tú decides hacer y vender camisetas, suéteres, y gorros en línea que leen: “Me Gusta Lynn”. Investiga cuánto cuestan estos artículos. Decide a qué precio los vas a vender.

Asume que tu quieres tener un beneficio de $1000 por semana, describe la cantidad de cada artículo que vas a tener que vender.

Crea un modelo para cada uno de los artículos que demuestra los ingresos para cada artículo cuando vendes 0, 10, 20…100

Crea otro modelo para cada artículo que demuestra el precio de cada artículo cuando vendes 0, 10, 20…100

¿Cuál artículo tiene el beneficio más rápido?

Si solo podrías vender dos de los artículos, ¿Cuáles decidirías vender y por qué?

Rayos de luz/Olas mecánicas Busca Luz

Dobla una hoja de papel en cuatro partes. Anota cada parte: refleja luz, refracta luz, absorbe luz y transmite luz . Busca artículos en tu casa que reflejan, refractan, absorben y transmiten luz y anótalos en el papel. Escoge un ejemplo de cada categoría y dibuja una foto que demuestra cómo la luz cambia cuando hace contacto. ¿Puedes cambiar el camino de la luz que entra por la ventana? Prueba algunos de los objetos que pusiste en tu lista a ver si puedes hacer que el camino de la luz del sol cambie dirección y así brille en tu techo o tu pared? ¿Cuáles objetos funcionan mejor? ¿Por qué?

Remodelación de habitación-C El El cierre de la escuela te ha dado un poco de tiempo libre para conquistar tu lista de quehaceres. Una de las cosas en tu lista es pintar tu habitación. Un galón de pintura cubre 200 pies cuadrados de área.

Bosqueja un dibujo escalado a tu habitación.

Si la pintura cuesta $22 por galón, ¿Cuánto costaría pintar tu habitación?

Encuentra el volumen de tu habitación.

Tú piensas tumbar una pared que separa tu habitación a la del lado. Cuando combinas las dos habitaciones, el volumen va a ser doble. Encuentra una posibilidad para las nuevas dimensiones de tu habitación.

¿Cuánta pintura necesitarás para pintar esta habitación nueva más grande.

Densidad- C Calcula las densidades de los líquidos y

sólidos abajo: Líquido amarillo con una masa de 2.8g y

un volumen de 2mL Líquido verde con una masa de 6g y un

volumen de 3mL Líquido rojo con una masa de 1.8g y un

volumen de 2mL Líquido anaranjado con una masa de 1.3g

y un volumen de 1mL Cubo azul con una masa de .8g y un

volumen de 2c m3 Estrella rosada con una masa de 2.4g y un

volumen de .8 cm3 Dibuja una probeta. Coloca cada objeto en la

probeta correspondiente a su densidad.

Tiempo y distancia -C Kenny corrió de su casa a la parada de autobús y esperó. Se dio cuenta que perdió el autobús, así que caminó a su casa. El gráfico representa el trayecto de Kenny. Crea 8-10 gráficos que representan cosas que has hecho mientras no has estado en la escuela. Escribe el cuento que corresponde a cada gráfico. ¿En qué sección Kenny se mueve más rápido? Escribe una ecuación para cada sección de su viaje. ¿Qué distancia en total viajó Kenny?

Selección natural Abajo hay una imagen de dos polillas/mariposas nocturnas que se encuentra en Inglaterra. En el siglo 19 el hollín de fuego de carbón dejó una capa negra en los árboles. Basado en esta información, explica por qué la polilla/mariposa nocturna mejora su chance so sobrevivir and reproducir por su cambio ambiental. Explica tu razonamiento.

Dos verdades y una mentira-C ¿Cuál de las siguientes frases es falsa? Explica cómo llegaste a tu respuesta.

Número de días (x) 1 3 11 20

Número de millas de excursión (y)

7 21 77 140

c. El número total de millas de excursión es una función de los días que pasan.

d. La siguiente función lineal describe el número total de días que han pasado, Y, en términos de días, X, que han pasado.

y = 7x d. Según la tabla, el excursionista tomará 36

días para llegar a 200 millas.

Fuerza neta y velocidad Construye una rampa simple de 18 pulgadas de altura y aproximadamente 24 pulgadas de anchura usando un pedazo de cartón, plástico o madera. Pon un carrito pequeñito en la parte más alta de la rampa. Déjalo ir y mide lo lejos que llega. Usando cinta adhesiva, pégale dos centavos al carrito y luego repite y mide. Repite el experimento con cinco centavos pegados al carrito. Anota los resultados en la tabla. Este experimento demuestra que cuando la masa aumenta con la aceleración constante de la gravedad, la fuerza que empuja al carrito aumenta, lo que permite que los carritos más pesados lleguen más lejos. Respuesta: ¿Tú experimento demostró esto? ¿Por qué o por qué no? Usa información de tu tabla para contestar.

Moléculas de comida Planea un menú saludable y delicioso (desayuno, almuerzo, y cena) para el día próximo. Incluye una variedad de comida que te dará tres nutrientes mayores: Carbohidratos, lípidos, and proteínas. Explica por qué cada molécula de comida es importante para la salud. Discute el menú con algún miembro de tu familia, un amigo o profesor.. Ejemplo:

Desayuno Comida:

Carbohidratos: Lípidos: Proteínas:

Almuerzo Comida:


Cena Comida:


MATH REFERENCE SHEET

KEY MATH TERMS DEFINITIONS & FORMULAS

3-D Figures

A three-dimensional figure is a shape that has length (𝑙), width (𝑤), and height (h).

Surface area

To find the surface area of a prism, find the area of each side of the figure and add them together. Use the formula below to find the area of a square or rectangle: 𝐴 = 𝑙𝑤 (Area=length × width) Use the formula below to find the area of a triangle:

𝐴 =1

2𝑏ℎ (Area=base × height)

Use the formula below to find the area of a circle: 𝐴 = 𝜋𝑟2 (𝐴𝑟𝑒𝑎 = 𝜋 × 𝑟𝑎𝑑𝑖𝑢𝑠2)

Volume

The volume of a 3-dimensional figure refers to the number of cubic units needed to fill the figure. If you ask, “How much will fit inside?” you are trying to the find the volume. Use the formula below to find the volume of most prisms. 𝑉 = 𝐵ℎ (Volume=Area of the base × height of the prism)

Discount

To find the discount of an item, multiply the discount and the original price. Then, subtract the discount from the original price to find the new price of the item. For example: A shirt is 10% off the original price of $40. 10% × $40 = $4. $40 − $4 = $36. The new price of the shirt is $36.00

Profit

A profit is the amount a money a business made after paying for expenses. For example: Sara’s cookie shop received $500 today. Sara has expenses to pay for such as ingredients, bills, and wages. The total cost of her expenses is $150. Her profits today were $350 because she had to subtract her bills from the amount of money she received for the cookies. ($500 − $150 = $350)

Angle

An angle (∠) is formed by two rays with a common endpoint. We use degrees (°) to measure the size of an angle.

Complementary Angle

Complementary angles are two angles whose sum is 90°. For example:

http://spmath841.blogspot.com/2008_04_01_archive.html

https://creativecommons.org/licenses/by-nc-sa/3.0/


HOJA DE REFERENCIA DE MATEMÁTICAS

TÉRMINOS CLAVE DE MATEMÁTICAS DEFINICIONES Y FÓRMULAS

Figuras en 3d

Una figura tridimensional es una forma que tiene longitud (l), anchura (w) y altura (h).

Superficie y área

Para encontrar el área y superficie de un prisma, encuentra el área de cada lado de la figura y súmalos. Usa la siguiente fórmula para encontrar el área de un cuadrado o rectángulo: A=lw (Área=longitud × ancho) Usa la siguiente fórmula para encontrar el área de un triángulo: A=1/2 bh (Área=base × altura) Usa la siguiente fórmula para encontrar el área de un círculo:

A=πr^2 (Área=π〖×radius〗^2)

Volumen

El volumen de una figura tridimensional se refiere al número de unidades cúbicas necesarias para llenar la figura. Si preguntas, "¿Cuánto cabrá dentro?" estás tratando de encontrar el volumen. Usa la siguiente fórmula para encontrar el volumen de la mayoría de los prismas. V=Bh (Volumen=Área de la base × altura del prisma)

Descuento

Para encontrar el descuento de un artículo, multiplica el descuento y el precio original. Luego, resta el descuento del precio original para encontrar el nuevo precio del artículo. Por ejemplo: Una camisa tiene un 10% de descuento sobre el precio original de $40. 10%×$40=$4. $40-$4=$36. El nuevo precio de la camisa es de $36.

Ganancia

Una ganancia es la cantidad de dinero que un negocio hizo después de pagar los gastos. Por ejemplo: La tienda de galletas de Sara recibió $500 hoy. Sara tiene gastos que pagar, como ingredientes, facturas y salarios. El costo total de sus gastos es de $150. Sus ganancias hoy fueron de $350 porque tuvo que restar sus cuentas de la cantidad de dinero que recibió por las galletas. ($500-$150=$350)

Ángulo

Un ángulo (∠) está formado por dos rayos con un punto final común. Usamos grados (°) para medir el tamaño de un ángulo.

Ángulo complementario

Los ángulos complementarios son dos ángulos cuya suma es de 90°. Por ejemplo:

http://spmath841.blogspot.com/2008_04_01_archive.html



Supplementary Angle

Supplementary angles are two angles who sum is 180°. For example:

Acute Angle

Acute angles measure less than 90°. For example:

Obtuse Angle

Obtuse angles measure greater than 90°. For example:

Right Angle

Right angles measure exactly 90°. For example:

Associative Property

You can add and multiply regardless of how the numbers are grouped in parentheses. For example (addition): For example (multiplication):

Commutative Property

When adding or multiplying two (or more) numbers, you can add or multiply them in any order. For example (addition): For example (multiplication): 𝑎 + 𝑏 = 𝑏 + 𝑎 𝑎 × 𝑏 = 𝑏 × 𝑎 3 + 11 = 11 + 3 2 × 8 = 8 × 2 14 = 14 16 = 16

Distributive Property

The distributive property of multiplication says that multiplying a group of numbers that are added together or subtracted from each other is the same as doing each multiplication separately.

Distributive Property

a(b + c) = ab + ac

a(b – c) = ab – ac

http://commons.wikimedia.org/wiki/File:Commutative_Addition.svg

https://creativecommons.org/licenses/by-sa/3.0/


http://www.sunclipse.org/?p=174



Ángulo suplementario

Los ángulos suplementarios son dos ángulos cuya suma es de 180°. Por ejemplo:

Ángulo agudo

Los ángulos agudos miden menos de 90°. Por ejemplo:

Ángulo obtuso

Los ángulos obtusos miden más de 90°. Por ejemplo:

Ángulo recto

Los ángulos rectos miden exactamente 90°. Por ejemplo:

Propiedad asociativa

Puedes sumar y multiplicar sin importar cómo se agrupen los números entre paréntesis. Por ejemplo (suma): Por ejemplo (multiplicación):

Propiedad conmutativa

Al sumar o multiplicar dos (o más) números, puede sumarlos o multiplicarlos en cualquier orden. Por ejemplo (suma): Por ejemplo (multiplicación): 𝑎 + 𝑏 = 𝑏 + 𝑎 𝑎 × 𝑏 = 𝑏 × 𝑎 3 + 11 = 11 + 3 2 × 8 = 8 × 2 14 = 14 16 = 16

Propiedad distributiva

La propiedad distributiva de la multiplicación dice que multiplicar un grupo de números que se suman o se restan entre sí es lo mismo que multiplicar cada uno por separado.

Propiedad distributiva

a(b + c) = ab + ac

a(b – c) = ab – ac

http://commons.wikimedia.org/wiki/File:Commutative_Addition.svg



http://www.sunclipse.org/?p=174



Time and Distance

Directions: Use the graph below to help you solve the Time and Distance questions. You can make additional graphs on a separate piece of paper.

Dis

tan

ce

Time

Tiempo y distancia

Instrucciones: Usa el gráfico de abajo para ayudarte a resolver las preguntas de tiempo y distancia. Puedes hacer gráficos adicionales en una hoja de papel separada.

Dis

tan

cio

Tiempo

Science Reference Sheet – Adaptations

Key Vocabulary Density – the amount of mass per unit of volume

Volume – the amount of space an object takes up

Mass – the amount of matter in an object or substance

Reflect – when light, heat, or sound bounces off something

Refract – when light bends; the change in direction as light or sound waves enter a new medium

Absorb – the process of soaking up light, heat, or liquid

Transmit – when light waves move through a material

Ecosystem – a community of living and non-living things that work together to survive (terrestrial-land, aquatic -water)

Food Web – a group of food chains within an ecosystem

Food Chain – the order in which organisms, or living things, depend on each other for food.

Producer – an organism that makes its own food (example: plants)

Consumer – an organism that eats other organisms for food (examples: cat, human, bird)

Decomposer – an organism that breaks down plant and animal matter into simpler parts or substances (examples: bacteria, fungus)

Conductor – substances/materials that an electric charge can easily pass through (examples: copper, aluminum)

Insulator – substances/materials that an electric charge cannot pass through (examples: plastic, wood)

Force – a push or pull; Force cannot be seen but it can be measured

Net Force - The combination of all the forces acting on an object simultaneously (at the same time)

Speed – how fast an object is moving (distance traveled per unit of time)

Gravity – a force that tries to pull two objects towards each other

Constant Acceleration – when the speed of an object changes by the same amount each second

Carbohydrates – a substance such as starch or sugar that gives us energy (bread, rice, pasta, cereal, corn, oats)

Lipids – fats (butter, whole milk, vegetable oil, cheese)

Proteins - a substance that is made up of many amino acids; protein builds, maintains, and replaces tissue in your body (steak, pork, chicken, tuna, beans, plantains)

Natural Selection – the process where organisms that are best suited to their environment survive and pass on their genetic traits in increasing number to future generations.

_____________________________________________________________________

Eclipses Lunar Eclipse

sun Earth moon

Solar Eclipse

sun moon Earth

Density Density = mass/volume

(Density equals mass divided by volume)

An object with lower density than water will float.

