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Rutherford County Schools – Grade 7 ELA Individual Learning Modules
Grade Course 7 ELA
Unit Focus Essential Question: What effects do people have on the environment? Students will conduct a close read of an excerpt from Silent Spring by Rachel Carson to identify an author’s claim and analyze how imagery can be used in nonfiction texts to develop claims. Students will write their own argumentative essay in response to the text.
Standard(s) 7.RI.KID.1 7.RI.KID.2 7.RI.KID.4 7.RI.IKI.8
7.W.1
Resource(s) Texts: "from Silent Spring” by Rachel Carson
Task(s) Day 1 – Read “from Silent Spring” and complete comprehension tasks Day 2 – Close Read Analysis Questions Day 3 – Analyze Craft and Structure – Word Choice: Imagery Day 4 – Introduction to Writing Prompt and Pre-Writing Day 5 – Writing Task
Expected Outcomes At the conclusion of the tasks outlined above, students will demonstrate a deeper understanding of how word choice contributes to the development of central ideas and claims. Students will write their own argumentative essay in response to the text. This will prepare them for more extensive argumentative writing tasks.
Additional Instructional Resources
All Rutherford County 6-8 grade students now have access to iReady ELA lessons. These lessons can be accessed via Clever. The following lessons are now available to 7th grade students:
• Understanding the Relationship Between Words • Analyzing How Components of Informational Text Fit Together • Analyzing Informational Text Structure • Analyzing Differing Points of View in Literature • Analyzing Author's Point of View • Evaluating Arguments • Analyzing Persuasive Techniques • Historical Fiction Versus Nonfiction • Analyzing How Different Authors Present the Same Information • Comparing Texts on the Same Topic
Rutherford County Schools – Grade 7 ELA Individual Learning Modules
Day One – from Silent Spring
Step One – Read the Text
from Silent Spring by Rachel Carson
BACKGROUND Pesticides are chemical compounds designed to destroy crop-eating insects. Pesticides can be deadly to many species—including humans—in addition to the insects and other pests they are intended to kill. In 1962, Rachel Carson published Silent Spring, which revealed to the public the dangers of DDT, a pesticide in wide use at the time. The awareness raised by Silent Spring eventually led the United States to ban DDT entirely in 1972. This excerpt comes from the opening pages of the book.
1 There was once a town in the heart of America where all life seemed to live in harmony with its surroundings. The town lay in the midst of a checkerboard of prosperous farms, with fields of grain and hillsides of orchards where, in spring, white clouds of bloom drifted above the green fields. In autumn, oak and maple and birch set up a blaze of color that flamed and flickered across a backdrop of pines. Then foxes barked in the hills and deer silently crossed the fields, half hidden in the mists of the fall mornings.
2 Along the roads, laurel, viburnum and alder, great ferns and wildflowers delighted the traveler’s eye through much of the year. Even in winter the roadsides were places of beauty, where countless birds came to feed on the berries and on the seed heads of the dried weeds rising above the snow. The countryside was, in fact, famous for the abundance and variety of its bird life, and when the flood of migrants was pouring through in spring and fall people traveled from great distances to observe them. Others came to fish the streams, which flowed clear and cold out of the hills and contained shady pools where trout lay. So it had been from the days many years ago when the first settlers raised their houses, sank their wells, and built their barns.
3 Then a strange blight crept over the area and everything began to change. Some evil spell had settled on the community: mysterious maladies swept the flocks of chickens; the cattle and sheep sickened and died. Everywhere was a shadow of death. The farmers spoke of much illness among their families. In the town the doctors had become more and more puzzled by new kinds of sickness appearing among their patients. There had been several sudden and unexplained deaths, not only among adults but even among children, who would be stricken suddenly while at play and die within a few hours.
4 There was a strange stillness. The birds, for example—where had they gone? Many people spoke of them, puzzled and disturbed. The feeding stations in the backyards were deserted. The few birds seen anywhere were moribund; they trembled violently and could not fly. It was a spring without voices. On the mornings that had once throbbed with the dawn chorus of robins, catbirds, doves, jays, wrens, and scores of other bird voices, there was now no sound; only silence lay over the fields and woods and marsh.
