Grade 7 - Bakersfield City School District

Transcripción

Grade 7
Dear Parents/Guardians,
Thank you for participating in Summer Learning with your child. We hope it will be a rewarding and enjoyable
experience for your family.
The packet contains activities designed to be used daily for five weeks. These activities emphasize writing, reading, math,
science, geography, and speaking skills. A direction sheet is included on the following page. Please use your own
discretion in determining how much time to devote to each activity. We recommend supplementing this pack with daily
reading with your child. This should include his/her reading to you as well as you reading aloud to your child.
Included in the packet is an important chart entitled Summer Goals Calendar. Please have your child reflect on the weekly
activities they have completed and mark the chart. This will promote goal setting for your child over the summer break.
Positive parent comments will help encourage and motivate your child to continue to use the activities in this packet.
At 11 locations across the district, you can drop-in with your student to receive extra help from our district teachers with
the Student Summer Learning Packets, to log-on to our computers and take a virtual field trip or to listen to a great book
from our mini-libraries. Parents or other adults must remain with their children.
The Summer Learning Centers are open June 9-July 10, 2014 from 10:00 a.m. to 2:00 p.m., Monday through Thursday.
A lunch meal will be served.
Visit one of the following BCSD Learning Centers to support your student’s summer enrichment:
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Chavez
College Heights
Franklin
Harding
Pauly
William
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William Penn
Thorner
Voorhies
Jefferson
Horace Mann
Estimados padres/tutores:
Gracias por participar en el aprendizaje de verano con su niño. Esperamos que sea una experiencia provechosa y
disfrutable para su familia.
El paquete contiene actividades diseñadas para ser usadas diariamente durante cinco semanas. Estas actividades
enfatizan escritura, lectura, matemáticas, ciencias, geografía, y destrezas para hablar. En la siguiente página se incluye
una hoja con instrucciones. Por favor use su propia discreción para determinar cuánto tiempo debe dedicar a cada
actividad. Recomendamos que suplemente este paquete con lectura diaria con su niño. Esto debe incluir que él/ella le
lea a usted y también que usted lea en voz alta a su niño.
Incluido en el paquete está un cuadro importante titulado Calendario de metas de verano. Por favor haga que su niño
reflexione acerca de las actividades semanales que haya completado y las marque en el cuadro. Esto promoverá que su
niño establezca metas durante las vacaciones de verano. Los comentarios positivos de los padres ayudarán a animar y
motivar a su niño para que continúe usando las actividades en este paquete.
En 11 sitios a través del distrito, los padres u otros adultos pueden entrar con sus estudiantes para recibir ayuda extra de
los maestros de nuestro distrito con los paquetes de aprendizaje de verano del estudiante, acceder el sistema de nuestras
computadoras y tomar una excursión educativa virtual o escuchar un magnífico libro de nuestras mini bibliotecas. Los
padres u otros adultos deben permanecer con sus niños.
Los centros de aprendizaje de verano están abiertos el 9 de junio-10 de julio del 2014 de 10:00 a.m. a
2.00 p.m., de lunes a jueves. Se servirá una comida tipo almuerzo.
Visite uno de los siguientes centros de aprendizaje del BCSD para apoyar el enriquecimiento de verano de su estudiante:
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•
•
•
Chavez
College Heights
Franklin
Harding
Pauly
William
•
•
•
•
•
William Penn
Thorner
Voorhies
Jefferson
Horace Mann
Grade 7 Summer Learning Packet Directions
Listed below are the directions for each type of daily activity included in the Summer Learning Packet.
Please use these directions to help your child successfully complete writing, reading, math, science, and
daily geography activities. There is also a weekly activity calendar included on the next two pages.
Summer Adventure Passport
Included in this packet is the BCSD Summer Adventure Passport, this book contains weekly virtual field trips and
activities your child can explore either using your home computer or at one of the ten summer learning centers.
As your child completes the activities within the Adventure passport, they have the opportunity to earn and
receive passport stamps from the Summer Learning Centers. Help your child collect a passport stamp by ensuring
that they complete the following activities:
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Virtual Field Trips
Daily Reading Log
Journal Writing
Also included in the Adventure Passport are activities that are happening within and around the area of Bakersfield that you and
your family can attend:
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Water Parks
Bright House Amphitheater Concerts and Movies
Kern County Museum
Martin Luther King Learning Center
The Boys and Girls Club
And many more……….
Don’t miss out on the reading incentives offered on the last two pages of this Summer Adventure Passport!
Writing
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Have your child respond to writing activities by writing in his/her Summer Writing Journal.
Encourage your child to read previous journal entries frequently.
Reading
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Encourage your child to read every day and keep track of their reading in the Summer Adventure Passport.
Have your child read the passages and fill in the corresponding worksheets.
History
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Have your child read the passages and answer the questions that follow.
Math & Science
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Have your child discuss and write their responses to the math and science questions in his/her writing journal.
Daily Geography
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Have your child investigate and answer a daily geography question.
Your child will record his/ her answer in the box of the Daily Geography chart.
Grade 7 Summer Goals Calendar
WEEK 1
WRITING:
Movie Poster
Draw a movie poster
highlighting key issues for a
historical figure and/or time
period.
MATH:
Discounts
Search for discounts in sales
papers, on the internet or in a
store. Try to calculate the sale
price and note the difference
in price.
SCIENCE:
WRITING:
Plant Cells
Sketch out a picture of a plant
cell and give a brief summary
on photosynthesis in your
writing journal.
Porcelain
China was known for their
porcelain pottery; look up
pictures of porcelain pottery
and then describe what you
like about it and draw your
own in your writing journal.
HISTORY:
Read about “Eleanor of
Aquitaine” and complete the
worksheet.
READING:
Read “After Twenty Years” and
complete the worksheets.
WRITING:
Speech
Write a speech from the
perspective of a historical
person in your writing journal.