An object with higher density than water will sink.

low density

high density

Graduated Cylinder

____________________________________________________Light

Reflect Refract Absorb (bounce) (bend) (stop)

___________________________________________

_______________ Organisms in an Ecosystem

Producers Consumers Decomposers

Hoja de referencias de ciencias – adaptación

Vocabulario clave Densidad – La cantidad de masa por unidad de volumen

Volumen – La cantidad de espacio que ocupa un objecto

Masa – La cantidad de materia en un objecto o sustancia

Reflejar– Cuando la luz, el calor o el sonido rebotan en algo

Refractarse – Cuando la luz se dobla; El cambio de dirección a medida que las ondas de luz o sonido entran en un nuevo medio

Absorber – El proceso de absorber luz, calor o liquido

Transmitir – Cuando las ondas de luz se mueven a través de un material

Ecosistema – Una comunidad de seres vivos y no vivos que trabajan juntos para sobrevivir (tierra= terrestre, agua= acuático)

Red alimentaria – Un grupo de cadenas alimentarias dentro de un ecosistema

Cadena alimentaria – El orden en que los organismos, o seres vivos, dependen unos de otros para alimentarse

Productor – Un organismo que produce su propio alimento (ejemplo: plantas)

Consumidor – Un organismo que se alimenta de otros organismos (ejemplo: gato, humano, pájaro)

Organismos descomponedores – Un organismo que descompone la materia vegetal y animal en partes o sustancias más simples (ejemplo: bacterias, hongos)

Conductor – Sustancias/materiales por los que puede pasar fácilmente una carga eléctrica (ejemplo: cobre, aluminio)

Aislante – Sustancias/materiales por los que no puede pasar una carga eléctrica (ejemplo: plástico, madera)

Fuerza – Un empujón o tirón; La fuerza no se puede ver, pero se puede medir

Fuerza neta – La combinación de todas las fuerzas que actúan sobre un objecto simultáneamente (al mismo tiempo)

Velocidad – Que tan rápido se mueve un objecto (distancia recorrida por unidad de tiempo)

Gravedad – Una fuerza que intenta tirar dos objectos uno hacia el otro

Aceleración constante – Cuando la velocidad de un objeto cambia en la misma cantidad cada segundo

Carbohidratos – Una sustancia como el almidón o el azúcar que nos da energía (pan, arroz, pasta, cereales, maíz, avena)

lípidos – Grasas (mantequilla, leche entera, aceite vegetal, queso)

proteínas – Una sustancia que se compone de muchos aminoácidos; la proteína construye, mantiene y reemplaza el tejido del cuerpo (filete, cerdo, pollo, atún, frijoles, plátanos)

Selección natural – El proceso en el que los organismos que mejor se adaptan de acuerdo a sus propiedades sobreviven y transmiten sus rasgos genéticos a las generaciones futuras

_____________________________________________________________________

Eclipses Eclipse Lunar

sol tierra luna

Densidad Densidad = masa/volumen

(La densidad es igual a la masa dividida por el volumen)

Un objeto con menos densidad que el agua flotará.

Un objeto con mayor densidad que el agua se hundirá.

Baja densidad

Alta densidad

Cilindro Graduado

___________________________________________________________________

Luz

Reflejar Refracción Absorber (rebotar) (curvar) (detener)

__________________________________________________________

Organismos en un ecosistema Productores Consumidores Descomponedores

Seasons

Northern Southern Hemisphere Hemisphere

The United States is in the Northern Hemisphere. Argentina is in the Southern Hemisphere.

Straight Arrow = Direct Sunlight

Curved Arrow = Indirect Sunlight

____________________________________________________ Heat Energy

Coduction

Energy is transferred through direct contact. For example, you will burn your hand if you touch the handle of a hot pan.

Convection

Energy is transferred by the mass motion of molecules, such as air or water. For example, when a pot of water is heated, the bubbles of hot water rise to the top. The water is hottest at the bottom of the pan.

Radiation

Energy is transferred by electromagnetic radiation. For example, when you put your hands near a fire, you can feel the heat.

Ecosystem Energy

Food Web:

____________________________________________________

Natural Selection Example

Through natural selection, the tall giraffes survived.

The short giraffes could not reach the leaves on the trees, so eventually they died.

___________________________________________________

Engineering Design Process

Ask (What is the problem?) Imagine (What is the best solution?)

Plan (Draw it. Gather materials.) Create (Make it.) Test (Try it out.)

Improve (Make it better.) Share! Tell a friend, family member, or teacher.)

Eclipse Solar

sol luna tierra

Estaciones del año

Hemisferio Hemisferio norte sur

Los Estados Unidos está en el hemisferio norte. Argentina está en el hemisferio sur.

Flecha recta =

Luz solar directa

Flecha curvada = Luz solar indirecta

_________________________________________________________________________

Energía Térmica

Conducción

La energía se transfiere a través del contacto directo. Por ejemplo, te quemas la mano si tocas el asa de un sartén

caliente.

Convección

La energía se transfiere por el movimiento de masas de las moléculas, como el aire o el agua. Por ejemplo, cuando se calienta una olla de agua, las burbujas de agua caliente se elevan hasta la parte superior. El agua esta más caliente en el fondo del sartén

Radiación

La energía se transfiere por radiación electromagnética. Por ejemplo, cuando acercas las manos al fuego, puedes sentir el calor.

Energía del ecosistema

Red alimentaria:

______________________________________________________________________

Ejemplo de selección natural

A través de la selección natural, las jirafas altas sobrevivieron. Las jirafas bajas-pequeñas no podían alcanzar las hojas de los

árboles, por lo que finalmente murieron ____________________________________________________

Proceso de diseño de Ingeniería Preguntar (¿Cuál es el problema?)

Imaginar (¿Cuál es la mejor solución?) Planear (dibújalo. Reúne materiales)

Crear (Hazlo.) Probar (Pruébalo.)

Mejorar (Mejóralo.) ¡Compartir! Dile a un amigo, familiar, o maestro.)

May 18th, 2020

Dear Parents/Guardians,

We hope you are doing well and are continuing to engage in the ELA and Social Studies activities while we are

not able to be together in the classroom. This is a four-week packet that includes activities, as well as texts and

references pages to complete all the assignments. This choice menu will provide enough assignments for the weeks of

May 18, 2020 until June 12, 2020. After June 12th, we invite students to complete the final reflection activity.

In this packet there are three choice board menus labeled A, B, and C. Choice Board Menu A is

the first level and can be completed by any student. Choice Board Menu B is an intermediate

level, and Choice Board Menu C is the highest level of difficulty. Students do not have to

complete all choice board menus. Students can choose activities from all three choice boards

(A, B, and C). Students are not required to complete all the activities from all the Choice Board

Menus.

This packet also includes:

The final reflection.

The texts: Barrio Boy, Survivor, A Days Wait, The Spread of Hellenistic Culture, Coping

Mechanisms and the 1918 Spanish Flu Pandemic

Directions for the Word Splash Activity.

Template for the Political Cartoon Activity.

The creative choice menus and social emotional learning menus.

If you need any help with these activities, please reach out to your ELA or Social Studies teachers. We hope you enjoy

working on the ELA and Social Studies Choice Board Menus.

18 de mayo del 2020

Estimados padres/tutores,

Esperamos que estén bien y continúen participando en las actividades de ELA y Estudios Sociales mientras no podamos

estar juntos en el aula. Este es un paquete de cuatro semanas que incluye actividades, así como textos y páginas de

referencias para completar cada actividad. Este menú de opciones proporcionará suficientes asignaciones para las

semanas del 19 de mayo 2020 hasta el 12 de junio del 2020 hasta el 12 de junio del 2020, invitamos a los estudiantes a

completar la actividad de reflexión final.

En este paquete hay tres menús del tablero de opciones etiquetados A, B y C. El menú del

tablero de opciones A es el primer nivel y puede ser completado por cualquier estudiante. El

menú del tablero de opciones B es un nivel intermedio, y el menú del tablero de opciones C es

el nivel más alto de dificultad. Los estudiantes no tienen que completar todos los menús del

tablero de opciones. Los estudiantes pueden elegir actividades de las tres tablas de elección (A,

B y C). No se requiere que los estudiantes completen todas las actividades de todos los menús

del tablero de opciones.

Este paquete también incluye:

La actividad de reflexión final.

Los textos: Barrio Boy, Survivor, A Days Wait, The Spread of Hellenistic Culture, Coping

Mechanisms and the 1918 Spanish Flu Pandemic

Instrucciones para la actividad de Word Splash.

Plantilla para la actividad política de dibujos animados

Los menús de elección creativa y menús de aprendizaje social y emocional.

Si necesitas ayuda con estas actividades, comunícate con tus maestros de ELA o de Estudios Sociales. Esperamos que

disfrutes trabajando en los menús del tablero de opciones de ELA y Estudios Sociales.

ELA/ Social Studies Choice Board Menu A: Choose 3-4 activities to complete each week!

Activity 1 Activity 2 Activity 3

ARGUE A QUOTATION "It is not the strongest of species that survives, nor the most intelligent that survives. It is the one that is most adaptable to change, that lives within the means of the available and works cooperatively against common threats” -Charles Darwin Do you agree or disagree with Charles Darwin’s quote about adaptability?

Develop an argument in favor or against his statement. Be sure to provide reasons, evidence and examples to support your claim. I agree/disagree with this quote because __. One reason is ___. A second reason is ___. A third reason is ___.

WRITE ABOUT ADAPTATATION Adapt is a verb meaning to make something suitable for a new use or purpose; become adjusted to new conditions Write a list of real-life or fictional examples in which people or characters had to adapt to change, new circumstances or challenge.

1. _______ 2. _______ 3. _______

Choose one example and describe the adaptation that took place. One person who had to adapt to change was ___. One way they had to adapt was ___. A second way they had to adapt was ___. A third way they had to adapt was ___.

READ BARRIO BOY 1. How does Ernesto feel about starting a new school? Cite evidence from paragraphs 1-3 in your response.

According to paragraphs 1-2, Ernesto feels ___. The text says ___. This shows that ___. The text also says ___. This indicates that ___ because ___.

2. How do Miss Hopley’s actions in paragraphs 7-8 help Ernesto decide whether the principal is a “friend” or “menace”?

In paragraphs 7-8, Ernesto decides that Miss Hopley is ___. The text says ____. This shows that ____. The text also says ____. This indicates that ____ because ____.

3. In paragraph 13, how can you tell that learning English was a challenge for Ernesto?

In paragraph 13, I can tell that learning English was a challenge for Ernesto. The text says ___. This shows that ___ because ___.


READ BARRIO BOY 1. In paragraph 15, why did Miss Hopley and the teachers never let the children forget why they were at Lincoln School?

According to paragraph 15, Miss Hopley and the teachers never let the students forget why they were at Lincoln School so that ___.

2. How did the principal and the teachers at Lincoln School help the immigrant students become Americans without feeing ashamed of their home country and culture? Cite evidence from paragraph 16 in your response.

The principal and teachers at Lincoln School helped students become Americans without feeling ashamed of their home country and culture by ___, ___, and ___.

3. By the end of the text, how does Ernesto feel about being a foreign student in the school? Refer to paragraphs 16-17 in your response

By the end of the text, Ernesto feels ___ about being a foreign student in the school. In paragraphs 16-17, the text says ___. This shows that ____ because ____.

LANGUAGE+INFERENCE READ BARRIO BOY

Make a chart like the one below. Match the character to the evidence in the text. Then, make an inference (educated guess) about what the author wanted us to infer about the character. (Characters: Miss Ryan, Manuel, Matti, Miss Hopley)

Evidence Character Inference

“...faintly obnoxious.”

I infer that __ is __ because __.

“...a blond, radiant...”


“a high forehead topped with hair gathered in a bun”


“...a skinny Italian boy”


THEME AFTER READING BARRIO BOY

Your Job: Create a theme poster. Your poster must include:

1. Title 2. Author 3. Definition of ELA words: character motivation, conflict, setting, mood, and theme. 4. 1 quote from the text that gives an example of each ELA vocabulary words 5. 3-4 sentence summary 6. A theme in the story. Write in a complete sentence. (A theme in Barrio Boy is ___. The author develops the theme by ___.) 7. Illustrations and colored if possible

Inglés/ Estudios Sociales. Menú para aprendizaje a distancia A ¡Escoge 3-4 actividades para completar cada semana!

Actividad #1 Actividad #2 Actividad # 3

Debate una cita "Las especies que sobreviven no son las más fuertes, ni las más rápidas, ni las más inteligentes; sino aquellas que se adaptan mejor al cambio, que vive dentro de los medios disponibles y trabaja cooperativamente contra amenazas comunes,” -Charles Darwin Estás de acuerdo o en desacuerdo con la cita de Charles Darwin en relación a la adaptabilidad. Desarrolla un argumento a favor o en contra de su declaración. Asegúrate de dar razones, evidencia y ejemplos que apoyan tu afirmación. Estoy de acuerdo/desacuerdo con esta cita porque_____ La primera razón es ___. La segunda razón es ___. La tercera razón es ___.

Escribe sobre adaptación Adaptarse es un verbo que significa hacer que un objeto o mecanismo desempeñe funciones distintas de aquellas para las que fue construido, acomodarse a diversas circunstancias Escribe una lista de ejemplos de la vida real o ficcional en la cual las personas o los personajes tuvieron que adaptarse a nuevas circunstancias o desafíos.

2. _______ 3. _______ 4. _______

Escoge uno de tus ejemplos y describe cual fue la adaptación. Una persona que tuvo que adaptarse al cambio fue…Una de las maneras que lo tuvieron que hacer fue…Otra manera fue…Y una tercera manera en la cual tuvieron que adaptarse fue…

Lee Chico del Barrio (Barrio Boy) 1. ¿Cómo se siente Ernesto

sobre comenzar en una escuela nueva? Cita evidencia de los párrafos 1-2 en tu respuesta.

Según los párrafos 1-2, Ernesto siente ___. El texto dice ___. Esto demuestra que ___. El texto también dice ___. Esto indica que ___ porque ___.

2. ¿Cómo ayudan a Ernesto las acciones de Miss Hopley en los párrafos 7-8 a decidir si el director es un “amigo” o una “amenaza”?

En los párrafos 7-8, Ernesto decide que Miss Hopley es ___. El texto dice ____. Esto demuestra que ____. El texto también menciona ____. Esto indica que ____ porque

4. En el párrafo 13, ¿cómo podemos deducir que aprender inglés era un reto para Ernesto? En el párrafo 13, yo puedo deducir que prender ingles era un reto para Ernesto. El texto dice___. Esto demuestra que…porque___

Actividad # 4 Actividad #5 Actividad # 6

Lee Barrio Boy 2. En el párrafo 15, ¿por qué Miss Hopley y los maestros nunca dejaron que los estudiantes olvidaran que estaban en la escuela Lincoln?

Según el párrafo 15, Miss Hopley y los maestros nunca dejaron que los estudiantes olvidaran que estaban en la escuela Lincoln para que____

3. ¿Qué hicieron el director y los maestros para ayudar a los estudiantes a asimilarse como americanos sin sentir vergüenza por su país y cultura? Cita evidencia del párrafo 16 en tu respuesta

El director y los maestros ayudaron a los estudiantes de la escuela a convertirse en americanos sin que sintieran vergüenza por su país o su cultura___, ___, y ___.

4. Al final del texto, ¿cómo se siente Ernesto de ser un estudiante extranjero en la escuela.? Haz referencia a los párrafos 16-17 en tu respuesta

Al final del texto Ernesto se siente ___ sobre ser un estudiante extranjero. En los parrafos16-17, el texto dice ___. Esto demuestra que ____ porque ____.

LENGUAJE +DEDUCCION READ BARRIO BOY

Dibuja una gráfica como la de abajo. Parea el personaje con la cita del texto. Entonces, haz una deducción sobre lo que el autor quería que infiriéramos sobre él. (Los personajes: Miss Ryan, Manuel, Matti, Miss Hopley)

Evidencia personaje deducción

“... vagamente desagradable

Deduzco que___es___porque

,”,,una rubia, resplandeciente”


Una frente alta con el pelo recogido en un moño”


…un chico italiano delgado”


TEMA Después de leer Chico del Barrio

Tu trabajo: Crear un afiche temático Tu afiche debe incluir:

2. Título 3. Autor 4. Definiciones de las siguientes palabras: personaje, motivación, conflicto, tema, escenario, estado de animo 5. Una cita del texto que da un ejemplo de cada una de las palabras del vocabulario 6. 3-4 oraciones que sumarizan 7. Un tema del cuento. Escribe en oraciones completas. (Un tema en Barrio Boy es ___. El autor desarrolla el tema por ___.) 8. Ilustraciones en colores si es posible.

ELA/ Social Studies Choice Board Menu A (Cont.): Choose 3-4 activities to complete each week!