5 On the farms the hens brooded, but no chicks hatched. The farmers complained that they were unable to raise any pigs—the litters were small and the young survived only a few days. The apple trees were coming into bloom but no bees droned among the blossoms, so there was no pollination and there would be no fruit.
Rutherford County Schools – Grade 7 ELA Individual Learning Modules
6 The roadsides, once so attractive, were now lined with browned and withered vegetation as though swept by fire. These, too, were silent, deserted by all living things. Even the streams were now lifeless. Anglers* no longer visited them, for all the fish had died.
7 In the gutters under the eaves and between the shingles of the roofs, a white granular powder still showed a few patches; some weeks before it had fallen like snow upon the roofs and the lawns, the fields and streams.
8 No witchcraft, no enemy action had silenced the rebirth of new life in this stricken world. The people had done it themselves.
9 This town does not actually exist, but it might easily have a thousand counterparts in America or elsewhere in the world. I know of no community that has experienced all the misfortunes I describe. Yet every one of these disasters has actually happened somewhere, and many real communities have already suffered a substantial number of them. A grim specter has crept upon us almost unnoticed, and this imagined tragedy may easily become a stark reality we all shall know.
Step Two – Comprehension Tasks
Questions
1. What are two animals that attracted visitors to the town?
2. What happened to the animals and the people in the town?
3. What fell on the roofs, lawns, fields, and streams?
Summary Writing
1. Using the chart below, write a gist statement for each section of the text
Section Gist Statement 1 2 3 4 5 6 7 8 9
2. Review your gist statements and use them to help write an objective summary of the text.
Rutherford County Schools – Grade 7 ELA Individual Learning Modules
Extension – Research Ideas
1. Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the text? Use the chart below to record your findings. Detail from Text (Research Topic)
What you learned from your research
Website Used How does this information help you better understand the text?
Day 2 – Close Read
Step One – Review text and work completed in day 1 activities.
Step Two – Complete Close Read tasks below.
1. In paragraph 1, what does the phrase “heart of America” suggest? Why does Carson use this phrase in the first paragraph?
2. In paragraph 2, mark details the author uses to describe the rich environment of the town. a. Why might the author have used such vivid, descriptive details to describe the
town? b. What can you conclude about the town from these details?
3. In paragraph 3, the author uses the words everything and everywhere. Review paragraph
3 and underline these words. a. Why does the author use two words containing the word every?
4. In the book, the excerpt you read is called “A Fable for Tomorrow.” Why does Carson
use this title for this section of the book?
Rutherford County Schools – Grade 7 ELA Individual Learning Modules
Step Three – Understanding Claims
Essential Question: What effects do people have on the environment?
To complete this analysis, you will build on the gist chart you created in the day 1 comprehension activity.
First – Revisit paragraphs 8-9. What claim is Carson trying to make regarding the effects people have on the environment?
Claim:
Second – Add the third column below to your gist chart from day 1. Consider how each section contributes to the development of the claim.
Section Gist Statement How does this section contribute to the development of the claim?
1 2 3 4 5 6 7 8 9
Day 3 – Analyze Craft and Structure
Step One – Review the information below concerning author’s word choice.
Author’s Word Choice: Imagery
Imagery is language that includes images—words or phrases that appeal to one or more of the five senses. A writer uses imagery to bring his or her writing to life with vivid descriptions of how the subjects look, sound, feel, taste, or smell. A writer’s word choice, or the specific words, phrases, and expressions he or she uses, contributes to memorable imagery. Look at the following examples of imagery, and note the ways in which the individual words help create a realistic image for readers:
• The phrase “sweet, slippery mango slices” appeals to the senses of taste and touch.
• The phrase “glaring lights and wailing sirens” appeals to the senses of sight and hearing.
Rutherford County Schools – Grade 7 ELA Individual Learning Modules
Writers also create mood through their use of imagery, word choice, and descriptive details. Mood is the feeling created in the reader by a piece of writing. The mood of a work may be described with adjectives such as joyous or frightening. To fully appreciate images and experience the mood of a text, use these strategies:
• determine the specific meanings of unfamiliar words
• consider the connotations, or emotional associations, of words, as well as their figurative, or nonliteral, meanings
• analyze the author’s word choice, and make inferences, or educated guesses, as to why the author may have chosen certain words
As you review the excerpt from Silent Spring, notice how Carson uses word choice and imagery to create a mood that helps make her central idea more powerful and compelling.