Choose a Daily Geography Activity to complete.
READ EVERY DAY (Books, Magazines, Newspaper, Online Articles, etc.)
Choose a day this week: Use your Summer Adventure Passport to take a Virtual Trip.
Don’t forget to write down any reading you do this week on your Week 1 reading record page.
HISTORY:
Read about “Genghis Khan”
and complete the worksheet.
WEEK 2
WRITING:
Editorial
Write an editorial for a
newspaper from the
perspective of a historical
figure about a historical event
in your writing journal.
MATH:
Ratio Thinking
Get your favorite bag of candy
and learn about ratios! Sort
the bag by colors and begin to
make ratios.
Example:
Red:Blue 6:8 , 6 to 8, or
6
8
6 3
= = .75= 75%
8 4
WRITING:
Movie Proposal
You have a great idea for a
movie set in the Renaissance.
To get your movie made, you
need to convince a studio that
the period is interesting and
exciting.
SCIENCE:
Mammals
Research and give a summary
on a mammal of your choice in
your writing journal.
Be sure to include in your
proposal the following: setting,
characters, and plot
READING:
Read “Amigo Brothers” and
complete the worksheets.
MATH:
Number line
Create a number line from
0 to 1 in your writing journal.
Create six fractions and place
them on the number line from
least to greatest.
Explain why the fractions are in
the correct order to someone.
WEEK 3
WRITING:
Travel Brochure
You’ve been hired to create a
travel brochure called “Japan’s
Rich History.” Your brochure
will describe tourist
attractions, geography, food,
language, religion, and society
that show the country’s
fascinating past.
MATH:
Interesting Integers
Use the number line provided
that goes from -10 to +10.
Cut out the numbers to create
your own interesting integer
problems and use the number
line to help you solve.
Example: +6 + (-3) =
-10 + (+3) =
SCIENCE:
Metamorphosis
Give a summary of the stages
of metamorphosis; include
hand drawn pictures in your
writing journal.
WRITING:
Magazine Article
Write a magazine article about
a great period in the history of
a country of your choice in
HISTORY:
Read about “Don Quixote” and
complete the worksheet.
READING:
Read about “Rikki-tikki-tavi”
and complete the worksheets.
MATH:
Sales Tax
Sales tax is 7.5%. Try to
estimate the sales tax when
you go shopping with a family
member.
WRITING:
Marco Polo
Research the travels of Marco
Polo; provide a summary about
something interesting that
happened during his travels in
HISTORY:
Read about “Poems from the
Tang and Song Dynasties” and
complete the worksheet.
Read “The War of the Wall”
and complete the worksheets.
Scientific Revolution
Imagine that you are a
newspaper reporter. Write
about one of the main
discoveries or inventions of the
Scientific Revolution in your
writing journal.
Data Displays
Create a chart of some of the
interesting things around home
and create categories like
different games, movies or
music. Then create a pie chart
or bar graph to display your
information in your writing
journal.
WRITING:
WEEK 4
READING:
MATH:
WRITING:
Job Advertisement
Imagine that you are a noble in
the 900s looking for knights, or
warriors, to help you protect
your property. In your
advertisement include what
skills/traits are needed, duties
to perform and pay to earn.
SCIENCE:
The Galapagos Islands
Imagine that you are Charles
Darwin. Write a journal entry
on your adventures in the
Galapagos Islands; include two
sketches of animals you saw.
MATH:
Multiplication
Cut out the number cards. Use
the cards to build
multiplication problems. Write
the problems out in your
writing journal and solve them.
MATH:
Measurement
Get a ruler or common
household object such as a
brush, spoon or pen. Measure
the area of different parts of
your house.
Area= base x height
Example:
2
25 x 20 = 500 spoons
WEEK 5
WRITING:
Magna Carta
Use a computer to read about
the Magna Carta. Then create
your own version of this
document with 10 demands
that you would impose on the
King of England in your writing
journal.
MATH:
Prime factorization
Create a three digit number
and divide it down to get the
prime factors.
Example: 925 = 25 x 37
2
or 5 x 37
SCIENCE:
Natural Selection
Charles Darwin proposed his
theory on Natural Selection.
Think of and research 5
organisms that have adapted
to their environment in your
writing journal.
WRITING:
Journal Entry
Imagine that you are an English
Crusader going to the Holy
Land on the Crusades. Write a
journal entry explaining your
travels.
MATH:
Number Facts
Create a number. It could be a
multi-digit whole number,
decimal, or fraction. Once
created, write some facts
about the number in your
writing journal.
Daily Geography Activities – Grade 7
Directions: Complete one daily geography question each day. Record your answer in the box.
1.
In which region could an
archeologist find relics from
the Olmec civilization?
2.
6.
If you crossed the Isthmus of 7.
Panama from the east,
which ocean would you
find?
Marco Polo traveled to the
country of Cathay in the
1200s. What is the present –
day name of Cathay?
3.
If you were leaving Italy on
the Silk Route, in which
direction would you be
traveling?
4.
Why did Columbus refer to
the people he met on his
1492 journey as “Indians”?
5.
Which two countries signed
the Treaty of Tordesillas in
1494?
8.
Juan Ponce de Leon was the
first European to set foot in
what is today the United
States. In which present-day
state did he land?
9.
Which present-day country
did the Aztec Empire cover
much of?
10. If you visited Mexico City, on
which former Aztec capital
would you be treading?
11. Spanish conquistadors
exploring the Americas
searched for treasures.
Which natural resource did
they especially hope to find?
12. Which vegetable did
explorer Jacques Cartier
bring back to Europe? How
did Cartier acquire this
vegetable?
16. About how many miles is it
from Mecca to Medina?
21. Where in Japan did the
Mongols try to invade?
13. What was the northernmost
point reached by Giovanni
da Verrazano on his 1524
journey?
After which Italian explorer
were North and South
America named?