CENTRAL IDEAS & DETAILS Read The Spread of Hellenistic Culture

Wherever Alexander conquered, he brought the Hellenistic, or Greek, culture with him. What adaptations did the people in those cultures have to make? What adaptations did the main character , Ernesto, in “Barrio Boy “ have to make? People had to adapt to Hellenistic culture by __. For example, ___. Similarly, Ernesto adapted by ___. In addition, his school adapted by ___.

Read The Spread of Hellenistic Culture Write a letter to Ernesto in “Barrio Boy” making the argument that Lynn is the modern-day Alexandria. Provide evidence from the reading and your experiences in the city and reasoning as to why he would feel comfortable living in Lynn. Include:

1. A Greeting (Dear Ernesto,) 2. 2-3 Body Paragraphs 3. A variety of sentences to make it interesting (short, long, and medium- length sentences) 4. A Closing (Sincerely, ____)

Read The Spread of Hellenistic Culture Imagine a main street in Lynn. Now, using that picture in your mind, create a mural that shows how Lynn has adapted to include all the many cultures that call this city its home. On the back, explain how this picture is an example of cultural diffusion as defined in the reading. *A mural is a very large painting, usually painted on a wall.


Activity 10- DETERMINE MEANING OF WORDS

READ NEW DIRECTIONS and Word Splash- see attached worksheet

Word List: 1. Resourcefulness: inventiveness, creativity 2. Disastrous: awful, terrible 3. Burdensome: hard to deal with 4. Conceded: admitted as true 5. Amicably: in a friendly way 6. Meticulously: very carefully 7. Dependent: rely 8. Ominous: threatens harm or evil 9. Unpalatable: disagreeable, unacceptable 10. Assess: determine meaning or importance 11. Resolve: determination

Activity 11- CITE TEXT EVIDENCE READ NEW DIRECTIONS

1. What is Annie’s goal? Annie’s goal is ___. The text says, ___. This means that ___.

2. What are some of Annie’s obstacles? Some of Annie’s obstacles are __, ___, and ___. The text says, ___. This means that ___.

3. What positive actions, or adaptations, help Annie achieve her goal?

Some actions that help Annie achieve her goal are ___. These help her because ___.

Activity 12- REFLECT ON THEME READ NEW DIRECTIONS

YOUR ASSIGNMENT: Write a paragraph explaining...

What do living things (in our case, humans) need to survive and thrive?

How do humans become stronger through challenges?

What can people do to take care of themselves and others when adapting to a new challenge?

*You may draw, color, and label your answer instead of writing the paragraph.

Inglés/ Estudios Sociales. Menú para aprendizaje a distancia A (Cont.) ¡Escoge 3-4 actividades para completar cada semana!

Actividad #7 Actividad # 8 Actividad # 9

IDEAS PRINCIPALES Y DETALLES Lee The Spread of Hellenistic Culture

En cualquier sitio que Alexander conquista, el llevaba la cultura helenística o griega con él. ¿Cuáles fueron algunas de las adaptaciones que los pueblos de esas cultural tuvieron que practicar? ¿Qué adaptaciones tuvo que hacer Ernesto del libro Barrio Boy? La gente tuvo que adaptarse a la cultura Helenística __. Por ejemplo, ___. Similarmente, Ernesto se adaptó ___. Además, su escuela se adaptó ___.

Lee The Spread of Hellenistic Culture Escribe una carta a Ernesto de “Barrio Boy” dale el argumento que Lynn es la ciudad de Alexandria en la época moderna. Provee evidencia de tu lectura y tus experiencias dentro de la ciudad, y da razones por las cuales él se sentiría cómodo viviendo en Lynn. Include:

2. Un saludo (Querido Ernesto,) 3. 2-3 párrafos completos 4. Una variedad de oraciones para hacerlo interesante (cortas, largas y medias largas) 5. Una despedida (Cordialmente,

____)

Read The Spread of Hellenistic Culture Imagina una calle principal en Lynn Ahora, con esa visión en tu mente, crea un mural que demuestre como Lynn se ha adaptado para incluir las muchas culturas que llaman a esta ciudad su hogar. Al dorso, explica como este dibujo es un ejemplo de dispersión cultural tan como es definido en la lectura *Un mural es una pintura muy grande, usualmente pintada en una pared

Actividad # 10 Actividad #11 Actividad #12

DETERMINA EL SIGNIFICADO DE LAS PALABRAS

LEE NEW DIRECTIONS Y Word Splash - mira la hoja adjuntada Lista de palabras:

2. Habilidad: creatividad 3. Desastroso: calamitoso, terrible 4. Oneroso : molestoso 5. Conceder: admitir como verdadero 6. cordialmente: amistosamente 7. Meticulosamente: con mucho cuidado 8. Depender: confiar 9. Amenazante: de mal agüero o malo 10. Desagradable: difícil de aceptar 11. Evaluar: determinar significado o importancia 12. Resolución: determinación

Cita evidencia del texto Lee NEW DIRECTIONS

2. ¿Cuál es la meta de Annie? La meta de Annie es ___. El texto dice, ___. Esto significa que ___.

3. ¿Cuáles son algunos de los obstáculos de Annie? Algunos de los obstáculos de Annie son __, ___, y ___. El texto dice, ___. Esto significa que ___.

4. ¿Cuáles acciones positivas o adaptaciones ayudan a Annie a alcanzar su meta?

Algunas de las acciones que ayudaron a Annie a alcanzar su meta son…Estas acciones ayudaron porque…

Reflexiona sobre el tema LEE NEW DIRECTIONS

Tu tarea: Escribe un párrafo donde explicas:

¿Qué necesitan los humanos para sobrevivir y prosperar??

¿Cómo los humanos ganan fuerza a través de los desafíos??

¿Cuáles son algunas cosas que los humanos deberían de hacer para cuidarse mientras se adaptan a un

reto nuevo??

*Puedes dibujar, colorear y etiquetar tu respuesta en vez de escribir un párrafo

ELA/ Social Studies Choice Board Menu B: Choose 3-4 activities to complete each week!


CENTRAL IDEA & DETAILS READ SURVIVOR

Humans have been adapting to changes from the beginning. Read Survivor to learn about how early humans adapted to their environment. YOUR ASSIGNMENT: Create 2-column notes. Write the details that match the main ideas on the left. Paraphrase (put in your own words) the details.

Survivor

1.Why Cro-Magnons Outlive Others

2. Higher IQ

3. Worldwide Disaster

4. Superior Tools

OBJECTIVE SUMMARY READ SURVIVOR

YOUR ASSIGNMENT: Write an objective summary of Survivor. A summary is what the text is mostly about. Only include important details. *You may draw your ideas instead.

1. List the main ideas.

____________________________

____________________________

____________________________

____________________________

2. Write an introductory sentence that tells the topic of the summary.

_________________________________

3. Turn the main ideas into complete sentences. 4. Add transition words (first, next, finally, before, similarly, in contrast) 5. Proofread and edit your summary.

INTERPRET A CENTRAL IDEA READ SURVIVOR

1. According to Brian Fagan, why did the Cro-Magnons most likely outlast Neanderthals?

According to Fagan, the Cro-Magnons most likely outlasted Neanderthals because ___. The text says, ___. This means that ___. In addition, the text also says, ___. This indicates that ___. Finally, the text says, ___. This shows that ___.

2. What can present-day humans learn from the Cro-Magnons?

YOUR ASSIGNMENT: Create an encouraging meme or poster explaining what we can learn from the Cro-Magnons.


FEDERAL & STATE GOVERNMENT In this time of change, leaders are making decisions for the public. Some decisions are made by the federal government (the president) and some decisions are made by the state government (the governor). Watch the news and write which decisions are being made by the president and which decisions are being made by the governor.

President Donald Trump

Governor Charlie Baker

Decision Made

Decision Made

Why is it important to cooperate with leaders? It is important to cooperate with leaders because ___.

INDIVIDUAL RIGHTS

1. What is happening in this political cartoon?

In this political cartoon, the statue is ___. 2. What do you see in this political cartoon?

I see __, __, and __ in this political cartoon. 3. What does the artist want to communicate about liberty?

The artist wants to communicate that ___.

INDIVIDUAL RIGHTS POLITICAL CARTOON Draw your own political cartoon about life during the Coronavirus. A political cartoon needs to have a message.

What do you, the artist, want to communicate?

You can use: 1. Symbolism- Use one object to represent something else (The Statue of Liberty symbolizing freedom) 2. Exaggeration- describing something as bigger than it really is (What is exaggerated in Activity 17?) 3. Irony- something that is the opposite of what you expect (The Statue of Liberty showing how you are not free)

Inglés/ Estudios Sociales. Menú para aprendizaje a distancia B ¡Escoge 3-4 actividades para completar cada semana!

Actividad # 13 Actividad #14 Actividad # 15

LA IDEA CENTRAL & DETALLES LEE SURVIVOR

Desde un principio los humanos se han ido adaptando a los cambios que encuentran. Lee Survivor para aprender como los primeros humanos lograron adaptarse a su ambiente. TU TAREA: Crea apuntes de 2 columnas. Escribe detalles que parean con las ideas principales a la izquierda. Pon los detalles en tus propias palabras.

Survivor (sobreviviente)

1.por que los cromañones sobreviven a otros

2. inteligencia alta

3Desastre mundial

4. herramientas superiores

RESUMEN OBJETIVO LEEE SURVIVOR

TU TAREA: Escribe un resumen objetivo de Survivor. Un resumen indica sobre que se trata el texto. Incluye solamente los detalles más importantes. *Si quieres puedes dibujar tus ideas en vez de escribir.

1. Haz una lista de las ideas principales

____________________________

____________________________

____________________________

____________________________ 3. Escribe una oración de introducción, que detalla el tema del resumen (sumario)

_________________________________ 4. Usa la lista para escribir frases completas 5. Añade nexos (primero, después, finalmente, antes, similarmente, en contraste) 6. Corrige y revisa tu resumen.

Interpretación de una idea central LEE SURVIVOR

2. De acuerdo con Brian Fagan, ¿por qué se considera posible que los cromañones sobrevivieron a los neandertales?

De acuerdo con Fagan, los cromañones posiblemente sobrevivieron a los neandertales porque___. El texto dice, ___. Esto significa que ___. Además, el texto también dice, ___. Esto indica que___. Finalmente, el texto dice, ___. Esto demuestra que ___.

¿Que podrían los humanos de hoy aprender de los cromañones? TU TAREA: Diseña un “meme” alentador o un afiche (póster) donde explicas que podemos (los humanos) aprender de los cromañones

Actividad # 16 Actividad # 17 Actividad # 18

Los gobiernos federales y estatales En estos tiempos de cambio, los líderes están tomando decisiones por el público. Algunas decisiones son tomadas por el gobierno federal (el presidente) y otras son tomadas por el gobierno estatal (el gobernador) Mira las noticias y rellena las casillas según la persona que toma la decisión.

Presidente Donald Trump

Governador Charlie Baker

Decisión tomada

Decisión tomada

¿Por qué es importante cooperar con los líderes? Es importante cooperar con los líderes porque…

DERECHOS DEL INDIVIDUO

2. ¿Qué piensas está sucediendo en esta caricatura política?

En esta caricatura política, la estatua está ___.

3. ¿Qué observas tú en esta caricatura política?

Yo veo __, __, y __ en esta caricatura política.

4. El artista quiere comunicar algo sobre la libertad, ¿qué es?

El artista quiere comunicar que ___.

Caricaturas políticas y los derechos de los individuos

Dibuja tu propia caricatura política, sobre la vida durante las crisis del virus Corona. Recuerda que una caricatura política necesita tener un mensaje. Tú eres el artista, ¿qué mensaje quieres comunicar? Que puedes usar:

2. Simbolismo- usa un objeto que representa otra cosa (la Estatua de la Libertad simboliza libertad) 3. Exageración- describe algo que es más grande de lo que es en realidad. (¿qué se exagera en la actividad 17?) 4. Ironía- algo que es lo contrario de lo que se espera. (La Estatua de la Libertad, demostrando como en verdad no eres libre)

ELA/ Social Studies Choice Board Menu B (Cont.): Choose 3-4 activities to complete each week!

Activity 19 Activity 20

START A PRIMARY SOURCE DIARY History has chosen you to live in this time. Thirty to forty years from now... children will want to know what it was like to live in the “old days” of the COVID-19 outbreak. They’ll want to know what it was like to be out of school and what it was like when the grocery stores ran out of toilet paper. You are a primary source during this historical event. A primary source is a record of a person who actually witnessed the event. YOUR ASSIGNMENT: Write a diary about life during this time. You never know, an historian (a person who studies history) may use your records to write about this time! Start by creating a chart like this.

Event Before After

My daily schedule

“Hanging” with friends

Getting groceries/supplies

School

Celebrations

*You may write or draw your responses.

CONTINUE PRIMARY SOURCE DIARY Historians will use your writing to study the past. An economist can also study the past. Economists study the economy. They are interested in the choices people make about money. YOUR ASSIGNMENT: Think like an economist. Answer the economists’ questions in your diary.

1. What are items that are being produced (made) a lot right now?

Some items being produced now are __ and __.

2. How are they being produced (made)?

These items are being produced by __. 3. Who are the items for?

The items are for __ because __.


CONTINUE PRIMARY SOURCE DIARY Another person who might study the past is an archaeologist. An archaeologist studies objects from the past. YOUR ASSIGNMENT: Think like an archaeologist.

1. Draw a garbage can. 1. Draw 5 or more items in your house right now. 2. Explain what your objects say about the current times.

a. What is the object? b. Who made the object? c. Who was the object made for? d. Where was it found? e. What does this object say about the past?

SECONDARY SOURCE and DETERMINE WORD MEANINGS

READ The 1918 Spanish Flu Pandemic You are going to read a secondary source. A secondary source is information from a person who did not witness an event. Then, you will use context clues to decide what a word means. Context clues are hints in the text that tell us the meaning of the word. YOUR ASSIGNMENT: Read The 1918 Spanish Flu Pandemic. Answer the questions in the margin.

CREATE A SECONDARY SOURCE

A secondary source is information from a person who did not witness an event.

YOUR ASSIGNMENT: You are teaching a class of students about the Spanish Flu and the Coronavirus. Create a Venn diagram to compare and contrast the Spanish Flu Pandemic to the Coronavirus Pandemic. Include:

1. Facts and statistics about the Spanish Flu 2. Facts and statistics about the Coronavirus 3. Examples of how the Spanish Flu and Coronavirus are similar

Inglés/ Estudios Sociales. Menú para aprendizaje a distancia B (Cont.) ¡Escoge 3-4 actividades para completar cada semana!

Actividad # 19 Activity # 20

Comienza un diario de fuente primaria La historia te ha escogido para que vivas en estos momentos. Dentro de 30 o 40 años los niños querrán saber cómo era vivir en los "viejos días" del brote de COVID-19. Querrán saber cómo era estar fuera de la escuela y cómo era cuando los supermercados se quedaron sin papel higiénico. Tú eres una fuente primaria durante este evento histórico. Una fuente primaria es un registro de una persona que realmente presenció el evento. TU TAREA: Escribe un diario sobre la vida durante este tiempo. Nunca se sabe, ¡un historiador (una persona que estudia historia) puede utilizar tus registros para escribir sobre este tiempo! Comienza por crear un gráfico como este.