Step Two – Using the information you just read, complete the practice tasks below.
1. Review the selection. Then, use a chart like the one below to list four images in the text, the sense to which each image appeals, and how that imagery impacts the text (consider mood and/or meaning). Image Sense Impact on Text
2. A specter is a source of terror or dread.
a. Why might Carson have chosen to use this word in the last sentence of the excerpt?
b. What mood does this word choice create?
3. How does Carson’s use of imagery help to develop the central idea or claim of the excerpt? Cite at least two textual examples to support your response. Use the chart below to record your analysis.
4. Central Idea or Claim (consider gist chart to help you): Examples from Text How examples relate to central idea
Rutherford County Schools – Grade 7 ELA Individual Learning Modules
Day 4 – Introduction to Writing Task
Step One – Review the writing task
In Silent Spring, Rachel Carson paints a harsh picture of the future. Write an argument in which you answer this question: Does Carson’s description inspire readers to take action, or does it discourage action because the problem seems so big?
Step Two – Pre-Writing
First, decide on your position. Then, review the selection to find specific details that support your position, and complete the organizer below to collect your thoughts.
Rutherford County Schools – Grade 7 ELA Individual Learning Modules
Day 5 – Write your Essay
Step One – Review the writing task
In Silent Spring, Rachel Carson paints a harsh picture of the future. Write an argument in which you answer this question: Does Carson’s description inspire readers to take action, or does it discourage action because the problem seems so big?
Step Two – Using your graphic organizer from yesterday and the information below, draft your essay.
As you draft, be sure to do the following:
• State your position clearly in the introduction.
• In the body of your argument, support your position with reasons and evidence, including specific details from Silent Spring.
• Address alternate, or opposing, positions, and respond with counterarguments that address these views.
• Use transitional words and phrases to connect your ideas and show the relationships among them.
• Establish and maintain a formal style.
TransitionsKey Words & Phrases
Introductions:
New info:
Opposition:
Have you ever ___? I believe ___.
In the case of _____. It is clear that ___.
First of all, Firstly, One example, For instance, For example
On the other hand, However, In contrast,
Continuing info:
Conclusions:
Also, Additionally, In addition, Furthermore,Similarly
In conclusion, To conclude, For thesereasons, Finally
sensory details chartCOLORLIGHTHEIGHTSPEEDAGESIZE / DEGREE
gray, white, overcastbright, dull, shaded, cloudytall, short,quick, fast, slow, sluggishold, elderly, young, youthfultiny, thin, huge, massive
NOISESPEECH &VOCALIZATIONMUSIC
thud, crash, slam, whooshyell, gasp, whisper, shout, cry, callsong, refrain, notes, melody
ODORFOODNATURE
foul, fresh, rotten, sweet, floralherbal, sweet, strong, spicyearthy, floral
FOOD & DRINKTEMPERATUREOTHER
savory, sweet, spicy, mintyboiling, hot, icy, coldsour, sweat, spit
PHYSICAL TOUCHSKIN SENSATIONSEMOTIONAL REACTIONSCREATING PHYSICALRESPONSE
hard, crumbling, softchilly, sweaty, breezepit in my stomach, lumpin my throat, warmth inmy heart
Always remember
2 ft below sea-level -2A 5 degree drop in temperature -5A $25 deposit in account +25
The elevator went up from the groundfloor to the 6th floor. +6A weight loss of 10 lbs -10The village is 5ft above the sealevel +5
This is how we represent real life situation using numbers
A balloon is 4 feet below a tree limb. The baloon floats up 9 feet. What is its position of the reltive to the tree limb?
_______ _______ = _______
The position of the balloon relative to the tree limb is _____ ft
A submarine is 50 meters below sea level. It goes up 15 meters, then goes down 40 meters. What is the submarine's new position relative to the sea level?
_____ _____ _____ = _____
The submarine's new position relative to the sea level will be _____ meters.