14. Which early civilization was
located in Mesoamerica?
15. What bodies of water
surround the Arabian
Peninsula?
17. What region was the Mughal 18. What were some goods
Empire located?
traded across the Sahara?
19. How far west did the
Mongol Empire stretch?
20. What are Japan’s four main
islands?
22. About how many miles is it
from Paris to Jerusalem?
24. About how many miles did
25. What continent did Vasco da
the Inca Empire stretch from
Gama sail for?
North to South?
23. What bodies of water
bordered the Aztec Empire
Preparing to Read
After Twenty Years
Based on the story by O. Henry
LITERARY SKILLS FOCUS: OMNISCIENT POINT OF VIEW
“Who is telling this story?” This is a good question to ask when you start
reading. When you do this, you are asking about point of view.
“After Twenty Years” is told from an omniscient point of view. An omniscient
narrator knows everything about all the characters. When you read O. Henry’s
story, think about what important information the omniscient narrator knows
but chooses not to tell us.
READING SKILLS FOCUS: MAKING PREDICTIONS
Part of the fun of reading is guessing what will happen next. When we
do this, we are making predictions. Here’s how to make predictions:
Look for clues that foreshadow,
or hint at what is next.
Predict possible outcomes.
New Prediction
Change predictions as you
read more.
VOCABULARY
Work with a partner to practice using these words in complete sentences.
fortune (FAWR
CHUHN)
n.: wealth or riches.
grasped (GRASPD) adj.: grabbed; seized.
sharp (SHAHRP) adj.: smart.
INTO THE STORY
O. Henry is the pen name for author William Sydney Porter. He is known
for writing many stories about New York City life. Porter lived in New
York in the early 1900s. He wrote about life on the streets and in poor
neighborhoods. During the early 1900s, many people came to New York
from countries like Italy and Ireland to start new lives in the United States.
Many of these people were poor and lived in crowded and run-down
apartment buildings called tenements.
122
After Twenty Years
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Prediction
Clue
After Twenty Years
The Rewarded Poet, 1956 (oil on canvas), Rene
Magritte. © 2009 C. Herscovici, Brussels/Artists
Rights Society (ARS), New York/The Bridgeman Art
Library.
Based on the story by O. Henry
The policeman walked up the street. He always walked boldly.
There were few people out that night. It was too cold, windy,
A
READ AND DISCUSS
Comprehension
What picture is the author
painting for us?
B
HERE’S HOW
Literary Focus
Neither the policeman or the
man in the doorway is telling
the story. Instead, there is a
narrator with an omniscient
point of view. I know that the
story would be different if the
policeman were telling it.
and rainy.
The officer studied the street carefully. With his strong
body and bold walk, he could turn heads. Lights were on at a few
stores. Most stores had been closed for hours, though. A
The policeman slowed down. A man leaned against the
doorway of a dark hardware store. He had an unlit cigar in his
mouth.
10
“It’s all right, Officer,” he said quickly. “I’m just waiting for a
friend. We decided to meet here twenty years ago. There used to
be a restaurant here.”
“It was torn down five years ago,” said the policeman.
The man struck a match and lit his cigar. The light showed
a pale face with a square jaw. He had a little white scar near his
right eyebrow. He wore a large diamond pin in his scarf. B
“Twenty years ago tonight,” said the man, “I ate here with
Jimmy Wells. We were raised together here in New York. We
were like brothers. The next morning, I was leaving for the West
20
to make my fortune. Jimmy didn’t want to leave New York. We
agreed to meet here in twenty years.”
After Twenty Years
123
The policeman said, “Twenty years is a long time. Haven’t
you heard from your friend?”
READ AND DISCUSS
“Well, yes, we wrote for a time,” said the man. “But after
Comprehension
a year or two, we stopped. The West is a big place, and I kept
What is happening with
the man in the doorway?
Follow-up: How do you
know that he thinks highly
of his old friend?
B
moving around. I know Jimmy will meet me if he’s alive.” A
The man pulled out a watch. It was decorated with small
diamonds. B
“Three minutes to ten,” he said. “It was exactly ten o’clock
HERE’S HOW
Reading Focus
30
“Did pretty well out West, didn’t you?” asked the policeman.
I think the author is telling
me something here by
mentioning the diamonds.
I could make a prediction
that the man in the doorway
is rich. Maybe he wants
to give Jimmy Wells some
money, or maybe he just
wants to show off to Jimmy.
C
“You bet! I hope Jimmy has done half as well. He was a good
man—a bit slow, though. It takes the West to make a man really
sharp.” C
“I’ll be leaving,” said the policeman. “I hope your friend
comes soon. Are you going to leave if he’s not here by ten?”
“No!” said the other. “I’ll give him at least half an hour.
If he’s alive, he will be here by then. Goodbye, Officer.”
YOUR TURN
“Good night, sir,” said the policeman.
Vocabulary
The man in the doorway
describes himself as sharp.
Although it has other
meanings, here the word
sharp means “smart.” Write
a sentence describing
someone that you think
is sharp.
when we left here twenty years ago.”
40
A light, cold rain fell. The wind had increased. The man
smoked and waited for his friend.
In about twenty minutes, a tall man crossed the street.
He was wearing a long coat with the collar turned up to his ears.
He went directly to the man in the door.
“Is that you, Bob?” he asked.
“Is that you, Jimmy Wells?” cried the man in the door.
“Bless my heart!” said the tall man.
© Ron Stroud/Master file © Carrie Boretz/Corbis
124
After Twenty Years
A
He grasped Bob’s hands. “I was sure you’d come. Twenty
years is a long time! The old restaurant is gone, Bob. How has the
West treated you, old man?”
YOUR TURN
Reading Focus
“Very well. I have everything I ever wanted. You’ve changed
50
D
a lot, Jimmy. You seem two or three inches taller.” D
“Oh, I grew a bit after I was twenty.”