Evento Antes Después

Mi horario diario

Pasando el tiempo con amigos

Obtener comestibles/necesidades

Escuela

Celebraciones

*Puedes escribir o dibujar tus respuestas

Continua el diario de fuente primaria Los historiadores usarán tu escritura para estudiar el pasado. Un economista también puede estudiar el pasado. Los economistas estudian la economía. Están interesados en las decisiones que la gente toma sobre el dinero. TU TAREA: Piensa como un economista. Responde las preguntas de los economistas en tu diario. 1. ¿Cuáles son los artículos que se están produciendo (haciendo) mucho en este momento? Algunos artículos que se están produciendo ahora son… y …. 2. ¿Cómo se producen (fabrican)? Estos elementos están siendo producidos por… . 3. ¿Para quién son los artículos? Los artículos son para…. porque….


Continuar el diario de fuente primaria Otra persona que podría estudiar el pasado es un/a arqueólogo/a. Un/a arqueólogo/a estudia objetos del pasado. TU TAREA: Piensa como un/a arqueólogo/a. 1. Dibuja un cubo de basura. 2. Dibuja 5 o más artículos que tienes en tu casa ahora mismo. 3. Explica lo que dicen tus objetos acerca de los tiempos actuales. a. ¿Cuál es el objeto? b. ¿Quién hizo el objeto? c. ¿Para quién fue hecho el objeto? d.¿ Dónde lo encontraron? e. ¿Qué dice este objeto sobre el pasado?

Fuente secundaria y como determinar el significado de las palabras

Lee The 1918 Spanish Flu Pandemic

(La pandemia de gripe española del 1918.)

Vas a leer una fuente secundaria. Una fuente secundaria es información de una persona que no presenció un evento. Después, usarás pistas de contexto para decidir lo que significa una palabra. Las pistas de contexto son pistas en el texto que nos dicen el significado de la palabra. TU TAREA: Lee La pandemia de gripe española del 1918. Responde a las preguntas en el margen.

Crear una fuente secundaria . Una fuente secundaria es información de una persona que no presenció un evento.

. TU TAREA: Estás enseñando una clase sobre la gripe española y el coronavirus. Crea un diagrama de Venn para comparar y contrastar la pandemia de gripe española con la pandemia de coronavirus. Debes incluir: 1. Datos y estadísticas sobre la gripe española 2. Datos y estadísticas sobre el virus Corona (COVID-19) 3. Ejemplos de cómo la gripe española y el virus Corona (COVID-19) son similares

ELA/ Social Studies Choice Board Menu C: Choose 3-4 activities to complete each week!


STORY ELEMENTS Choose a TV show, video game, or movie that includes a protagonist who adapts to overcome one of the following types of conflict:

Character vs. Self

Character vs. Character

Character vs. Nature

Character vs. Society

1. What is the title of the show/movie/game?

The title of the show/movie/ game is ___. 2. Who is the protagonist?

The protagonist is ___. 3. What type of conflict did the

protagonist face? Describe it. The protagonist faces a ___ versus ___ conflict.

The protagonist wants ___, but ____. 4. How did the protagonist adapt?

The protagonist adapted by ___. 5. What qualities or traits made the adaptation possible?

The character was able to adapt because ___

and ___.

VOCABULARY Read A Day’s Wait.

Each of the underlined terms reflects Hemingway’s word choice in the text. Write a definition or draw a picture to illustrate the meaning of each underlined word. 1. People were there, but he felt detached from them. 2. There is a serious flu epidemic this winter. 3. He had slack muscles from lack of exercise. 4. It was evidently too much for him to deal with. 5. The man observed a covey of partridges.

PLOT Read A Day’s Wait.

Complete a plot diagram (See attachments.) to summarize the main elements in the story.


CENTRAL IDEA & DETAILS READ COPING MECHANISMS

1. What are examples of adaptive coping mechanisms?

Some examples of adaptive coping mechanisms are __, ___, and ___.

2. What are examples of maladaptive coping mechanisms?

Some examples of maladaptive coping mechanisms are __, __, and __.

3. What is the central idea of the text?

The central idea of the text is ___.

CENTRAL IDEA & DETAILS READ COPING MECHANISMS

1. Have you used any of these coping strategies in your own life?

One coping strategy I have used is __. A second coping strategy I have used is ___.

2. Have they proven to be effective? Why or why not?

My coping strategies have/have not been effective because ___.

3. How do you normally deal with stress?

I normally deal with stress by ___.

WRITE A PSA READ COPING MECHANISMS

A PSA is a Public Service Announcement. A Public Service Announcement is a message sent to the public so they can live a better life. Your Job: Create a PSA poster or create an Instagram/Facebook/Snap post to teach people about adaptive coping mechanisms. Include:

1. 3 Coping Mechanisms 2. 1 real-life example of when to use the coping mechanism 3. Illustrate if possible. 4. Share on social media if possible.

Inglés/ Estudios Sociales. Menú para aprendizaje a distancia C ¡Escoge 3-4 actividades para completar cada semana!


Aspecto de un cuento Elige un programa de televisión, videojuego o película que incluya un protagonista que se adapta para poder superar uno de los siguientes tipos de conflicto: • personaje contra uno mismo • personaje contra personaje • personaje contra la sociedad 1. ¿Cuál es el título del programa/película/juego? El título del programa/película/juego es… . 2. ¿Quién es el protagonista? El protagonista es… . 3. ¿A qué tipo de conflicto se enfrentó el protagonista? Descríbelo. El protagonista se enfrenta a un conflicto versus. El protagonista quiere, pero . 4. ¿Cómo se adaptó el protagonista? El protagonista se adoptó…… . 5. ¿Qué cualidades o rasgos hicieron posible la adaptación? El personaje fue capaz de adaptarse porque….. y….

VOCABULARIO Lee A Day’s Wait.

Cada uno de los términos subrayados refleja la elección de palabras de Hemingway en el texto. Escribe una definición haz un dibujo para ilustrar el significado de cada palabra subrayada. 1. La gente estaba allí, pero él se sentía distante de ellos 2. Este invierno hay una grave epidemia de gripe. 3. Tenía los músculos flojos por falta de ejercicio. 4. Evidentemente era demasiado para él. 5. El hombre observó una niñada de perdices.

TRAMA Leer A Day’s Wait (Un día de espera.)

Completa un diagrama de trama (Ver archivos adjuntos)para resumir los elementos principales de la historia.


Ideas centrales y detalles LEE COPING MECHANISMS (Mecanismos para

salir adelante/sobrellevar dificultades) 1. ¿Cuáles son los ejemplos de mecanismos para salir adelante adaptativos? Algunos ejemplos de mecanismos para salir adelante adaptables son… y… 2. ¿Cuáles son los ejemplos de mecanismos para salir adelante mal adaptado? Algunos ejemplos de mecanismos para salir adelante mal adaptados son…y… 3. ¿Cuál es la idea central del texto? La idea central del texto es….

Ideas centrales y detalles LEE COPING MECHANISMS

1. ¿Ha utilizado alguna de estas estrategias para sobrellevar dificultades en tu propia vida? Una estrategia para sobrellevar dificultades que he utilizado es… Una segunda estrategia para sobrellevar dificultades que he utilizado es… . 2. ¿Han demostrado ser eficaces? ¿Por qué o por qué no? Mis estrategias para sobrellevar dificultades han / no han sido eficaces porque… 3. ¿Cómo te enfrentas normalmente al estrés? Normalmente trato con el estrés…...

ESCRIBE un PSA (ASP) LEE COPING MECHANISMS

Un PSA (ASP)es un anuncio de servicio público. Un Anuncio de servicio público es un mensaje enviado al público para que puedan vivir una vida mejor.

Tu trabajo: Diseña un póster(afiche) de PSA(ASP) o crea una publicación de Instagram/Facebook/Snap para enseñar a las personas sobre los mecanismos para sobrellevar dificultades adaptativas.

Incluye: 1. Tres mecanismos para sobrellevar dificultades 2. Un ejemplo real de cuándo utilizar dicho mecanismo 3. Ilustra si es posible. 4. Comparte en las redes sociales si es posible.

ELA/ Social Studies Choice Board Menu C (Cont.): Choose 3-4 activities to complete each week!


WRITING WITH COMPOUND SENTENCES Describe a time in the past when you overcame an obstacle that felt impossible at the start. The obstacle can be anything. Maybe it was a fight with your best friend, and you found the strength to ask for forgiveness, or you were the one who forgave. Maybe it was when you decided to arrive on time to class every day for a week and you did it. Find an instance of when you set your mind to beat the odds when you felt they were against you. *Use compound sentences in your writing. A compound sentence includes:

2 verbs and 2 subjects

Conjunctions: FOR, AND, NOR, BUT, OR, YET, SO (FANBOYS)

You may write and/or draw your story.

METAPHOR

READ The Rose that Grew from Concrete The Rose That Grew From Concrete Did you hear about the rose that grew from a crack in the concrete? Proving nature's law is wrong it learned to walk without having feet. Funny it seems, but by keeping its dreams, it learned to breathe fresh air. Long live the rose that grew from concrete when no one else ever cared. Authors use metaphors to compare two unlike things. In the poem, the rose is a metaphor. What is the author comparing? What is the effect? The rose is being compared to ____. The author compares a rose to ____ to show that ____. Think about ways you are like the rose. Explain at least 3 things the concrete could represent in your life.

WRITE WITH ORGANIZATION READ The Rose that Grew from Concrete

Here we have examples of various obstacles trees must overcome to continue growing taller, prouder, and stronger. Obstacles don’t get in their way. Nature is full of examples of grit, like the trees in these pictures. Look around outside. What other examples do you see? One example I see is ___.

1. What is one obstacle you are trying to overcome right now?

One obstacle I am trying to overcome is __. 2. Write a plan that could help you resolve the problem.

The first step to solve my problem is ___. The second step to solve my problem is ___. The third step to solve my problem is ___.

Activity 34 Activity 35

WRITING WITH ADJECTIVES GRATITUDE CHALLENGE

One way that we can all cope with change is by being grateful. Grateful means that you appreciate what is in your life. WHO or WHAT are you GRATEFUL for and WHY? Did something good happen recently that you feel grateful for? Do you feel grateful for someone? It can be something special or important, or it can be something small—as long as it’s a good thing or makes you feel good. Just be SPECIFIC so that you can record and recall meaningful events! Your Job: Challenge yourself to see the good in your life every day. Write at least 5 examples of how you show gratitude. Describe the person or event using coordinate adjectives. *Coordinate adjectives are two adjectives (words that describe nouns) that describe the same noun. A comma goes between them. Example: 4/30: My thoughtful, sweet grandfather gave me a ride home because he didn’t want me walking in the cold. 5/1: My strict, loving mother helped me stay focused on my schoolwork during the time off.

SIMILE Writers use similes to make a statement about an idea. A simile is a comparison using the words like or as. YOUR ASSIGNMENT: Create a simile to describe what life is like during the Coronavirus Pandemic. You may use the sentence starters or create your own. Examples:

Life during the pandemic is as slow as ___.

Life during the pandemic is as ___ as ___.

Life during the pandemic is like ___. *Post your simile on social media if possible. *Draw and color your simile if possible.

https://allpoetry.com/The-Rose-That-Grew-From-Concrete

Inglés/ Estudios Sociales. Menú para aprendizaje a distancia C (Cont.) ¡Escoge 3-4 actividades para completar cada semana!


Escribir con oraciones compuestas Describe un momento en el pasado en el que

superaste un obstáculo que se sintió imposible al principio.

El obstáculo puede ser cualquier cosa. Tal vez fue una pelea con tu mejor amigo, y encontraste la fuerza para pedir perdón, o fuiste tú quien perdonó. Tal vez fue cuando decidiste llegar a tiempo a clase todos los días durante una semana y lo hiciste.

Encuentra un ejemplo de cuando te propusiste superar las probabilidades cuando sentiste que estaban en tu contra. *Utiliza oraciones compuestas en tu escritura. Una frase compuesta incluye: • 2 verbos y 2 sujetos • Conjunciones: PARA, POR, Y, PERO, O, NI TAN, YA (FANBOYS acrónimo en inglés)) Puedes escribir y/o dibujar su historia.

METAFORA

LEE The Rose that Grew from Concrete

La rosa que creció del concreto ¿Has oído hablar de la rosa que creció de una grieta en el concreto? validando que la ley de la naturaleza está mal, aprendió a caminar sin tener pies. Parece gracioso, pero manteniendo sus sueños, aprendió a respirar aire fresco. Viva la rosa que creció del concreto cuando a nadie más le importaba.

Los autores usan metáforas para comparar dos cosas diferentes. En el poema, la rosa es una metáfora. ¿Qué está comparando el autor? ¿Cuál es el efecto? La rosa se está comparando con… El autor compara una rosa para mostrar que… Piensa en las maneras en que eres como la rosa. Explica al menos 3 cosas que el concreto podría representar en tu vida.

Organiza tu escritura LEE The Rose that Grew from Concrete

Aquí tenemos ejemplos de diversos obstáculos que los árboles deben superar para seguir creciendo más altos, más orgullosos y más fuertes. Los obstáculos no se meten en su camino. La naturaleza está llena de ejemplos de “tener ganas”, como los árboles de estas imágenes.

Mira afuera, a tu alrededor. ¿Qué otros ejemplos ves? Un ejemplo que veo es… 1. ¿Cuál es un obstáculo que estás tratando de superar en este momento? Un obstáculo que estoy tratando de superar es… 2. Escribe un plan que puede ayudarte a resolver el problema. El primer paso para resolver mi problema es… El segundo paso para resolver mi problema es… El tercer paso para resolver mi problema es…

Actividad # 34 Actividad # 35

Escribiendo usando adjetivos Reto (desafío) de aprecio/agradecimiento

Una manera que todos podemos lidiar con el cambio es estar agradecidos. Agradecido significa que aprecias lo que hay en tu vida. ¿A quién o a qué estás agradecido y por qué? ¿Te ha pasado algo bueno recientemente por lo que te sientes agradecido/apreciado? ¿Te sientes apreciado por alguien? Puede ser algo especial o importante, o puede ser algo pequeño, siempre y cuando sea algo bueno o que te haga sentir bien. ¡Solo se específico para que puedas grabar y recordar eventos significativos! Tu trabajo: Desafíate a ti mismo para ver lo bueno en tu vida todos los días. Escribe al menos 5 ejemplos de cómo muestras gratitud/aprecio. Describe a la persona o el evento mediante adjetivos de coordinados. *Los adjetivos coordinados son dos adjetivos (palabras que describen sustantivos) que describen el mismo sustantivo. Una coma va entre ellos. Ejemplo: 4/30: Mi atento y dulce abuelo me llevó a casa en su coche porque no quería que caminara en el frío. 5/1: Mi estricta y amorosa madre me ayudó a concentrarme en mis tareas escolares durante este tiempo libre.

SIMILES

Los escritores usan símiles para hacer una declaración sobre una idea. Un símil es una

comparación usando las palabras como o tan TU TAREA: Crea un símil para describir cómo es la vida durante la pandemia de virus corona. Puede usar los iniciadores de oraciones o crear los tuyos propios. Ejemplos • La vida durante la pandemia es tan lenta como…. • La vida durante la pandemia es como… *Publica tu símil en las redes sociales si es posible. *Dibuja y colorea tu símil si es posible.

ELA/ Social Studies Choice Board Reflection: Choose one activity each day.

Reflection

During this time away from our traditional classes, we wanted to try to capture the strength of the community of Lynn

by illustrating just how adaptable we are as human beings. We ask that over the course of the next three days we reflect

upon our time spent with the remote learning activities.

Choose one activity to do each day. Share with teachers and/ or social media.

ACTIVITY 1- Favorite Assignment

The last seven weeks have focused on 63 different assignments. Choose your favorite assignment.

1. What made this assignment memorable for you? My favorite assignment was ___. This assignment was memorable because ___.