A helicopter is 19 meters above the top of a canyon wall. It goes down 27 meters, passing into the canyon, and goes up 5 meters. What is the new postion of the helicopter relative to the top of the canyon wall?
___ ___ ___ = ___
The new position of the helicopterrelative to the top of the canyon wall is ___ meters.
Jose deposits $65 into his bank on Monday morning. Then withdraws $45 on Tuesday and
withdraws $27 on Wednesday. How much more or less money he has on Thueday?
Monday Tuesday Wednesday
deposit $65 withdraw $45 withdraw $27
______ _______ ________ = _______
Jose has $____ _____(more/less) on Thursday.
Anaya stands on a dock that is 5 feet above the lake surface. She dives down 15ft below the dock. What is Anaya's veritcal location relative to the lake surface?
_____ _____ = _____
Anaya's vertical location relative to lake surface is ____ ft.
Rutherford County Schools – Individual Learning Modules
Grade Course
7th Grade Science
Unit Focus
Use evidence to construct an explanation of the processes of photosynthesis and cellular respiration
highlighting that matter and energy cycle in and out of organisms.
Week of 4/20-4/24
Standard(s)
7.LS1.9 Construct a scientific explanation based on compiled evidence for the process of photosynthesis, of
cellular respiration, and anaerobic respiration in the cycling of matter and flow of energy into and out of
organisms.
Resources
Vocabulary: Quizlet
Article: “How a Glass Terrarium Changed the World” found below
Tasks
Day 1 Part 1: Phenomenon
A glass house can keep plants alive in a self-regulated internal climate. In 1960, David
Latimer planted four seedlings in a jug and he hasn’t watered it since 1972. However, the plants
are still alive!
Greenhouses use solar radiation to heat the space, creating a warmer environment that is
favorable to tropical plants. Both a greenhouse and a terrarium use similar technology and
structure, but greenhouses usually require additional watering and human interference.
Make 2 observations (I see, I think...)
1.
2.
Ask 2 questions (I wonder how, why....)
1.
2.
Day 2 Part 2: The Terrarium
Background information:
• The Scientific Processes that Occur within a Terrarium
• Vegetation Transformation: Crash Course Kids #5.2 • BrainPOP: Cellular Respiration(log-in through Clever or request free access here)
• Flow of energy and matter through ecosystems: Khan Academy
1. Based on the background information, in what ways did the invention of terrariums increase
scientists' understanding of photosynthesis?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What source of energy is needed in both systems (terrariums) to drive photosynthesis?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Within a natural system, the transfer of energy drives the motion and/or cycling of matter.
What is the transfer of energy within this system?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Develop a model of a terrarium system. Include all of the major processes that occur in a
terrarium. Be sure to include the reactants and products of the processes.
Day 3 Part 3: The Submarine
A submarine is a sealed container that contains people and a limited supply of air. There are
three things that must happen in order to keep air in a submarine breathable:
1. Oxygen has to be replenished as it is consumed. If the percentage of oxygen in the air
falls too low, a person suffocates.
2. Carbon dioxide must be removed from the air. As the concentration of carbon dioxide
rises, it becomes a toxin.
3. The moisture that we exhale in our breath must be removed. Adapted from: https://science.howstuffworks.com/transport/engines-equipment/submarine2.htm
You have been hired as a botanist for a submarine expedition. You are in charge of selecting
which species of plant(s) to bring that will provide the most benefit for your crew in this
closed environment of the submarine.
Use the evidence from the graph, information provided above, and your knowledge of
matter cycling and energy flow to construct a scientific explanation to answer the question
below.
Claim:
• Write a statement that answers “Which plant species would most affect the rate of matter
cycling and energy flow that is beneficial to the crew?”.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Day 4 Part 3 continued:
Evidence:
Support your claim with evidence. Why did you choose that plant species? What data supports
your hypothesis that it will be the most beneficial to the crew. Give 3 pieces of evidence in either
observations or measurements and calculations.
1.
2.
3.
Reasoning (Justification—paragraph format):
Claim + Evidence
• Include one scientific principle that connects the claim and evidence
• Use information about photosynthesis/respiration and their roles in the matter cycling
and the movement of energy, as well as the concepts discovered by Ward. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Day 5 Part 4: Develop a model of the submarine system that you helped develop.