Bob says that Jimmy seems
“two or three inches taller.”
Make a prediction about why
this might be important.
“Are you doing well in New York, Jimmy?”
“Okay. I work for the city. Come on, Bob. We’ll go to a place
I know and have a long talk about old times.”
The two men walked up the street, arm in arm. The man
from the West talked a lot about his success. The other man
A brightly lit drugstore stood at the corner. When they came
How are things going for the
two old friends?
into the light, each man turned to look at the other’s face.
The man from the West stopped suddenly. F He released
his arm.
F
HERE’S HOW
Language Coach
“You’re not Jimmy Wells,” he snapped. “Even twenty years
can’t change a man’s nose from a Roman to a pug.”1
“It sometimes changes a good man into a bad one,” said the
tall man. “You’ve been under arrest for ten minutes, ‘Silky’ Bob.
The police department in Chicago thought you might have come
READ AND DISCUSS
Comprehension
listened with interest. E
60
E
here. They want to talk to you. Before we go to the station, here’s
Related words have the same
base words, or are similar in
their spelling. Suddenly has
the base word sudden, which
means “quick,” “abrupt,”
or “unexpectedly.” When
the man stopped suddenly,
he must have stopped
unexpectedly.
a note I was asked to give you. It’s from Patrolman Wells.”
The man from the West unfolded the little piece of paper.
70
G
READ AND DISCUSS
Comprehension
By the time he had read the note, his hand shook.
Bob: I was at the place on time. When you struck the match
to light your cigar, I saw it was the face of the man wanted
What does it show us about
Jimmy that he did not arrest
Bob when he first recognized
him?
in Chicago. Somehow I couldn’t arrest you myself. Instead,
I went around and got a plainclothes man to do the job.
Jimmy G H
Comprehension Wrap-Up
H
YOUR TURN
Literary Focus
What did the omniscient
narrator know all along but
did not tell the reader?
1. Bob’s hand shakes when he reads the letter. Knowing what
we do about Bob, why do you think that is?
1.
“. . . change a man’s nose from a Roman to a pug.”: A Roman nose
has a bridge that is high and noticeable. A pug nose is short and
wide. It usually turns up at the end.
After Twenty Years
125
Skills Practice
After Twenty Years
USE A PREDICTIONS CHART
DIRECTIONS: O. Henry leaves numerous clues in this story that help the reader
make predictions about its ending. Now that you have completed the story, go
back and look for clues that hint at how the story ends. Add your clues to the
chart below. One example has been provided.
What the Clues Hint At
Bob waits for Jimmy in the
shadows.
Bob is hiding in the shadows because he is a criminal and does
not want to be recognized.
1.
2.
3.
4.
126
After Twenty Years
Clues
Applying Your Skills
After Twenty Years
LITERARY SKILLS FOCUS: OMNISCIENT POINT OF VIEW
DIRECTIONS: Remember that an omniscient narrator knows everything about a
story and its characters. However, he or she does not necessarily tell the reader
everything. In “After Twenty Years,” what the narrator does not say is just as
important as what he does say. For the sections of the story below, identify
the important information that the narrator keeps hidden until the end.
Detail from the story
Bob says that he moved around a
lot while he was in the West.
Important information the
narrator does not reveal
The narrator doesn’t mention that
Bob was probably moving a lot to
avoid being caught and arrested.
Bob tells the police officer that
Jimmy will meet him as long as he
is still alive.
The police officer pretending to be
Jimmy says, “I work for the city.”
READING SKILLS FOCUS: MAKING PREDICTIONS
DIRECTIONS: Did your predictions turn out to be correct, or did the story’s
ending surprise you? On the lines below, write a short paragraph answering
that question. Explain why you were surprised. Or, if you guessed the ending,
explain how you knew.
VOCABULARY REVIEW
DIRECTIONS: Fill in the blanks with the correct words from the Word Box. Not
all words will be used.
LdgY7dm
fortune
grasped
1. The man noticed little things about people and was very smart, or
.
2. Jimmy was surprised by the
that Bob had made.
sharp
After Twenty Years
127
Preparing to Read
Amigo Brothers
Based on the story by Piri Thomas
LITERARY SKILLS FOCUS: THE SHORT STORY
A work of fiction that is only a few pages long is called a short story. Short stories
contain many of the same elements as longer novels—main characters, conflicts,
or problems, a climax, and a resolution—but short stories present all of this
information in just a few pages. For example, you will find that “Amigo Brothers”
contains all of these elements, even though the story is only a few pages long.
READING SKILLS FOCUS: COMPARING AND CONTRASTING
Comparing and contrasting helps you see and analyze details more clearly. When
you compare, you point out what is the same. When you contrast, you point out
what is different. To compare and contrast the two boys in “Amigo Brothers,” put
the information in a diagram such as this one.
Antonio
thin
boxer
muscular
Differences
Similarities
Differences
VOCABULARY
abdomen (AB
DUH MUHN)
n.: stomach.
trunks (TRUHNGKS) n.: very short trousers.
exploded (IK SPLOHD
Reading
Standard 3.1
Articulate
the expressed
purposes and
characteristics
of different
forms of prose
(e.g., short story,
novel, novella,
essay).
154
ID)
v.: flashed.
INTO THE STORY
Amigo Brothers
Many boys from the Lower East Side of New York City have dreamed of building
a better life for themselves. Some have tried to do this by entering the New York
Golden Gloves boxing tournament. This tournament was started in 1927 by Paul
Gallico, a newspaper writer. The tournament marks a young boxer’s entry into the
world of big-time boxing. Although he did not box himself, Piri Thomas grew up in
a rough neighborhood in New York City in the early twentieth century.
Felix
AMIGO BROTHERS
A
HERE’S HOW
© Scott B. Rosen/Bill Smith Studio
Reading Focus
Antonio Cruz and Felix Vargas were both seventeen. They had
been best friends for so long they felt like brothers. They lived in
the same apartment house on the Lower East Side of Manhattan.