2. How was this assignment different from what you did during the regular school year? This assignment was different because ___.

ACTIVITY 2- Community

#3goodthings You read and responded to ideas about the importance of community, especially in difficult times. Something that is especially contagious is positivity. List 3 good things that you think will result from this experience. Share on social media. Use the hashtag #3goodthings.

ACTIVITY 3- Adaptations

The entire world has been asked to adapt to a new normal. When we have to adapt, there are things we enjoy, things that we don’t enjoy, and things that help us grow. What has been your rose (a success)? What has been your thorn (a challenge)? What has been your bud (something that will help you in the future)? Share with your teachers and social media if possible.

ROSE A highlight, success, or something positive that

happened.

THORN A challenge you

experienced or something you can use more support

with

BUD New ideas or something

you’re looking forward to knowing or understanding

more

Menú de reflexión para inglés y estudios sociales. Escoge una actividad cada día.

Reflexión

Durante este tiempo fuera de nuestras clases tradicionales, queremos tratar de capturar la fuerza de la comunidad de

Lynn al ilustrar que tan adaptables somos como seres humanos. Te pedimos que en el transcurso de los próximos tres

días reflexionemos sobre nuestro tiempo dedicado a las actividades de aprendizaje a distancia.

Elige una actividad para hacer cada día. Comparte con maestros y/o redes sociales.

ACTIVIDAD 1- asignación favorita

Las últimas siete semanas se han centrado en 63 asignaciones diferentes. Elige tu tarea favorita

1. ¿Qué hizo que esta asignación fuera memorable para ti? Mi asignación favorita fue ___. Esta asignación fue memorable porque ___.

2. ¿Cómo fue esta asignación diferente de lo que hiciste durante el año escolar regular? Esta asignación fue diferente porque ___.

ACTIVIDAD 2- Comunidad

#3cosasbuenas Tu leíste y respondiste a ideas sobre la importancia de la comunidad, especialmente en tiempos difíciles. Algo que es especialmente contagioso es la positividad. Haz una lista de 3 cosas buenas que crees que resultarán de esta experiencia. Compártelas en las redes sociales. Usa la etiqueta #3goodthings (#3cosasbuenas)

ACTIVIDAD 3- Adaptaciones

Se le ha pedido al mundo entero que se adapte a una nueva normalidad. Cuando tenemos que adaptarnos, hay cosas que disfrutamos, cosas que no disfrutamos, y cosas que nos ayudan a crecer. ¿Cuál ha sido tu rosa (un éxito)? ¿Cual ha sido tu espina (un desafío)? ¿Cuál ha sido tu amigo (bud) o algo que te ayudará en el futuro? Comparte con tus maestros y las redes sociales si es posible.

ROSA Lo más destacado,

exitoso o algo positivo que sucedió.

ESPINA Un desafío que

experimentaste o algo en lo que puedes usar más

apoyo.

CAPULLO DE ROSA (bud) Nuevas ideas o algo que

esperas saber o entender más

Barrio Boy, by Ernesto Galarza

From Part Four: Life in the Lower Part of Town

Ernesto Galarza was a Mexican-American union leader and writer who spent most of his life fighting for the rights of

farm workers. In Barrio Boy, Galarza tells the story of how he immigrated to California and successfully navigated the

public school system. The excerpt is about Galarza’s first experience in an American school.

1 The two of us walked south on Fifth Street one morning to the corner of Q Street and turned right. Half of the block

was occupied by the Lincoln School. It was a three-story wooden building, with two wings that gave it the shape of a

double-T connected by a central hall. It was a new building, painted yellow, with a shingled roof that was not like the red

tile of the school in Mazatlán. I noticed other differences, none of them very reassuring.

2 We walked up the wide staircase hand in hand and through the door, which closed by itself. A mechanical contraption

screwed to the top shut it behind us quietly.

3 Up to this point the adventure of enrolling me in the school had been carefully rehearsed. Mrs. Dodson had told us

how to find it and we had circled it several times on our walks. Friends in the barrio explained that the director was

called a principal, and that it was a lady and not a man. They assured us that there was always a person at the school

who could speak Spanish.

4 Exactly as we had been told, there was a sign on the door in both Spanish and English: “Principal.” We crossed the hall

and entered the office of Miss Nettie Hopley.

5 Miss Hopley was at a roll-top desk to one side, sitting in a swivel chair that moved on wheels. There was a sofa against

the opposite wall, flanked by two windows and a door that opened on a small balcony. Chairs were set around a table

and framed pictures hung on the walls of a man with long white hair and another with a sad face and a black beard.

6 The principal half turned in the swivel chair to look at us over the pinch glasses crossed on the ridge of her nose. To do

this she had to duck her head slightly as if she were about to step through a low doorway.

7 What Miss Hopley said to us we did not know but we saw in her eyes a warm welcome and when she took off her

glasses and straightened up she smiled wholeheartedly, like Mrs. Dodson. We were, of course, saying nothing, only

catching the friendliness of her voice and the sparkle in her eyes while she said words we did not understand. She

signaled us to the table. Almost tiptoeing across the office, I maneuvered myself to keep my mother between me and

the gringo lady. In a matter of seconds I had to decide whether she was a possible friend or a menace. We sat down.

8 Then Miss Hopley did a formidable thing. She stood up. Had she been standing when we entered she would have

seemed tall. But rising from her chair she soared. And what she carried up and up with her was a buxom superstructure,

firm shoulders, a straight sharp nose, full cheeks slightly molded by a curved line along the nostrils, thin lips that moved

like steel springs, and a high forehead topped by hair gathered in a bun. Miss Hopley was not a giant in body but when

she mobilized it to a standing position she seemed a match for giants. I decided I liked her.

9 She strode to a door in the far corner of the office, opened it and called a name. A boy of about ten years appeared in

the doorway. He sat down at one end of the table. He was brown like us, a plump kid with shiny black hair combed

straight back, neat, cool, and faintly obnoxious.

10 Miss Hopley joined us with a large book and some papers in her hand. She, too, sat down and the questions and

answers began by way of our interpreter. My name was Ernesto. My mother’s name was Henriqueta. My birth

certificate was in San Blas. Here was my last report card from the Escuela Municipal Numero 3 para Varones of

Mazatlán, and so forth. Miss Hopley put things down in the book and my mother signed a card.

11 As long as the questions continued, Doña Henriqueta could stay and I was secure. Now that they were over, Miss

Hopley saw her to the door, dismissed our interpreter and without further ado took me by the hand and strode down

the hall to Miss Ryan’s first grade.

12 Miss Ryan took me to a seat at the front of the room, into which I shrank—the better to survey her. She was, to

skinny, somewhat runty me, of a withering height when she patrolled the class. And when I least expected it, there she

was, crouching by my desk, her blond radiant face level with mine, her voice patiently maneuvering me over the

awful idiocies of the English language.

13 During the next few weeks Miss Ryan overcame my fears of tall, energetic teachers as she bent over my desk to help

me with a word in the pre-primer. Step by step, she loosened me and my classmates from the safe anchorage of the

desks for recitations at the blackboard and consultations at her desk. Frequently she burst into happy announcements to

the whole class. “Ito can read a sentence,” and small Japanese Ito, squint-eyed and shy, slowly read aloud while the class

listened in wonder: “Come, Skipper, come. Come and run.” The Korean, Portuguese, Italian, and Polish first graders had

similar moments of glory, no less shining than mine the day I conquered “butterfly,” which I had been persistently

pronouncing in standard Spanish as boo-ter-flee. “Children,” Miss Ryan called for attention. “Ernesto has learned how to

pronounce butterfly !” And I proved it with a perfect imitation of Miss Ryan. From that celebrated success, I was soon

able to match Ito’s progress as a sentence reader with “Come, butterfly, come fly with me.”

14 Like Ito and several other first graders who did not know English, I received private lessons from Miss Ryan in the

closet, a narrow hall off the classroom with a door at each end. Next to one of these doors Miss Ryan placed a large

chair for herself and a small one for me. Keeping an eye on the class through the open door she read with me about

sheep in the meadow and a frightened chicken going to see the king, coaching me out of my phonetic ruts in words

like pasture, bow-wow-wow, hay, and pretty, which to my Mexican ear and eye had so many unnecessary sounds and

letters. She made me watch her lips and then close my eyes as she repeated words I found hard to read. When we came

to know each other better, I tried interrupting to tell Miss Ryan how we said it in Spanish. It didn’t work. She only said

“oh” and went on with pasture, bow-wow-wow, and pretty. It was as if in that closet we were both discovering together

the secrets of the English language and grieving together over the tragedies of Bo-Peep. The main reason I was

graduated with honors from the first grade was that I had fallen in love with Miss Ryan. Her radiant, no-nonsense

character made us either afraid not to love her or love her so we would not be afraid, I am not sure which. It was not

only that we sensed she was with it, but also that she was with us.

15 Like the first grade, the rest of the Lincoln School was a sampling of the lower part of town where many races made

their home. My pals in the second grade were Kazushi, whose parents spoke only Japanese; Matti, a skinny Italian boy;

and Manuel, a fat Portuguese who would never get into a fight but wrestled you to the ground and just sat on you. Our

assortment of nationalities included Koreans, Yugoslavs, Poles, Irish, and home-grown Americans.

16 Miss Hopley and her teachers never let us forget why we were at Lincoln: for those who were alien, to become good

Americans; for those who were so born, to accept the rest of us. Off the school grounds we traded the same insults we

heard from our elders. On the playground we were sure to be marched up to the principal’s office for calling someone a

wop, a chink, a dago, or a greaser. The school was not so much a melting pot as a griddle where Miss Hopley and her

helpers warmed knowledge into us and roasted racial hatreds out of us.

17 At Lincoln, making us into Americans did not mean scrubbing away what made us originally foreign. The teachers

called us as our parents did, or as close as they could pronounce our names in Spanish or Japanese. No one was ever

scolded or punished for speaking in his native tongue on the playground. Matti told the class about his mother’s down

quilt, which she had made in Italy with the fine feathers of a thousand geese. Encarnación acted out how boys learned

to fish in the Philippines. I astounded the third grade with the story of my travels on a stagecoach, which nobody else in

the class had seen except in the museum at Sutter’s Fort. After a visit to the Crocker Art Gallery and its collection of

heroic paintings of the golden age of California, someone showed a silk scroll with a Chinese painting. Miss Hopley

herself had a way of expressing wonder over these matters before a class, her eyes wide open until they popped slightly.

It was easy for me to feel that becoming a proud American, as she said we should, did not mean feeling ashamed of

being a Mexican.

The Spread of Hellenistic Culture

People enjoy going to museums to check out new exhibits. The library is the perfect quiet spot for research and reading.

Sports fans gather in stadiums to be entertained by sporting events. Theaters showcase the latest dramatic play for an

eager audience. Thousands of years ago, ancient Greeks enjoyed these very same activities.

Cultural Blend

Hellas is Greek for “Greece”, and the three centuries after Alexander the Great’s death are called the Hellenistic1 era

because the known world was dominated by Greek culture. Alexander founded Greek colonies wherever he went, and

Greek culture spread from these centers through cultural diffusion2. Thousands of Greek colonists carried Greek

practices and ideas to the plains of Persia, deserts of Egypt, mountains of Afghanistan, and river valleys of northern

India. Each area adopted and adapted Greek culture differently, blending it with its own culture.

Alexander founded more than 70 cities, each with Greek designs and features such as temples, gymnasiums, and

theaters. These cities flourished, cementing Greek influence in faraway places for centuries. The ultimate Hellenistic city

was Alexandria, Egypt’s new capital.

Worldly Alexandria

Alexandria became one of the largest, wealthiest, and most cultured cities in the ancient World. Many parks and open

spaces created a pleasant environment, and the main streets were lined with colonnades, a series of columns that

support a roof to provide shade. Alexandria’s multiethnic mix of Greeks, Egyptians, Jews, and other created a

cosmopolitan3, or worldly, atmosphere.

In addition to housing Alexander’s tomb and countless temples, Alexandria also had many significant buildings, including

a museum used as a research center and a library known as the Great Library. It boasted a copy of every book written in

Greek—some 500,000 scrolls. The library drew scholars and scientists from around the world. Meanwhile, Alexandria’s

wealth attracted the best artists, sculptors, writers and musicians. The city was the cultural and trade center of the

Hellenistic world.

1 Greek culture and language 2 The mixing together of two or more regions traditions and lifestyles. 3 Including people from many different countries

Word Splash— “New Directions”

BEFORE READING

Directions: Predict how the words are used in the story “New Directions.” Write sentences using the words before you read. After you read, write new sentences based on how the words are used in the story.

My Sentences:

AFTER READING

Directions: Write new sentences based on how the words are used in the story.

My Sentences:

resourcefulness

disastrous

burdensome

conceded

amicably

meticulously

dependent

ominous

unpalatable

assess

resolve

resourcefulness

disastrous

burdensome

conceded

amicably

meticulously

dependent

ominous

unpalatable

assess

resolve

Survivor by Bobby Oerzen

Why did the Cro-Magnon people outlive their prehistoric rivals?

Think your life is tough? Think again. The modern world would be paradise to the Cro-Magnon people. It's not our cars

or our technology they would marvel at so much as our warm weather.

The Cro-Magnons were the first humans to inhabit Europe. Named after a rock shelter in southwestern France called

Cro-Magnon, they lived between 45,000 and 12,000 years ago. For part of that time, Earth was caught in a cooling

period--the most recent ice age. Giant ice sheets covered what is now Canada, northern Europe, and northern Asia. The

Cro-Magnons woke up every day of the year to deep snow and subzero temperatures.

"Life was incredibly hard for these people," Brian Fagan explains in his book Cro-Magnon. "It's something we can't even

fully understand by modern standards."

The resilience of the Cro-Magnons is no surprise, though, if you look at the history of their African ancestors, says Fagan.

They survived--barely--the single deadliest natural disaster in human history.

Higher IQ

According to many scientists, the human species--Homo sapiens--has been around for about 200,000 years. The Cro-

Magnons were a relatively recent group of humans. They were anatomically modern; their bodies were identical to ours.

Other groups of anatomically modern humans lived in Africa and perhaps even Asia at the same time. The term Cro-

Magnon refers specifically to those who lived in Europe.

Cro-Magnons shared the European continent with a related species: the Neanderthals--Homo neanderthalensis. The

Cro-Magnons outlasted the Neanderthals, says Fagan, because they had the advantage of what he calls "the greatest

development in human history": superior intellect. "Their ability to plan, to solve complex problems, to communicate

with one another in a meaningful way," Fagan explains, "that's why Cro-Magnons made it!"

How was that intelligence acquired? Fagan calls that "the question of questions." He believes it was induced by a

cataclysmic event that almost wiped out Homo sapiens.

Worldwide Disaster

About 73,500 years ago, Mount Toba, a giant volcano on what is now the island of Sumatra in Indonesia, exploded. "The

. . . volcanic eruption [in 2010] in Iceland would be but a mere child's burp compared to this," says Fagan.

Ash fell around the world, covering the ground in anywhere from several centimeters to a meter of it. Sulfur gas

emissions from the volcano formed a haze in the sky that blocked the sun, causing temperatures to plummet.

Anybody who couldn't find immediate shelter from the falling ash probably died of suffocation. Those who found refuge

in caves or under cliffs reemerged to find a new world, gray and missing almost all plant life. Starvation killed many more

in the coming months. "The human cost was enormous," says Fagan. The survivors, most of them in Africa, probably

numbered no more than 10,000. The world's entire human population would have fit into a football stadium!