Include all of the major processes that will occur in the submarine during the expedition.
Be sure to include the reactants and products of the processes.
Observational Task
Build your own terrarium at home!
All you need is an enclosed container, soil, rocks, and plants or seeds.
Think about the lesson above and all of the things your plants will need to survive.
If you need a little help or some ideas, check out these two websites:
• Building a Terrarium
• Build a Tiny Plant World!
How a Glass Terrarium Changed the World Listen here
The Wardian case was invented by Nathaniel Bagshaw Ward, an East London doctor and amateur
horticulturist. Ward’s attempts at a home garden had failed, he reported, on account of “volumes of smoke
issuing from surrounding manufactories.” In 1829, he accidentally discovered a solution when he sealed a
moth chrysalis and some mold in a glass jar. Moisture would rise during the day and condense on the glass,
and then return to the ground when the evening cooled, “thus keeping the earth always in the same degree of
humidity,” he wrote. After about a week, he could see the growth of a seedling fern and grass. The Wardian
case, by contrast, is an almost completely sealed environment that uses the process of condensation and
evaporation to maintain humidity. The system was self-regulating, and it did not often require additional
watering. London’s 1851 Great Exhibition included a Wardian case with a plant that allegedly had not been
watered in 18 years.
Prevailing thought held that plants needed constant exposure to fresh air to grow during sea voyages.
by sealing the box closed and using glazed windows, Ward disproved this idea. This was beneficial on a sea
voyage where freshwater supplies were limited, yet sailors often needed to take care of plants. Ward’s
experiment greatly influenced how plants can be transported overseas.
Adapted from: https://www.theatlantic.com/technology/archive/2017/11/how-a-glass-terrarium-changed-the-
world/545621/
Cycling Matter in a Terrarium
beneficial
good, helpful
botanist
scientist who studies plants
claim
a position on an issue or problem
expedition
A long and carefully organized journey
photosynthesis
Plants use the sun's energy to convert water andcarbon dioxide into food
products
Ending materials in a chemical reaction.
reactants
A starting material in a chemical reaction
reasoning
the action of thinking about something andproviding evidence
respirationThe process by which cells use oxygen and
food to create energy (ATP)
self-regulated
the ability to sustain life without intervention, notneeding help
submarine
a watercraft that stays under water
terrarium
a clear container housing plants and small landanimals
Rutherford County Schools – Individual Learning Modules Middle Level Social Studies
Grade Course 7th Grade World History
Unit Focus Age of Exploration
Spain’s Conquests in the America’s (Review and extension to Lessons 1 and 2) Week of April 20-24—5 days of Instruction
Standard(s) 7.58 7.59
7.60 7.62
Resource(s) World History and Geography— The Middle Ages to the 1700’s textbook
• Access textbook and Inquiry Journal through Clever • Link for tutorial to access online student textbook
o Online Tutorial o Social Studies Grade 7 McGraw Hill o Go to Clever then the Thrivist icon
Task(s) Day 1:
• Watch the video about Christopher Columbus and his first voyage o Columbus's Voyage
• List Europeans who explored Asia and Americas. Complete the graphic organizer below. Refer to Lesson 1 from the textbook.
• Complete each statement below with the correct information from Lesson 1 to review the main ideas.
o During the Middle Ages, Europeans were buying silk, spices, and other ____________ goods from Asia from traders, but merchants wanted to buy them directly from their sources to make greater _____________.
o New technology developed during the Middle Ages made overseas _________________ possible; however, overseas travel was expensive and __________________.
o By the late 1400’s, Portugal, Spain, ______________, and France were eager to find sea routes to Asia.
Day 2: • Study the facts about Ferdinand Magellan (1480-1521) below. After reading this
information, list 10 of the most important words for this information.
• Go to the link below and study the Vocabulary Flash Cards • Vocabulary Flashcards
1. 2. 3.
4. 5. 6.
7. 8. 9.
10.