Antonio was light-skinned, tall, and thin. Felix was dark, short,
and muscular.
Both dreamed of becoming the world lightweight boxing
champion. They trained together. Early mornings, they ran
along the river together.
This story is all about
similarities and differences.
I will start comparing and
contrasting the main
characters, Antonio and Felix.
The guys are the same age,
live in the same place, and
have the same dream. But
they do not look alike, and
they do not fight alike.
B
HERE’S HOW
Language Coach
A suffix is a word part that
is added to the end of word.
I know the word power
means “strength.” The suffix
-ful means “an amount that
fills.” Powerful must mean
“full of power or strength.”
C
READ AND DISCUSS
Comprehension
What is the author telling
us about the Golden Gloves
tournament?
Both had won four boxing medals. Their styles were
10
different, though. Antonio had a longer reach and was a better
boxer, but Felix was a more powerful slugger. A B
In just two weeks, they would fight each other. The winner
would represent their club in the Golden Gloves Championship
Tournament. C
“Amigo Brothers” adapted from Stories from El Barrio by Piri Thomas. Copyright © 1978 by
Piri Thomas. Retold by Holt, Rinehart and Winston. Reproduced by permission of the author.
Amigo Brothers
155
As they ran one morning, Felix said they needed to stop
A
and talk. Their match was less than a week away. They leaned
HERE’S HOW
against the railing, looking out at the river.
Literary Focus
In lines 18–25, the two
friends talk about the fight.
Both boys are worried about
the fight, so I know that is
the story’s conflict.
B
“I don’t know how to say this, bro,” Felix began.
“I’ve been worrying about our fight, too, panin.1 I don’t
20
sleep. I think about pulling punches so I don’t hurt you.”
“Me, too,” said Felix. “I want to win fair and square. Let’s make
a promise, OK? When we fight, we’ve gotta be like strangers.”
READ AND DISCUSS
“Sí,”2 Antonio agreed.
Comprehension
“Listen, Tony, I think we shouldn’t see each other until the
How does the boys’ decision
to train separately add
to what we know about
Antonio and Felix?
fight. I’m going to Aunt Lucy’s in the Bronx. I’ll train up there.” A
Felix suggested they split right there. After the fight, he
said, they’d be together again like nothing ever happened.
C
YOUR TURN
They hugged and went their separate ways. B
The night before the fight, Antonio went up to the roof.
Vocabulary
The word trunks can mean
“large chests,” “enclosed
auto compartments,” “stems
of trees,” “elephants’ noses,”
or “very short trousers.”
What meaning do you think
trunks has in line 38?
30
The only way not to hurt Felix, he thought, was to knock him
out quickly. He worried about what the fight would do to their
friendship.
That night, Felix watched a boxing movie, imagining
himself as the hero. It was Felix the Champion against Antonio
On the day of the tournament, fans filled Tompkins
Square Park. In their dressing rooms, Antonio put on white
trunks, black socks, and black shoes. Felix wore light blue trunks,
red socks, and white shoes. C
There were six matches before their fight. Finally, it was
40
time. The crowd roared as they entered the ring.
Bong! Bong! Bong! “Ladies and Gentlemen, Señores3
and Señoras.4 For the main event we have two young Puerto
Rican boxers: Felix Vargas at 134 pounds and Antonio Cruz at
133 pounds.”
The referee told them to fight cleanly. “Now shake hands
and come out fighting.”
1.
2.
3.
4.
156
Amigo Brothers
Panin (PAH NEEN) is Puerto Rican Spanish slang for “pal” or “buddy.”
Sí is Spanish for “yes.”
Señores (SEH NYO REHS) is Spanish for “gentlemen.”
Señoras (SEH NYO RAHS) is Spanish for “ladies.”
the Challenger. He hoped for a quick, clean knockout, too.
D
YOUR TURN
Literary Focus
The beginning of the fight
is described in lines 48–51.
Underline the sentence that
tells you about the promise
the characters made.
E
HERE’S HOW
Reading Focus
Here are some more
comparisons and contrasts.
Both Felix and Antonio are
injured, but they are injured
in different ways.
© Superstock/Alamy
The bell sounded for round one. Felix punched a hard
straight left, but Antonio slipped away. Antonio’s three fast lefts
50
snapped Felix’s head back. Felix knew then that Antonio wasn’t
pulling any punches. Both would fight to win. D
Antonio danced around, punching again and again. Felix
moved in closer so he could reach Antonio. At the end of the
round, he trapped Antonio against the ropes and smashed his
abdomen. Two hard lefts to his head set Felix’s ear ringing.
Bong! Both boxers froze mid-punch as round one
ended.
Felix’s right ear rang as he moved to his corner. Antonio
had red marks on his midribs. E “Remember,” Antonio’s
60
F
READ AND DISCUSS
Comprehension
What can we learn from the
conversation between the
boys and their trainers?
G
HERE’S HOW
Vocabulary
I have heard the word
exploded when someone
talks about bombs or
fireworks. That does not
seem to fit in this sentence.
Here, I think exploded
means that lights flashed in
Felix’s head because he was
punched.
trainer told him, “Felix always goes for the body.”
Felix’s trainer warned him, too. “You gotta get in close,
or he’ll chop you up from way back.” F
Bong! Bong! Round two. Felix rushed in and landed a
solid right to the head. Hurt, Antonio hit back hard and fast.
Felix returned a left to Antonio’s head and a right to the body.
Antonio waited while Felix danced around. Then, Felix
rushed in and slugged Antonio. Antonio hit him hard on
the chin, and lights exploded inside Felix’s head. G His legs
Amigo Brothers
157
A
folded, but he managed to fight off Antonio’s attack. Felix
YOUR TURN
70
Reading Focus
came back with a powerful right.