For the next 1,000 years, the survivors and their descendents endured freezing climates and nearapocalyptic conditions.

That period, says Fagan, was "the most critical in human history." In such harsh conditions, the survivors had to be

extraordinarily resourceful. When temperatures finally stabilized and conditions improved, Fagan says, "[Homo sapiens]

possessed all the awesome mental abilities of modern humanity."

Outfitted with those abilities, humans eventually migrated out of Africa into Europe. There they discovered they were

not alone. A race of short, muscular hunters--the Neanderthals--had been there for tens of thousands of years. The

Neanderthals had evolved from another branch in the Homo group of species that left Africa long before the birth of the

first anatomically modern humans. The Neanderthals survived the Mount Toba eruption because less ash fell on Europe

and because their bodies were well adapted for colder conditions.

Superior Tools

Cro-Magnons probably admired the Neanderthals' physical prowess, which the Neanderthals used for hunting, says

Fagan. The Neanderthals ate mostly big game like boars and reindeer, which they hunted at close range. Their weaponry

was basic--flints (chipped stone tools), which they used to stab animals that they had wrestled to the ground.

In a demonstration of mind over matter, the Cro-Magnons employed their intelligence to devise superior hunting

technology. They engineered long-range spears, which allowed them to hunt animals from a distance--a far safer and

more effective method.

The Cro-Magnon intellect went beyond weapon making. Cro-Magnons had "imaginations that ranged and soared," says

Fagan. They painted vivid cave art and crafted musical instruments. Fagan maintains that Cro-Magnons no longer were

"just predators in the food chain," but "dynamic partners in a world peopled by animals they considered to be living

things to be treated with respect."

Such awareness and understanding is why, Fagan believes, Cro-Magnons out-competed Neanderthals. The last

Neanderthal died around 30,000 years ago, leaving Cro-Magnons the sole masters of the continent.

Cro-Magnon society changed continually during the late ice age and afterward. Eventually, as the planet warmed,

agricultural communities replaced Cro-Magnon hunting societies. "Cro-Magnons adapted to changing climate,"

concludes Fagan, "just as we are today."

The 1918 Spanish Flu Pandemic

A “touch” of influenza, or the flu, is similar to a bad cold. The symptoms are a dry cough, a sore throat, burning eyes, and a stuffy nose. A mild case of the flu is more of a nuisance than a menace. However, a serious attack of influenza can turn deadly. Influenza is a disease that attacks the respiratory system. It symptoms include chills, sudden high fever, headache, and aching muscles. Those symptoms frequently lead to pneumonia, and that is what poses the real danger. This disease has been around since the sixteenth century. Since that time it has caused 31 epidemics. The disease can spread far and fast, infecting millions of people. In 1918, an epidemic caused 20 million deaths throughout the world. About 500,000 people died in the United States. Fortunately, by the mid twentieth century, scientists had discovered a vaccine that could control influenza. The discovery was of major importance, but it did not entirely solve the problem. The problem was hard to overcome because research revealed that there are three types of flu viruses. The first two types, A and B, are the ones that cause epidemics. It took scientists several years to create a vaccine that could control those two types. Most doctors believe it is unnecessary to vaccinate everyone against the disease. However, people in certain age groups and people with respiratory problems should get a flu shot each year. Should you ask your doctor about getting vaccinated? Absolutely.

1. Underline the words that tell what is similar to a bad cold. Write a sentence using the word similar.

2. Circle all the words that tell what is more a nuisance than a menace. What is the difference between a nuisance and a menace?

3. Circle the word that tells what influenza is. What is another name for influenza?

4. Underline the words that tell what frequently

leads to pneumonia. What frequently happens when people get the flu.

5. What discovery was of major importance? Tell why it is of importance.

6. Underline the words that tell why the

problem was hard to overcome. What problem at school might someone overcome?

7. What do most doctors believe is unnecessary?

8. What should everyone absolutely do to protect his or her health?

“A Day’s Wait” by Ernest Hemingway

He came into the room to shut the windows while we were still in bed and I saw he looked ill. He was shivering, his face was white, and he walked slowly as though it

ached to move.

‘What’s the matter, Schatz?’

‘I’ve got a headache.’

‘You better go back to bed.’

‘No, I’m all right.’

‘You go to bed. I’ll see you when I’m dressed.’

But when I came downstairs he was dressed, sitting by the fire, looking a very sick and miserable boy of nine years. When I put my hand on his forehead I knew he

had a fever.

‘You go up to bed,’ I said, ‘you’re sick.’

‘I’m all right,’ he said.

When the doctor came he took the boy’s temperature.

‘What is it?’ I asked him.

‘One hundred and two.’

Downstairs, the doctor left three different medicines in different colored capsules with instructions for giving them. One was to bring down the fever, another a

purgative, the third to overcome an acid condition. The germs of influenza can only exist in an acid condition, he explained. He seemed to know all about influenza

and said there was nothing to worry about if the fever did not go above one hundred and four degrees. This was a light epidemic of flu and there was no danger if you

avoided pneumonia.

Back in the room I wrote the boy’s temperature down and made a note of the time to give the various capsules.

‘Do you want me to read to you?’

‘All right. If you want to,’ said the boy. His face was very white and there were dark areas under his eyes. He lay still in bed and seemed very detached from what was

going on. I read aloud from Howard Pyle’sBook of Pirates; but I could see he was not following what I was reading.

‘How do you feel, Schatz?’ I asked him.

‘Just the same, so far,’ he said.

I sat at the foot of the bed and read to myself while I waited for it to be time to give another capsule. It would have been natural for him to go to sleep, but when I

looked up he was looking at the foot of the bed, looking very strangely.

‘Why don’t you try to go to sleep? I’ll wake you up for the medicine.’

‘I’d rather stay awake.’

After a while he said to me, ‘You don’t have to stay here with me, Papa, if it bothers you.’

‘It doesn’t bother me.’

‘No, I mean you don’t have to stay if it’s going to bother you.’

I thought perhaps he was a little light-headed and after giving him the prescribed capsule at eleven o’clock I went out for a while.

It was a bright, cold day, the ground covered with a sleet that had frozen so that it seemed as if all the bare trees, the bushes, the cut brush and all the grass and the

bare ground had been varnished with ice. I took the young Irish setter for a little walk up the road and along a frozen creek, but it was difficult to stand or walk on the

glassy surface and the red dog slipped and slithered and fell twice, hard, once dropping my gun and having it slide over the ice. We flushed a covey of quail under a

high clay bank with overhanging brush and killed two as they went out of sight over the top of the bank. Some of the covey lit the trees, but most of them scattered

into brush piles and it was necessary to jump on the ice-coated mounds of brush several times before they would flush. Coming out while you were poised unsteadily

on the icy, springy brush they made difficult shooting and killed two, missed five, and started back pleased to have found a covey close to the house and happy there

were so many left to find on another day.

At the house they said the boy had refused to let anyone come into the room.

‘You can’t come in,’ he said. ‘You mustn’t get what I have.’

I went up to him and found him in exactly the position I had left him, white- faced, but with the tops of his cheeks flushed by the fever, staring still, as he had stared,

at the foot of the bed. I took his temperature.

‘What is it?’

‘Something like a hundred,’ I said. It was one hundred and two and four tenth.

‘It was a hundred and two,’ he said.

‘Who said so?’

‘The doctor.’

‘Your temperature is all right,’ I said. It’s nothing to worry about.’

‘I don’t worry,’ he said, ‘but I can’t keep from thinking.’

‘Don’t think,’ I said. ‘Just take it easy.’

‘I’m taking it easy,’ he said and looked straight ahead. He was evidently holding tight onto himself about something.

‘Take this with water.’

‘Do you think it will do any good?’

‘Of course it will.’

I sat down and opened the Pirate book and commenced to read, but I could see he was not following, so I stopped.

‘About what time do you think I’m going to die?’ he asked.

‘What?’

‘About how long will it be before I die?’

‘You aren’t going to die. What’s the matter with you?’

Oh, yes, I am. I heard him say a hundred and two.’

‘People don’t die with a fever of one hundred and two. That’s a silly way to talk.’

‘I know they do. At school in France the boys told me you can’t live with forty-four degrees. I’ve got a hundred and two.’

He had been waiting to die all day, ever since nine o’clock in the morning.

‘You poor Schatz,’ I said. ‘Poor old Schatz. It’s like miles and kilometers. You aren’t going to die. That’s a different thermometer. On that thermometer thirty-seven is normal. On this kind it’s ninety-eight.’

‘Are you sure?’

‘Absolutely,’ I said. ‘It’s like miles and kilometers. You know, like how many kilometers we make when we do seventy in the car?’

‘Oh,’ he said. But his gaze at the foot of his bed relaxed slowly. The hold over himself relaxed too, finally, and the next day it was very slack and he cried very easily at little things that were of no importance.

Clim

ax

Res

olu

tio

n

Exp

osi

tio

n

Ch

arac

ters

: ___

___

___

____

_

____

____

___

___

___

___

____

___

____

____

___

___

___

___

___

Sett

ing

Tim

e: _

____

___

___

__

____

____

___

___

___

___

____

The

ou

tco

me

for

the

pro

tago

nis

t

is _

___

___

___

___

____

____

___

___

___

___

____

___

____

____

___

___

___

___

____

___

____

____

____

____

____

____

___

____

____

___

___

___

___

____

___

____

____

___

___

___

___

____

___

____

____

___

___

_

Mai

n C

on

flic

t

____

____

___

____

____

___

____

_

____

____

___

___

___

___

____

___

____

____

___

___

___

___

____

___

____

____

___

___

___

___

____

___

____

____

___

___

___

Ris

ing

Act

ion

Eve

nts

1._

____

___

___

____

___

___

___

_

____

____

___

___

____

____

____

_

2. _

___

___

___

___

___

____

____

_

____

____

___

___

___

___

____

___

3. _

___

___

___

___

___

____

____

_

____

____

___

___

___

___

____

___

Falli

ng

Act

ion

Eve

nts

1._

____

___

___

____

___

___

___

_

____

____

___

___

____

____

____

_

2. _

____

____

____

____

____

____

____

____

___

___

___

___

____

___

3. _

___

___

___

___

___

____

____

_

____

____

___

___

___

___

____

___

Clim

ax—

The

turn

ing

po

int;

mo

men

t o

f ch

ange

____

____

___

___

___

___

____

___

____

____

___

___

___

___

____

___

____

____

___

___

___

___

____

___

____

____

___

___

___

___

____

___

____

____

___

___

___

___

____

___

____

____

___

___

___

___

____

___

Coping Mechanisms

People have many different strategies for dealing with stressful situations — some helpful, and some not so helpful.

Psychologists call these “coping mechanisms.” A coping mechanism is a method that a person uses to deal with stress or

conflict. It is a way for a person to “master” or minimize the effect of a stressful situation.

Psychologists categorize coping mechanisms into two different categories: adaptive coping mechanisms and

maladaptive coping mechanisms.

Adaptive Coping Mechanisms

Adaptive coping mechanisms are positive ways people alleviate4 stress.

Anticipation

Anticipation is a way to reduce the stress of a difficult challenge by anticipating what it will be like and preparing for how

to cope with it. Some literary critics believe that this is the reason why people enjoy reading about, watching, and

analyzing tragedies. Thinking about tragic events helps people prepare for unforeseen difficult circumstances.

Seeking Support

Finding emotional support from others or asking for help can be an instrumental way of maintaining emotional health

during a difficult period. The brain’s response to worry enhances the effectiveness of this strategy. Stress releases

neurohormones5 that strengthen your ability to seek emotional support by increasing your empathy and encouraging

you to look for close social bonds.

Problem-Solving

Problem-solving focuses on locating the source of the problem and determining solutions, or action steps. Developing a

plan can help lessen stress that comes from the unknown. Problem-solving can be strengthened by creativity, and it is a

useful response to both simple and complex issues. A strong problem-solving process involves defining the issue,

brainstorming alternatives, evaluating and choosing between these alternatives, and implementing solutions.

Humor

People of all ages and cultures respond to humor. Studies show people who laugh and smile often live longer and

develop healthier relationships. Humor is also a common coping mechanism because it can diffuse the tension of a

4 Alleviate (verb): to make something less painful or difficult 5 Neurohormone (noun): a hormone that is specifically created within the body’s network of nerve cells. The neurohormone is then

sent to the intended part of the body through the blood.

stressful situation. However, when humor is overused as a coping mechanism, it can lead to denial or avoidance (see

below).

Maladaptive Coping Mechanisms

Maladaptive, or negative, coping mechanisms are more effective in the short term than the long term. Using a

maladaptive coping mechanism may help people diminish6 negative feelings for a few days or weeks. But usually, these

strategies may only make stress levels rise in the long run.

Denial

Denial is the refusal to accept truth or fact. People are said to be “in denial” when they act as if the problem doesn’t

exist, refusing to acknowledge the reality of a situation. Sigmund Freud, the famous psychoanalyst7 who was the first

person to study the significance of dreams, is credited with popularizing the idea of denial. He explains it as the moment

when a person is faced with a fact too uncomfortable to accept. Instead of facing the problem, the person decides to

reject its existence or minimize its importance despite overwhelming evidence proving the contrary8. Freud believed

that denial was a primitive coping mechanism — one that babies develop in early childhood.

Projection

Another maladaptive coping mechanism is projection. People are said to “project” their emotions on others when they

blame someone else for having an emotion that they feel is unacceptable. For example, a husband who feels angry at his

wife may accuse her of being the angry one instead of admitting that he is actually the angry one.

Dissociation

Dissociation is another maladaptive coping mechanism. It is when a person tries to “disconnect” from a traumatic or

stressful event. In extreme cases, a person who has dissociative behavior may even invent a new imaginary world where

they do not have to face an uncomfortable feeling or memory.

While dealing with stress, it is important to prioritize your physical, mental, and social well being. When you are facing a

stressful situation, learn to relax so that you can carefully evaluate how you should respond. It is also important to

maintain your mental health: think positively, exercise frequently, get enough sleep, and don’t be afraid to express

emotions and ask for help. If you follow these simple strategies, you’ll have an easier time responding to the inevitable

stress that you will face in your life.

6 Diminish (verb): to cause something to become less in size, importance, or value 7 Psychoanalyst (noun): a doctor who helps people with mental and emotional problems by talking to them about their dreams,

memories, etc.

8 contrary (adjective): opposite or entirely different from something else

Creative Choice Menu (Art) 5/18/20 – 6/12/20

Write the word “Adaptations” in the center of your paper. Surround that word with other words you associate with adaptations like a web. Embellish your word web with illustrations and designs.

Create a comic strip of a day in the life of your family now. Choose one scene such as dinner or an outdoor activity.

Draw a picture of how the environment may have changed during this pandemic?

Find an old shirt and create something else – you can add to it or cut from it.

Create a collage with a positive image or feeling using cereal boxes, magazines or mail you have received at the house.

Find a circle to trace on paper and then within the circle add words and a picture to give to someone to show you care. Share by displaying on a door or window or send it in the mail to make someone’s day!

Create a face mask or gloves using objects in your home or yard.

Invent an object that has the powers to relieve anxiety and stress. Make a drawing of the object and how a person could use it.

Add some fun communicating to your friends online. Mix things up by posting an artwork by you! It could be a self-portrait, a portrait of a friend, a design of lively patterns, or a picture that shows one of your interests or hobbies.

Find or draw an image that shows how this pandemic has done something positive.

Create a sign for you window, or your front lawn, that shares a message of positivity and hope.