Day 3:
• Complete each statement below with the correct information from Lesson 1 to review the main ideas.
o In 1420, Prince Henry of _____________ led European exploration of the world by sailing along ____________’s coast. Portuguese explorers Bartolomeu Dias and _______________ _____ ______________ also explored the coast of ________________ and India’s southwest coast, respectively.
o In 1492, Christopher Columbus, sponsored by __________, sailed west in search of Asia, but landed in the Caribbean. Spain sent explorer _________________________________ to find a passage to Asia, but he died on the voyage.
o France and ________________ sent explorers years later, but neither found a ______________ route west to Asia.
• Complete the Lesson 1 quiz below.
Day 4:
• Watch the following video Conquest of the Inca. o Conquest of the Inca Video
• Complete each statement below with the correct information from Lesson 2 to review the main ideas.
o Spanish conquistadors were inspired by the travels of __________________________ and other explorers.
o In 1519, Spanish conquistador, ______________________, traveled to Mexico in search of _______ and glory.
o The Aztec, led by Emperor _______________, feared Cortes because they thought he was a god named _______________.
o Cortes conquered the Aztec empire, many Aztec also died as a result of an outbreak of _________________.
• Study the graphic organizer below. Referring to Lesson 2 in the textbook, complete the chart including methods which were used to conquer these two explorers.
• Complete the Unscramble Puzzle below.
Day 5:
• Complete each statement below with the correct information from Lesson 2 to review the main ideas.
o In 1513, Spanish conquistador Vasco ____________________________ sailed to the Americas in search of gold but instead found the ________________ Ocean.
o Spanish conquistador Francisco Pizarro conquered the ______________ Empire in modern-day Peru in the late 1530s.
o Pizarro was made governor of Peru as a reward for his _________________________________________________.
• Complete Lesson 2 quiz below.
Expected Outcomes These tasks contain a review of lessons 1 and 2. STUDENTS WILL KNOW:
• the factors that led to Europeans being able to explore. • what drove Europeans to explore. • some of the discoveries of the earliest European explorers. • the conquests of Spain in the Americas.
STUDENTS WILL BE ABLE TO:
• identify new technologies that allowed exploration. • understand why goods from Asia encouraged exploration • identify the accomplishments of Magellan, Columbus, Da Gama, and da Verrazano. • identify the conquistadores who conquered Mexico and Peru.
Enrichment and Extended Activities
• Write a brief summary about each of the four European Countries that summarizes the location, economics, and religion of each settlement. One is done for you. o New Spain was located mainly in the western part of the United States and
included many Catholic missionaries, gold and silver looting and large slave plantations. Tobacco and sugar plantations developed on the missions and were worked by natives and then African slaves.
o New France________________________________________________________________________________________________________________________________
o New Netherlands___________________________________________________________________________________________________________________________
o The English Colonies_______________________________________________________________________________________________________________________________
• Using the chart in the link below, study the comparisons between the English, French and Spanish Colonies. If possible, print and highlight the most important information in this chart. o Colonies Comparison Chart
• Complete “You Decide” activity below.
You Decide!
Using your knowledge and information from Chapter 10 lesson 1 and 2, evaluate the events below and rate them 1-5 based on how they affected our world today. Rate the event that you believe had the greatest impact on our current world a 1. Rate the event that you believe had the least impact on our world today a 5. Briefly explain your reasons and provide evidence from Chapter 10 lesson 1 and 2.
A. The Ottoman Turks conquering Constantinople B. Bartolomeu Dias rounding the southern tip of Africa C. Christopher Columbus’ landing in the Americas D. Ferdinand Magellan circumnavigating the world E. Spain establishing colonies in North and South America by conquering the Aztec and
Inca civilization
1. (event that had the greatest effect on our world today) __________________________ a. Explanation: ______________________________________________
__________________________________________________________ __________________________________________________________
2. (event that had the 2nd greatest effect on our world today) ________________________ a. Explanation: ______________________________________________
__________________________________________________________ __________________________________________________________
3. (event that had the 3rd greatest effect on our world today) ________________________ a. Explanation: ______________________________________________
__________________________________________________________ __________________________________________________________
4. (event that had the 4th greatest effect on our world today) ________________________ a. Explanation: ______________________________________________
__________________________________________________________ __________________________________________________________
5. (event that had the 5th greatest effect on our world today) ________________________ a. Explanation: ______________________________________________
__________________________________________________________ __________________________________________________________
• Answer key for Unscramble worksheet.