Antonio smashed Felix’s right eye, which puffed up right
The crowd’s attitude changes
during the fight. How do the
crowd’s actions in lines 79–80
contrast, or differ, from their
actions in line 87?
away. Toe to toe, the boxers battered each other. Right, left,
right, left. The crowd stood and roared.
A sudden right to the chin turned Antonio’s legs to jelly.
Felix hit wildly until Antonio punched him hard on the nose.
Then Felix landed a fierce blow. Antonio dropped, then
staggered to his feet. He slugged Felix hard, and Felix went
down flat on his back.
He got up in a fog. The crowd roared wildly as the bell
80
Both fighters were hurting, but the doctor said they were
READ AND DISCUSS
OK to continue.
Comprehension
Bong!—the last round. So far the fight seemed even, but
What is going on now? How
does this connect to what we
know about the boys?
C
there could be no tie. There had to be a winner.
Antonio charged, driving Felix against the ropes. They
pounded each other fiercely. Felix’s eye was closed, and blood
YOUR TURN
poured from Antonio’s nose. The crowd watched in silence. A
Literary Focus
The story’s conflict was that
the boys worried the fight
would affect their friendship.
What was the resolution to
that problem?
The bell sounded the end of the fight. But the boxers kept
on pounding each other. The referee and trainers pulled them
90
apart, and someone poured cold water over them.
Felix and Antonio looked around and hurried toward each
other. The audience cried out in alarm. Would they fight to the
death? Then they cheered as the amigo brothers hugged.
“Ladies and Gentlemen, Señores and Señoras. The winner and
champion is . . . ” The announcer turned to point to the winner.
But he stood alone in the ring. The champions had already
left, arm in arm. B C
1. What does the way the boys went about getting ready for
the fight, fighting the fight, and their actions after the fight
tell us about them?
158
Amigo Brothers
B
sounded the end of round two.
Amigo Brothers
LITERARY SKILLS FOCUS: THE SHORT STORY
DIRECTIONS: On the blanks, write the letter of the description that best fits each
short story element.
1. main characters
2. conflict
3. climax
4. resolution
a. The boys hug and leave the ring together before the winner is announced.
b. Felix and Antonio
c. The round three bell rings, ending an intense fight.
d. The boys are worried that fighting each other will affect their relationship.
READING SKILLS FOCUS: COMPARING AND CONTRASTING
DIRECTIONS: On the blanks below, write “comparison” if the sentence shows how two
things are alike. Write “contrast” if the sentence shows how two things are different.
1. Felix and Antonio both want a fair fight.
2. Felix is short, while Antonio is tall.
3. Antonio wears black shoes and Felix wears white shoes.
4. After the fight, Antonio and Felix both decide to ignore the referee’s decision
saying who won.
VOCABULARY REVIEW
DIRECTIONS: Fill in the blanks below with the correct word from the Word Box. One
word will not be used.
LdgY7dm
abdomen
trunks
1. After Felix punched Antonio in the head, Antonio returned a lower blow
and struck Felix’s
.
2. Felix wore his favorite
for the fight.
exploded
Amigo Brothers
159
Preparing to Read
Rikki-tikki-tavi
Based on the story by Rudyard Kipling
LITERARY SKILLS FOCUS: CONFLICT
Conflict is the problem or struggle that makes a story interesting. Often,
we can explain the main conflict in one phrase, like “hero versus villain.”
Conflict is worked out in the related events, or plot, of a story. The diagram
below shows a few of the types of conflicts a story’s hero might face.
• Villain
Hero
• Nature
• Self
To summarize means telling a story that someone else has written in
your own words. Retell the main ideas, or most important events, in your
summary. When you summarize a story, one of the first things you need
to identify is the main conflict.
VOCABULARY
slither (SLITH
ER)
v.: slide from side to side.
scornfully (SKAWRN
coiled (KOY
OYLD)
FUHL LEE)
adv.: with contempt.
adj.: gathered in loops or circles.
INTO THE STORY
The following story is set in India during a time when the British
government ruled that country. The hero of the story, Rikki-tikki-tavi,
is a mongoose. A mongoose is an animal that looks like a cross between a
squirrel and a weasel. The story is about a conflict between the mongoose
and the deadly snakes that share his yard.
6
Rikki-tikki-tavi
READING SKILLS FOCUS: SUMMARIZING
Rikki-tikki-tavi
Based on the story by Rudyard Kipling
A
READ AND DISCUSS
Comprehension
What has the author told
you about Rikki-tikki so far?
B
HERE’S HOW
© Mira/Alamy
Reading Focus
I will begin by summarizing
the main ideas in lines 1–14.
I meet the main character
(Rikki-tikki-tavi) and find out
how he came to live with
Teddy’s family.
This is the story of a great war. Rikki-tikki-tavi fought this war
in an English family’s home in India. He had some help, but he
did the real fighting.
Rikki-tikki was a mongoose. His name came from the
sound he made going into battle: Rikk-tikk-tikki-tikki-tchk! A
When Rikki was small, a flood swept him away from his
home and family. A little boy named Teddy found him half-dead
and brought him home. Teddy and his mother warmed the mongoose till he woke up.
10
Although the mother had a soft spot for animals, she wasn’t
sure she wanted a wild animal in her house. But Teddy’s father
convinced her that a mongoose was the perfect house pet. After
all, deadly snakes lived right in their garden, and mongooses
were snake killers. B
Rikki-tikki soon felt better, and he spent the rest of the day
C
HERE’S HOW
Language Coach
I know that the word
exploring is formed by
adding the suffix –ing to the
root word explore.
D
HERE’S HOW
Literary Focus
I read in lines 16–19 that two
birds, Darzee and his wife,
are upset. They are upset
because a snake named Nag
ate one of their babies.