Art can help relieve stress! Create a video or drawing using the blind contour technique. It is a great way to build your drawing and observation skills! Continually look and draw the object. Do not look at what you have drawn until you are finished.

Create a character that you would like to become. It should have features that you would like to have. For example, wings so you could fly etc.

Participate in the teddy bear or rainbow challenge happening on Facebook. (This is where children out for their afternoon walks count how many teddy bears and rainbows they can find). Or you could sew homemade masks for you and other family members.

Using leaves, flowers and other objects from outside, create some abstract art. You can use the green from leaves, red from berries etc.

Menú Creativo (Arte) 5/18/20 – 6/12/20

Escribe la palabra “Adaptaciones” en el centro de un papel. Rodea esta palabra con otras que se asocian con la palabra “adaptaciones” para formar una red de palabras. Embellécela decorándola con ilustraciones o diseños.

Crea una tira cómica de un día en la vida de tu familia en la actualidad. Elige una escena, como la cena o una actividad al aire libre.

Haz un dibujo que ilustre ¿cómo pudo haber cambiado el medio ambiente durante esta pandemia?

Busca una de tus camisetas/playeras viejas y crea algo nuevo con ella: puedes agregarle o

quitarle algo.

Usa cajas de cereal, revistas o correo (cartas) que alguien recibió en tu casa para crear un collage de algo que exprese o represente una imagen positiva o un sentimiento positivo

Encuentra algo para que traces un círculo en un papel y luego, dentro del círculo, escribe palabras y dibuja una imagen. Esto se lo darás a alguien para mostrarle tu cariño y/o, gratitud. ¡Comparte lo que creaste poniéndolo en una puerta /ventana o enviándolo por correo para alegrarle el día a

esa persona!

Crea una máscara facial (tapaboca) o guantes usando objetos que encuentres en tu casa o en tu patio.

Inventa un objeto que tenga los poderes para aliviar la ansiedad y el estrés. Haz un dibujo del objeto y explica cómo una persona podría usarlo.

Ponle un poco de diversión a la forma de comunicarte con tus amigos en línea. ¡Mezcla cosas publicando una obra de arte tuya! Podría ser un autorretrato, el retrato de un amigo, un diseño de patrones animados o una imagen que muestre una de las cosas que te interesan o tus pasatiempos.

Encuentra o dibuja una imagen de algo que muestre cómo esta pandemia ha tenido efectos positivos.

Crea un letrero que tenga un mensaje de positividad y esperanza. Colócalo en una ventana o en tu patio del frente.

¡El arte puede ayudar a aliviar el estrés! Crea un video o dibujo utilizando la técnica de contorno ciego. ¡Es una excelente manera de desarrollar tus habilidades de dibujo y observación! Continuamente mira y dibuja el objeto. No mires lo que has dibujado hasta que hayas terminado.

Crea un personaje en el que te gustaría convertirte. Debe tener características que te gustaría tener, por ejemplo, tener alas para poder volar, etc.

Participa en el reto del “oso de peluche” o el reto del “arco iris” que se lleva a cabo en Facebook. (Este reto consiste en contar la cantidad de osos de peluche y arcoíris que pueden ser encontrados al salir a caminar por la tarde).

Otra opción sería coser

máscaras caseras para ti y los demás miembros de la familia.

Usa hojas, flores y otros objetos que encuentres fuera de la casa para crear algo de arte abstracto. Puedes usar el verde de las hojas, el rojo de las bayas, etc.

Creative Choice Menu (Art) (Cont’d) 5/18/20 – 6/12/20

Create a color-coded daily schedule that could help you or your family members stay productive.

Create an art project using found materials.

Draw a picture or diagram on how social distancing has helped slow the spread of the coronavirus.

Choose an object you see (for example, a coffee cup) and draw the same object 4 times. Each time choose a different type of line to draw the entire object! Line examples: zig zag, dashed, slanted, crossed, scribbles, or loops. Create shadows by placing some lines closer together than others.

Close your eyes and listen to a song. Using a crayon or pencil, draw how the music makes you feel. Notice how the different tempos and rhythms may change the look and feel of your art.

Think of a word that has helped you stay focused, calm, or happy through uncertain times. Create an artwork using whatever you might have that either includes or illustrates that word.

Imagine that you are a household pet. Make an illustration where you (as the pet) comments on how life at home has changed during this time.

It’s Spring! We want to go outside! How do we practice Social Distancing when on a walk? While on your walk, observe closely or take pictures that show spring in bloom or about to be in bloom. After your walk, draw the signs of spring you just saw! Nature does wonders for the soul!

Create a 5-panel cartoon that comments on how life has changed during the time of social distancing and stay at home orders. Think about how everyday activities have changed and impacted either you or others.

Start a drawing and then pass it to someone else in your home. Have everyone add to the drawing and watch as the art evolves and adapts just as we do to change.

Menú Creativo (Arte) (Continuó): 5/18/20 – 6/12/20

Crea un horario de rutinas diarias codificado por colores que pueda ayudarte a ti o a los miembros de tu familia a mantenerse productivos.

Crea un proyecto de arte usando materiales que encuentres en tu casa o alrededor de tu vecindario.

Haz un dibujo o diagrama sobre cómo el distanciamiento social ha ayudado a frenar/detener la propagación del coronavirus.

Elige un objeto que veas (por ejemplo, una taza de café) y dibuja el mismo objeto 4 veces. ¡En cada ocasión, elige un tipo diferente de línea para dibujar todo el objeto! Ejemplos de líneas: zigzag, punteada, inclinada, cruzada, garabatos o bucles. Crea sombras colocando algunas líneas más juntas/ pegadas que otras.

Cierra los ojos y escucha una canción. Usando un crayón o un lápiz, dibuja cómo te hace sentir la música. Observa cómo los diferentes tempos y ritmos pueden cambiar la apariencia de tu arte.

Piensa en una palabra que te haya ayudado a mantenerte enfocado/a, tranquilo/a o feliz en tiempos de incertidumbre. Crea una obra de arte usando cualquier cosa que tengas en la casa que incluya o ilustre esa palabra.

Imagina que eres una mascota doméstica. Haz una ilustración donde tú (como mascota) comentas cómo ha cambiado la vida en el hogar durante este tiempo.

¡Es primavera! ¡Queremos salir! ¿Cómo practicamos el distanciamiento social en una caminata? Mientras caminas, observa atentamente o toma fotografías que muestren la primavera en una flor o una flor a punto de florecer. ¡Después de tu caminata, dibuja las señales de la primavera que acabas de ver! ¡La naturaleza le hace maravillas al alma!

Crea una caricatura de 5 paneles que comente cómo la vida ha cambiado durante el tiempo de distanciamiento social y las órdenes de quedarse en casa. Piensa en cómo las actividades cotidianas han cambiado e impactado tu vida y la vida de los demás.

Comienza un dibujo y luego dáselo a otra persona en tu hogar. Haz que todos le agreguen algo al dibujo y observen cómo el arte evoluciona y se adapta tal como lo hacemos nosotros para cambiar.

Creative Choice Menu (Music) 5/18/20 – 6/12/20

Think about a specific place or activity where you would hear music being played (church, sporting event, movie/TV show, shopping mall, etc.). What kind of music would you hear there and how does it affect your overall experience there.

Think of an instrument you enjoy playing or would like to learn to play. What about the instrument interests you? This could be something about the sound it makes, a particular musician who plays it, a style of music in which you’ve heard it, etc.

Let’s say you are a good singer on instrumentalist and there is a particular song or piece of music that you would like to perform solo (alone) in front of the class or at a school Concert. Please write a persuasive letter to convince you Music teacher that you are the right person for the Solo and Why.

Pretend you are The Orchestra or Band Director and you are the one who decides what music should be performed. Choose a piece of music and write down Why you think your Orchestra or Band should perform that particular song/piece of music?

Does listening to or playing music make you feel better when you’re stressed or worried? Make a list of songs you know that make you feel positive emotions: calm, happy, excited, or anything else you think of.

We talk about adaptations in science looking at animals and plants that have changed over time. Can you apply that kind of thinking to music? What makes music change over time? Can you think of any world events that changed music? Or any inventions that changed music or how we listen to it? Talk to someone in your house older than you to see if they can tell you something they remember changing as well.

Over the history of man-kind, music has always been present. Cavemen made instruments out of mammoth bones, and now we make instruments out of metals and other materials. What other things can you think of that has constantly evolved with humans ?

Think about a time when you overcame an obstacle in your life. What songs would be on that soundtrack?

Choose a song to sing or listen to, and draw a picture that tells a story to go with the song. The drawing can include characters and places in the song, or you can make up your own.

Create an Instrument out of empty soda bottles, water and spoons. Line up the soda bottles and fill them up with different amounts of water, from only a little water to fully filled-up. Strike lightly with a spoon, you will hear different pitches. Play a song!!!

How have advancements in technology affected the way we experience music (creating/performing, recording, listening, etc.)?

Imagine your life ten years from now. What role do you see music having in your life (no role, actively performing/creating, casual hobby, etc.)? In 20 years? 30 years? What can you do now to prepare yourself for your future involvement in music?

Think of an instrument you either play or know a little bit about how to play. How could technology be used to make the instrument easier to play? Be creative!

Tell about a time you either played an instrument or sang in a chorus and the leader asked for more feeling in your singing or playing. Tell the things you did to sing or play with more musical expression.

You are a musician and you have invented a new instrument for the band. Write a story about your new instrument and how it will be used in the band.

Menú Creativo (Música) 5/18/20 – 6/12/20

Piensa en un lugar o actividad específica donde escucharías música (iglesia, evento deportivo, película/programa de televisión, centro comercial, etc.). ¿Qué tipo de música escucharías allí y cómo afecta tu experiencia general en ese lugar?

Piensa en un instrumento que te guste tocar o te gustaría aprender a tocar. ¿Qué te interesa del instrumento? Esto podría ser algo sobre el sonido que hace, un músico en particular que lo toca, un estilo de música en el que lo has escuchado, etc.

Digamos que eres un buen instrumentista y hay una canción o pieza musical en particular que te gustaría tocar solo/a frente a la clase o en un concierto escolar. Escribe una carta persuasiva para convencer a tu profesor de música de que eres la persona adecuada para el “Solo” y por qué.

Imagina que eres el director/a de la orquesta o la banda de la escuela y eres el/la que decide qué música se debe interpretar. Elige una pieza musical y escribe, ¿por qué crees que tu orquesta o banda debería interpretar esa canción o pieza musical en particular?

¿Escuchar o producir música te hace sentir mejor cuando estás estresado/a o preocupado/a? Haz una lista de canciones que conoces que te hacen sentir emociones positivas: calmado/a, feliz, emocionado/a o cualquier otra cosa que pienses.

Hablamos de adaptaciones en la ciencia que analiza a animales y plantas que han cambiado con el tiempo. ¿Puedes aplicar ese tipo de pensamiento a la música? ¿Qué hace que la música cambie con el tiempo? ¿Puedes pensar en algún evento mundial que haya cambiado la música? ¿O algún invento que cambió la música o cómo la escuchamos? Habla con alguien mayor que tú en casa para ver si puedes hablar de algo que haya cambiado también.

A lo largo de la historia de la humanidad, la música siempre ha estado presente. Los hombres de las cavernas fabricaron instrumentos con huesos de mamut, y ahora fabricamos instrumentos con metales y otros materiales. ¿Qué otras cosas se te ocurren que hayan evolucionado constantemente con los humanos?

Piensa en un momento en tu vida en que superaste un obstáculo. ¿Qué canciones estarían en tu colección musical de ese tiempo?

Elige una canción para cantar o escuchar y dibuja una imagen que cuente una historia que vaya con la canción. El dibujo puede incluir personajes y lugares en la canción, o puede inventar los tuyos.

Crea un instrumento con botellas de refrescos vacías, agua y cucharas. Alinea las botellas de refresco y llénalas con diferentes cantidades de agua, desde sólo un poco de agua hasta llenarlas completamente. Golpea ligeramente con una cuchara, oirás diferentes tonos. ¡¡Toca una canción!!

¿Cómo han afectado los avances tecnológicos la forma en que experimentamos la música (creación/ interpretación, grabación, escucharla, etc.)?

Imagina tu vida dentro de diez años. ¿Qué papel ves que tiene la música en tu vida (sin papel, actuando / creando activamente, pasatiempo informal, etc.)? ¿En 20 años? ¿30 años? ¿Qué puedes hacer ahora para prepararte para tu participación futura en la música?

Piensa en un instrumento que toques o sabes un poco sobre cómo tocarlo. ¿Cómo podrías usarse la tecnología para hacer que el instrumento sea más fácil de tocar? ¡Se creativo!

Cuenta sobre alguna vez que tocaste un instrumento o cantaste en un coro y el líder musical te pidió más sentimiento al cantar o tocar. Cuenta las cosas que hiciste para cantar o tocar con más expresión musical.

Eres músico y has inventado un nuevo instrumento para tu banda musical. Escribe una historia sobre tu nuevo instrumento y cómo se usará en la banda.

Creative Choice Menu (Music) (Cont’d) 5/18/20 – 6/12/20

If you were a composer, what would you do to prepare for writing a new piece of music that no one has ever heard before?

You are an unknown musician and composer who has just developed a new style of music. Write a story about your new style of music and how it will change the world.

Describe how you feel when you hear your preferred style of music Since this is a difficult time for many people, create a “feel-good” playlist of music. Include songs that you think would help to boost people’s moods when they are feeling down.

Come up with a list of items around your house that could be used as musical instruments (example: wooden spoons as drumsticks).

Many people have been sharing songs that we can use to wash our hands to (songs that last about 20 seconds long). Come up with some of your own hand-washing songs (or parts of songs).

How has your musical taste changed as you have grown up? What influences have made an impact on your musical preferences? Talk with someone older than you in your family and see if they have had experiences similar or different to your own.

Think of a song you know from school or the radio. Can you find materials in your house that you could adapt from their usual use to become an instrument to play some part of this song? How can you change your thinking about these materials to make them musical?

Make a list of all the ways that music is part of your everyday life. Remember that music is often present in places that the music is not the primary focus. Then compare how that list is changed by our current circumstances of social distancing.

Using whatever you have at home, create your own musical instrument. Then, compose a piece of music for that instrument that you can perform for your family.

A musical parody involves changing or copying existing (usually well known) musical ideas or lyrics or copying the style of a composer or artist. Take a well know song and adapt it to our current “normal” by writing new lyrics describing how your life has changed over the last few weeks.

Menú Creativo (Música) (Continuó): 5/18/20 – 6/12/20

Si fueras compositor, ¿qué harías para prepararte para escribir una nueva pieza musical que nadie haya escuchado antes?

Eres un músico y compositor desconocido que acaba de desarrollar un nuevo estilo de música. Escribe una historia sobre tu nuevo estilo de música y cómo cambiará el mundo.

Describe cómo te sientes cuando escuchas tu estilo de música preferido en vista de que este es un momento difícil para muchas personas. Crea una lista de canciones para "sentirte bien". Incluye canciones que creas que ayudarían a mejorar el estado de ánimo de las personas cuando se sientan deprimidas.

Crea una lista de artículos de la casa que puedan usarse como instrumentos musicales (por ejemplo: cucharas de madera como baquetas).

Muchas personas han estado compartiendo en las redes sociales canciones que nos exhortan a lavarnos las manos (canciones que duran unos 20 segundos). Crea tu propia canción para exhortar a lavarse las manos (o parte de una canción).

¿Cómo ha cambiado tu gusto musical a medida que creciste? ¿Qué influencias musicales han tenido un impacto en tus preferencias musicales? Habla con alguien mayor que tú en tu familia y observa si ha tenido experiencias similares o diferentes a las tuyas.

