Week 4: April 27 - May 1

Learning Goal:

• I can identify and explain different types of literary devices. (6.3.R.4)
• I can express myself through different forms of poetry. (6.4.W.2)
• I can read independently for pleasure. (6.8.R)

Estimated Time for The Week: 1.5 - 2 hours, 90-120 minutes

Learn & Practice:

1. Follow this presentation to complete the learning activities for Week 4.
2. Identify and explain different types of literary devices by using a figurative language review through Nearpod. Recognize examples of figurative language through song lyrics using a YouTube video.
3. Review more figurative language by reading the poem, “You Can’t Write a Poem about McDonald’s,” and identifying examples of figurative language throughout the poem.
4. Review three key poetry terms: line, stanza, and rhyme scheme and apply understanding to “Dreams” by Langston Hughes.
5. Create a poetry notebook by either using notebook paper and stapling paper together or creating a Google slideshow.
6. Write different types of poems from the list of 7 options. The goal is to write at least 3 poems, but it is encouraged to write more.
7. Share a favorite poem with a family member, friend, or ELA/literacy teacher.
8. Extend your knowledge by watching a video about the poet, Robert Frost. Read and analyze his poem, “The Road Not Taken,” and respond to extension questions about the poem.
9. Read fiction or nonfiction for at least 30 minutes or more this week for pleasure.

Learning Goal: I can explain how matter cycles through living and nonliving parts of an ecosystem

Estimated Time for The Week: 2 hours & 10 minutes total

Learn & Practice:

Monday: The Water Cycle

• Click HERE

Tuesday: The Nitrogen Cycle

• Click HERE

Wednesday: The Carbon/Oxygen Cycle

• Click HERE

Thursday: Food Chains

• Click HERE

Friday: Food Webs

• Click HERE

Anytime: Option Bonus Material

Click HERE

Learning Goal:

I can identify physical and political features, describe the relationship between elevation and climate, apply concepts of interdependence and trade, identify cultural traits, and identify major economic systems.

Estimated Time for The Week: 2.5 hours, 150 minutes total

Learn & Practice:

For the Google Slides to click-through the below directions, click here!

• Brazil
  • Explorer: Look over the infographic for Brazil- CIA Factbook 1 page summary
  • Practice: Complete the Brazil- By the Numbers activity.
  • Review: Share your work with a friend, teacher, or parent to compare and contrast ideas from the activity.
• Megacities
  • Watch: 7 Billion - National Geographic (2:57)
  • Explorer: Scroll through the ArcGis story to learn about Megacities and Sao Paulo’s growth.
  • Review: Complete Activity to explain megacities
• Government
  • Watch: Jair Bolsonaro's rise to power - WSJ (3:13)
  • Practice: Make a copy of the Getting to know the Brazilian Government Activity and complete it.
  • Review: Review your work
• Carnival
  • Read: Read the excerpt of the textbook page 359 (screenshots on slides).
  • Watch: Watch the video about Carnival and answer questions.
• Favela
  • Watch: Favela Life in Brazil - Discovery Education (9:00)
  • Read: Read the Washington Post Article over Coronavirus and Favelas.
  • Review: Answer review questions

Learning Goal: Explore the career of a Criminal Detective.

I can explain what a Criminal Detective does.

Estimated Time for The Week:

2 hours (120 minutes) total

Materials:

• Device with Internet access
• Paper and pencil/pen (optional)

Learn & Practice:

1. Make sure you're logged into Discovery Education with your school account.
2. Click here for your DE Studio Board: Criminal Detective on the career of a Criminal Detective.
3. The Studio Board will guide you as you learn about the requirements to become a Criminal Detective and their salary.
4. Challenge Overview: Your task is to take on the role of a criminal detective. You will explore the formats and examples listed below for a suspect profile. Then, you will write a suspect profile for a friend, family member, or classmate - being careful to use enough details while keeping it challenging for your fellow detectives. Once you're done, you'll put your detective hat on and swap with a friend that wrote one too (or you can give your profile to a family member or friend to guess themselves)!
5. Explore:
   • Review suspect description formats: http://www.umassmed.edu/publicsafety/detectivebureau/suspect_description/
   • Read examples of descriptive writing: http://www.mooreschools.com/cms/lib/OK01000367/Centricity/Domain/1441/example_of_descriptive_essay.pdf
6. Write a suspect profile for a friend, family member, or classmate - being careful to use enough details while keeping it challenging for your fellow detectives.
7. Now, swap with a friend or family member to guess who it is. Using what you already know (prior knowledge and experiences with your friends) and what clues you have found (suspect profile), make an inference about who you believe the suspect they wrote about is.
8. Share: Write a paragraph that states your conclusion. State who you believe the suspect is and then explain why. Your explanation should refer to the suspect profile for support and evidence. For early elementary differentiation, students will create a suspect profile for themselves!
9. Take the next step: act as a forensic sketch artist and try to sketch the suspect based on the profile.
10. Extend your learning:
    • Explore the following website, which has videos and instructions to build your own mock “lie detector” test, known as a polygraph test: http://stem-works.com/external/activity/170
    • Explore the following website to learn about other careers in law enforcement: https://www.operationprevention.com
    • Watch this video on police and detective work: http://bit.ly/2j9P2Wy