I think Nag will continue to
cause conflicts, or problems,
in this story. These conflicts
will be important to the plot.
and the next morning exploring Teddy’s house. C In the yard he
heard the sad voices of two tailorbirds, Darzee and his wife. The
birds were crying because a cobra named Nag had eaten one of
their babies. D Just then, Nag himself appeared. He was a huge
20
black cobra, five feet long.
Rikki-tikki-tavi
7
“I am Nag,” he said. “Look, and be afraid!”
A
Though Rikki had never met a cobra, he knew that a mon-
READ AND DISCUSS
Comprehension
goose’s job was to kill snakes. Nag knew that, too, and the cobra
What just happened
between Rikki-tikki and
Nag and his wife?
was afraid.
Rikki-tikki replied, “Well. Do you think you should eat baby
birds?”
B
Nag then played a trick on Rikki-tikki.
YOUR TURN
“Let’s talk,” he said. “If you eat eggs, why shouldn’t I eat
Reading Focus
Summarize the two main
ideas in lines 30–42.
birds?”
30
“Behind you! Look behind you!” cried Darzee.
Rikki-tikki jumped high up in the air. He just missed being
struck by Nag’s wife Nagaina, who had slithered up behind him.
Rikki landed on Nagaina’s back and bit her, but she struggled
free. A
C
When a mongoose’s eyes grow red, it means he is angry.
YOUR TURN
Now Rikki-tikki’s eyes grew very red. But Nag and Nagaina were
Vocabulary
gone.
Why do you think Rikkitikki answers Chuchundra
scornfully in line 52?
Teddy ran down the path to pet Rikki-tikki. But as Teddy
bent down, something moved in the dust. It was Karait, a small
40
but deadly snake. Rikki’s eyes glowed red.
But Rikki-tikki had already killed Karait. B
D
YOUR TURN
Teddy’s father beat the dead Karait.
Literary Focus
“Why is he doing that?” thought Rikki-tikki. “I have already
Which is an example of
conflict: Rikki-tikki’s fight
with Karait (lines 38–42)
or his conversation with
Chuchundra (lines 51–52)?
Explain your answer.
killed the snake.”
The family treated Rikki like a hero. He enjoyed the attention. But he did not forget about Nag and Nagaina.
That night, Rikki wandered around inside the house. He
met Chuchundra the muskrat, a little ratlike animal. Chuchundra
50
was very scared.
“Don’t kill me!” cried Chuchundra.
“Why would I kill you?” said Rikki-tikki scornfully. C D
“I don’t know,” said Chuchundra. “Maybe Nag will think I
am you some dark night, and he will kill me. My cousin Chua,
the rat, told me—”
“Told you what?” said Rikki-tikki.
8
Rikki-tikki-tavi
Teddy shouted to his parents. His father ran out with a stick.
E
READ AND DISCUSS
© Dinodia/Omni-Photo Communications
Comprehension
What are Nag and Nagaina
up to?
Chuchundra was terrified, but he told Rikki that Nag and
Nagaina were planning an attack that very night.
Just then, Rikki-tikki heard a soft scratch-scratch coming
60
from the bathroom. Rikki-tikki moved quietly into the bathroom.
There he heard Nag and Nagaina whispering in the drainpipe.
“Go in quietly, and kill the big man first,” said Nagaina.
“Are you sure we should kill the people?” said Nag.
“Of course. The mongoose will leave if we kill them. Then
we can be king and queen of the garden, and we will have a safe
hatching ground for our eggs,” said Nagaina. She and Nag had
eggs that were almost ready to hatch. E
Nag slipped through the drain into the bathroom. His head
came first, then his five feet of scaly body. Rikki-tikki was angry,
70
but also afraid. He stayed very still for an hour. Then, he moved
slowly toward Nag. He knew he had to kill Nag with his first bite.
Rikki jumped on Nag’s head. Nag shook him every which way.
Though Rikki was dizzy and hurt all over, he held on tightly.
Then Rikki felt a blast. The fight had awakened Teddy’s
father, who shot Nag.
The man picked up Rikki. He shouted, “It’s the mongoose
again! This time, he has saved our lives!”
Exhausted, Rikki-tikki dragged himself to Teddy’s bedroom.
When morning came, Rikki-tikki knew he had a job to
80
finish. Nagaina was still alive. Rikki went to Darzee for help.
Rikki-tikki-tavi
9
Darzee told Rikki that Nagaina was by the trash heap, crying over
A
Nag’s body. Her eggs were in the melon garden. But the foolish
READ AND DISCUSS
Comprehension
Darzee refused to help Rikki get rid of the cobra’s eggs. Darzee
What is Rikki-tikki up to?
didn’t think it was fair to destroy eggs. A
Darzee’s wife had more common sense. She didn’t want
B
HERE’S HOW
young cobras around. She helped Rikki by fluttering around,
Vocabulary
The word coiled tells how
the snake was lying on the
floor. I think it means that
the snake was lying in a
circle. I checked the dictionary, and it says “gathered in
loops or circles.” My meaning
was correct.
pretending her wing was broken. Nagaina couldn’t resist such an
easy target, so she pursued the bird.
Meanwhile, Rikki-tikki found Nagaina’s twenty-five soft,
90
white eggs. He had crushed all but one when he heard Darzee’s
wife screaming:
“Rikki-tikki, I led Nagaina toward the house. Now she is
going in! Hurry! She is going to kill!”
C
Holding the last egg in his mouth, Rikki-tikki hurried to the
READ AND DISCUSS
porch.
Comprehension
What is Nagaina up to?
There, Teddy and his parents sat at the breakfast table. They
were as still as stones, hardly daring to breathe. Nagaina was
coiled up on the floor by Teddy’s chair. B C
Rikki-tikki came up and cried, “Turn round and fight,
100
Nagaina!”
from Teddy’s bare leg.
Rikki-tikki’s eyes were blood red. “Look what I have here,”
he said. “Your last egg! I have smashed all the others.”