Piensa en una canción que conoces de la escuela o de la radio. ¿Puedes encontrar materiales en tu casa que puedas cambiar su uso habitual para convertirlo en un instrumento para tocar alguna parte de esta canción? ¿Cómo puedes cambiar tu forma de pensar acerca de estos materiales para convertirlos en instrumentos musicales?

Haz una lista de todas las formas en que la música forma parte de tu vida cotidiana. Recuerda que la música a menudo está presente en lugares donde no es el foco de atención. Luego compara cómo ha cambiado esa lista debido a nuestra circunstancia actual de distanciamiento social.

Usando lo que tengas en casa, crea tu propio instrumento musical. Luego, crea una pieza musical para ese instrumento que puedas tocar para tu familia.

Una parodia musical implica cambiar o copiar ideas musicales o letras existentes (generalmente conocidas) o copiar el estilo de un compositor o artista. Toma una canción bien conocida y adáptala a nuestra "realidad" actual escribiendo nuevas letras que describan cómo ha cambiado tu vida en las últimas semanas.

Creative Choice Menu (Physical Education) 5/18/20 – 6/12/20

Dribble Challenge: Dribble a ball 100 times with each hand. Can you successfully dribble 100 times with each hand while moving? Which hand is easier? Why?

Can you jump to an entire song without stopping? Now try blindfolded!

PE class at home: Tabata Jump squats 20 seconds of work 10 seconds of rest 8 rounds

At home Cardio: Slide, Slide, Sprint: Slide to your left for 10 steps, slide to right for 10 steps then face forward and sprint for 10 seconds.

Paper Plate Planks In plank position with paper plates under your feet. Complete 30s each: -mountain climbers -in and out feet -knees to chest

Jump side-to-side over an object or line for 1 minute straight. Go again but jump front to back. Repeat each jump twice.

Card Fitness: Take a deck of cards, flip the top card. Complete exercises based on the suit & number on the card. Face cards are worth 15. Spades- jumping jacks, Clubssquats, Hearts- mountain climb

Find a step or a bench and jump up and down 50 times. Be careful. Take a break if you need to.

Stand on your right leg and lift your left knee at a 90-degree angle. Touch your toe without falling repeat 10 times then switch sides

Jump Lunges: Complete a right leg lunge, while in the down position jump up landing in a lunge position on the left leg.

Before Bed Breathing While lying in bed, place your hands on your stomach and pay attention to the up and down of your belly as you breathe.

Mindful Music

Find some music that

you enjoy listening

to. You can create a

playlist of songs you

like. Come up with a

list of four activities

that you do for a

workout.

Some examples are

10 squats, 10 broad

jumps, 10 pushups,

10 sit-ups.

After this activity

how do you feel

working out with

music that you like?

What sport of PE activity are you looking forward to most when you get back to school? Teach someone at home how to do it.

Mindful Senses What do you notice around you? Find: 5 things you see 4 things you feel 3 things you hear 2 things you smell 1 thing you taste

Observe how your body feels different after exercising. Discuss physical and mental benefits from exercise.

Menú Creativo (Educación Física) 5/18/20 – 6/12/20

Reto de dribleo: Driblea una pelota 100 veces con cada mano. ¿Puedes driblear con éxito 100 veces con cada mano mientras te mueves? ¿Qué mano es más fácil? ¿Por qué?

¿Puedes saltar durante el tiempo que dure una canción sin parar? ¡Ahora intenta con los ojos vendados!

Clase de educación física en casa: Tabata (alta intensidad y corta duración) de sentadillas con saltos (20 segundos de trabajo y 10 segundos de descanso). Realiza 8 rondas.

Cardio en la casa: Deslizarse, Deslizarse y correr a toda velocidad: Deslízate hacia la izquierda dando 10 pasos. Deslízate hacia la derecha dando 10 pasos. Luego mira hacia adelante y corre a toda velocidad por 10 segundos.

Postura de tabla con platos desechables: En posición de postura de tabla con platos desechables de papel debajo de los pies, completa 30 segundo cada uno: -escaladores de montaña-dentro y fuera de los pies-rodillas al pecho.

Salta de lado a lado sobre un objeto o línea durante 1 minuto completo. Hazlo de nuevo, pero salta de adelante hacia atrás. Repite cada salto dos veces.

Estado Físico Jugando a las Cartas: Toma una baraja de las cartas, voltea la carta superior. Realiza ejercicios basados en el palo y el número en la carta. Las cartas de cara valen 15. Carta de Espadas: Haz marineros Carta de Tréboles: Haz sentadillas Carta de Corazones: Haz escaladores de montaña.

Encuentra un escalón o un banco y salta hacia arriba y hacia abajo 50 veces. Ten cuidado. Tómate un descanso si es necesario.

Párate sobre la pierna derecha y levanta la rodilla izquierda en un ángulo de 90 grados. Toca la punta del pie sin que te caigas. Repite 10 veces y luego cambia de lado.

Salto con Zancadas: Completa una zancada en la pierna derecha, mientras que, en posición hacia abajo, salta aterrizando en posición de zancada en la pierna izquierda.

Ejercicio de Respiración en la Cama: Mientras estás acostado/a en la cama, coloca las manos sobre el estómago y presta atención a cómo tu barriga se mueve hacia arriba y hacia abajo mientras respiras.

Entendimiento Musical:

Encuentra música que

disfrutes escuchar.

Puedes crear una lista de

canciones que te gusten.

Recomienda

una lista de cuatro

actividades que realizas

para hacer ejercicio.

Algunos ejemplos son 10

sentadillas, 10 saltos

anchos, 10

pechadas/lagartijas, 10

abdominales.

Después de esta actividad, ¿cómo te sientes ejercitándote con la música que te gusta?

¿Qué actividad o deporte que hacías durante la clase de educación física deseas hacer más cuando vuelvas a la escuela? Enséñale a alguien en tu casa cómo hacer esta actividad o deporte.

Percepción con Nuestros Sentidos: ¿Qué notas a tu alrededor? Menciona: 5 cosas que ves, 4 cosas que sientes, 3 cosas que escuchas, 2 cosas que hueles y 1 cosa que saboreas.

Observa cómo tu cuerpo se siente diferente después de hacer ejercicio. Discute los beneficios físicos y mentales del ejercicio.

Creative Choice Menu (SEL) 5/18/20 – 6/18/20

5/18 Guided Imagery: Close your eyes and Imagine yourself in your favorite place in nature. What would you see there? What would you hear? What would you feel? What would you smell?

5/19 Positive self-talk goes a long way during challenging times. Be your own cheerleader. When you feel overwhelmed today, try repeating to yourself “I can stand it”, “It won’t last forever”, “I am doing the best I can”.

5/20 Humans need unconditional love to thrive. This means love without limits, no matter what. Think of someone you love unconditionally and let him or her know that today. Write them a letter or call them on the phone.

5/21 Think of some positive ways you have changed during this pandemic. Have you learned to do something new? Have you made stronger connections with people? Draw a picture, poem, or write a song/rap about it.

5/22 Write a letter to your future self (or give advice to someone in your life) about how you have been kind to yourself during this pandemic. How have you stayed connected to others? How have you taken care of yourself?

5/25 MEMORIAL DAY NO SCHOOL

5/26 Close your eyes and Imagine you are lying under a starry night sky. Imagine that each thought that comes up is a shooting star in the sky. Watch the thoughts float past without becoming attached to them. This is mindfulness.

5/27 What are 3 things that would have seemed unimaginable 2 months ago that are now commonplace (for example, masks). Draw a picture; write a poem or song about it.

5/28 “It’s better to walk alone than with a crowd going in the wrong direction.” Do you agree with this quote? Has the pandemic changed your thoughts? Talk about it, journal or draw a picture to express yourself.

5/29 Design a billboard for Wyoma Square. Send a positive message of hope and change for our world.

6/1 Think of a character from a movie, book, television show or video game who has faced challenges. How did the character adapt to challenges? How did they get stronger because of the challenges they faced?

6/2 Wish List: Draw or write down all of the things you want to do when the social distancing ban lifts. Save the list for when it happens!

6/3 Think of 5 songs that make you feel inspired or resilient. Create a playlist and share it with family, friends or neighbors.

6/4 Despite the isolation, consider some form of physical activity. Even if you are not a fitness enthusiast, any form of exercise can lift our mood and make us feel accomplished.

6/5 Think of friends or classmates you have not communicated with in quite some time. Consider inviting them into an existing group chat and make them feel included.

Menú Creativas (SEL) 5/18/20 – 6/12/20

5/18

Imágenes guiadas:

Cierra los ojos e

Imagínate en tu lugar

favorito de la

naturaleza. ¿Qué verías

allí? ¿Qué oirías? ¿Qué

sentirías? ¿Qué olerías?

5/19

El dialogo interno

positivo es muy útil en

tiempos difíciles. Se tu

propio animador/a.

Cuando te sientas

abrumado hoy, intenta

repetirte “Puedo

soportarlo”, “No durara

para siempre”, “Estoy

haciendo lo mejor que

puedo”.

5/20

Los humanos necesitan

amor incondicional

para prosperar. Esto

significa amor sin

límites, pase lo que

pase. Piensa en alguien

que amas

incondicionalmente y

hazle saber eso hoy.

Escríbele una carta o

llámale por teléfono.

5/21

Piensa en algunas

formas positivas en las

que has cambiado

durante esta pandemia.

¿Has aprendido a hacer

algo nuevo? ¿Has

hecho conexiones mas

fuertes con la gente?

Haz un dibujo, escribe

un poema o una

canción / rap al

respecto.

5/22

Escribe una carta a tu

futuro yo (o dale

consejos a alguien en

tu vida) sobre como

has sido amable

contigo mismo durante

esta pandemia. ¿Cómo

te has mantenido

conectado con los

demás? ¿Cómo te has

cuidado?

5/25

DIA

CONMEMORATIOVO

NO HAY CLASES

5/26

Cierra los ojos e

imagínate que estas

acostado bajo un cielo

estrellado. Imagínate

que cada pensamiento

que surge es una

estrella fugaz en el

cielo. Mira los

pensamientos flotar sin

apegarte a ellos. Esto

es atención plena.

5/27

¿Cuáles son 3 cosas

que habrían parecido

inimaginables hace 2

meses y que ahora son

comunes (por ejemplo,

mascaras)? Dibuja una

imagen; escribe un

poema o una canción al

respecto.

5/28

“Es mejor caminar solo

que con una multitud

yendo en la dirección

contraria” ¿Estas de

acuerdo con esta cita?

¿La pandemia ha

cambiado tus

pensamientos?

Háblalo, escríbelo en

un diario o haz un

dibujo para expresarte.

5/29

Diseña una cartelera

para Wyoma Square.

Envía un mensaje

positivo de esperanza y

cambio para nuestro

mundo.

6/1

Piensa en un personaje

de una película, libro,

programa de televisión

o videojuego que ha

enfrentado desafíos.

¿Cómo se adapto el

personaje a los

desafíos? ¿Cómo se

fortaleció debido a los

desafíos que enfrento?

6/2

Lista de deseos: Dibuja o escribe todas las cosas que quieres hacer cuando se levante la prohibición del distanciamiento social. ¡Guarda la lista para cuando suceda!

6/3

Piensa en 5 canciones

que te hacen sentir

inspirado o resistente.

Crea una lista de

reproducción y

compártela con

familiares, amigos o

vecinos.

6/4

A pesar del aislamiento, considera alguna forma de actividad física. Incluso si no eres un entusiasta del ejercicio físico, cualquier forma de ejercicio puede elevar nuestro estado de animo y hacernos sentir realizados.

6/5

Piensa en amigos o

compañeros de clase

con los que no te has

comunicado en

bastante tiempo.

Considera invitarlos a

un chat de grupo

existente y haz que se

sienta incluido.

Secondary Creative Choice Menu (SEL) (Cont’d) 5/18/20 – 6/18/20

6/8 Set a timer for 5 minutes and just breathe. Breathe in and notice the pause after inhaling. Breathe out and notice the pause after exhaling. Do you notice any differences when the timer goes off?

6/9 You are not stuck at home, you are safe at home! What are some new things you are doing at home that bring you joy?

6/10 Snapchat and Twitter are full of ignorant posts. Consider your beliefs. What posts catch your attention? Consider what action you can take beyond posting.

6/11 It is important to be optimistic, even though we are not able to do many of the things we enjoy. Try to fill in the sentence: “Even if I can’t_____, I can do _____ instead.” Practice using this sentence frame in different situations.

6/12 Consider pausing Netflix for a whole day. Bingeing our favorite shows can help us escape from our problems for a bit but it can also prevent us from enjoying the present moment. Try getting some fresh air instead!

6/15 ”If you’re always trying to be normal, you will never know how amazing you can be.” -Maya Angelou Write down 5 things that make you unique and amazing. Celebrate being you.

6/16 You are living through history. Take a moment to fill out a page for your future self to look back on. You can include photos, journal entry, newspaper clippings, art, family pictures and special memories.

6/17 After this quarantine ends, you have a chance for a fresh start! Who do you want to be? What goals can you make for yourself?

6/18 Think of someone who made a difference in your life this school year (a teacher, counselor, friend) and find a way to let them know (write a letter, phone call, email).

Menú Opciones Creativas (SEL) (Continuó) 5/18/20 – 6/12/20

6/8

Establece en un reloj

5 minutos y solo

respira. Inhala y nota

la pausa después de

inhalar. Exhala y nota

la pausa después de

exhalar. ¿Notas

alguna diferencia

cuando suena el

reloj?

6/9

¡No estas atrapado

en casa, estas seguro

en casa! ¿Qué cosas

nuevas estás

haciendo en casa que

te traen felicidad?

6/10

Snapchat y Twitter

están llenos de

publicaciones

ignorantes.

Considera tus

creencias. ¿Qué

publicaciones te

llaman la atención?

Considera que acción

puedes tomar más

allá de la publicación.

6/11

Es importante ser

optimista, aunque no

podamos hacer

muchas de las cosas

que disfrutamos.

Intenta completar la

oración; “incluso si

no puedo ____,

puedo hacer _____

en su lugar”. Practica

el uso de este marco

de oración en

diferentes

situaciones

6/12

Considera pausar

Netflix por un día

entero. Mirar en

exceso nuestros

programas favoritos

puede ayudarnos a

escapar de nuestros

problemas por un

tiempo, pero

también puede evitar

que disfrutemos el

momento presente.

¡Intenta tomar aire

fresco!

6/15

“Si siempre intentas ser normal, nunca sabrás lo increíble que puedes ser” -Maya Angelou

Escribe 5 cosas que

te hacen único/a y

maravilloso/a.

Celebra el ser tu.

6/16

Estas viviendo a

través de la historia.

Tomate un momento

para completar una

página para que el

futuro tu pueda

mirar hacia atrás.

Puedes incluir fotos,

entradas en un

diario, recortes de

periódicos, arte,

fotos familiares y

recuerdos especiales.

6/17

Después de que

termine esta

cuarentena, ¡Tienes

la oportunidad de

comenzar de nuevo!

¿Quién quieres ser?

¿Qué metas y

objetivos puedes

hacer para ti?

6/18

Piensa en alguien

que marco la

diferencia en tu vida

este año escolar (un

maestro, consejero,

amigo) y encuentra la

manera de

informarle (escribe

una carta, una

llamada telefónica,

un correo

electrónico)

lynn public schools remote learning packet may / june 2020 › classrooms › remote_learning_plans...

Documents