Nagaina spun around. Teddy’s father grabbed Teddy and
pulled him across the table to safety.
“Tricked! Rikk-tck-tck!” laughed Rikki-tikki. “Rikki-tikki-tcktck! Now, come and fight with me.”
Nagaina looked at her egg. “Give me the egg, Rikki-tikki.
110
I will go away and never come back,” she said, lowering her hood.
“Yes, you will go away—to the trash heap. Fight!” said
Rikki-tikki.
They circled each other in a deadly dance. But Rikki had
forgotten the egg. Nagaina quickly caught her last egg in her
mouth and raced away with it. Rikki-tikki followed her and
10
Rikki-tikki-tavi
“I will fight you soon,” she said, but she didn’t turn away
caught her tail in his sharp little teeth. Together they disappeared
down a rat hole.
D
Darzee, who was watching the battle, cried, “A mongoose
has no chance against a snake down there. Brave Rikki is dead!”
120
But suddenly, the grass moved again. There was Rikki-tikki.
He dragged himself out of the hole.
“It is all over,” Rikki said. “Nagaina is dead.”
YOUR TURN
Literary Focus
The conflict in a story usually
gets solved before the story
ends. Re-read lines 130–134.
Underline the portion that
tells you the conflict is over.
Then he curled up right there and slept until late afternoon.
He didn’t even hear the Coppersmith, a little bird whose job it
was to shout out the good news.
That night at the house, Rikki ate a feast. He was amused by
all the fuss.
“Just think, he saved our lives and Teddy’s life,” said Teddy’s
mother.
130
“What are they worried about?” Rikki-tikki wondered.
“The cobras are all dead. And if any more come, I’m here.”
Rikki-tikki was proud in his own way, and he had a right
to be. From then on, he protected the yard. No cobra ever again
dared to enter it. D
1. How do the views of the family members change in this story?
© K. Senani/OSF/Animals Animals–Earth Scenes
Rikki-tikki-tavi
11
Skills Practice
Rikki-tikki-tavi
USE A CONCEPT MAP
DIRECTIONS: Rikki-tikki-tavi faces numerous conflicts during the story. Pick
Rikki-tikki’s four most serious conflicts and write them in the concept
map below.
Conflicts that Rikki-tikki faces
12
Rikki-tikki-tavi
Rikki-tikki-tavi
LITERARY SKILLS FOCUS: CONFLICT
DIRECTIONS: Review the different types of conflicts, or problems, you learned
about in the Preparing to Read section. Then read the conflicts below and
decide if Rikki-tikki is facing a villain, nature, or himself. Rikki-tikki sometimes
faces more than one conflict at once, but for this exercise pick the conflict that
causes him more trouble.
1. Rikki-tikki follows Nagaina into a rat hole.
2. While defending Teddy’s family from Nag and Nagaina, Rikki-tikki feels
scared and must stay very still for an hour.
3. Rikki-tikki kills Karait, a deadly snake, to protect Teddy.
READING SKILLS FOCUS: SUMMARIZING
DIRECTIONS: One way to summarize a story is to identify a character, his goal,
the conflict he faces, and how he tries to solve the conflict. Summarize Nag’s
side of the story by completing the steps below.
Character: Nag
Goal: He wants a safe place for his eggs.
Conflict (1):
Solution (2):
LdgY7dm
slither
scornfully
coiled
VOCABULARY REVIEW
DIRECTIONS: Fill in the blanks below with the correct words from the
Word Box.
1. Rikki-tikki watched Nagaina
hole and chased after her.
2. Rikki-tikki
family alone.
down the rat
told the cobras to leave Teddy’s
Rikki-tikki-tavi
13
Preparing to Read
The War of the Wall
Based on the story by Toni Cade Bambara
LITERARY SKILLS FOCUS: MOTIVATION
As you read about characters in a story, think about why they act the way
they do. The reason behind a character’s actions is called the character’s
motivation. Motivation can include feelings, needs, wishes, and pressures
from family and friends. For example, if a character locks himself in his
bedroom, it may be because he is angry at someone else in the story. As
you read, ask yourself what makes the characters act the way they do.
READING SKILLS FOCUS: HOW CHARACTER AFFECTS PLOT
Action
If
The narrator yells at
the painter lady.
Then
The narrator asked
what the painter lady
was painting…
VOCABULARY
dedicate (DEHD
UH KAYT)
v.: do or make something in honor of another person.
vine (VINE) n.: a plant with a long stem that climbs on trees or fences.
allowance (UH LOU
UHNSS)
n.: money given to someone on a schedule.
INTO THE STORY
“The War of the Wall” takes place during or shortly after the Vietnam War,
which ended in 1972. The setting is an African American neighborhood in the
South. Southerners and northerners often disagreed during that time. Many
people from the South thought northerners were outsiders who pushed their
own ideas onto the South. This feeling comes across in the story.
56
The War of the Wall
Characters’ actions show us their personalities. Their behavior has an effect
on the plot, or what happens in the story.
Use an If-Then chart like the one below as you read the story. First, write
something the narrator does in the column marked “Action.” Then, record
a way he could have acted under the “If” heading. Leave the last column
blank for now.
The War of the Wall
Based on the story by Toni Cade Bambara
Me and Lou had no time to be polite. We were late for school.
So we just told the painter lady to quit messing with the wall.
It was our wall. She had no right coming into our neighborhood
and painting it. We’ve been throwing pennies against that wall
since we were little kids. Old folks have been sitting in the
shade of the wall for years. Big kids have been playing handball
against the wall since integration.1 Me and my cousin Lou cut
Jimmy Lyons’s name into the wall when we found out he was
A
READ AND DISCUSS
Comprehension
What is the author letting
you know about this wall?
Follow-up: What might
the narrator mean when
he says Jimmy Lyons was
never coming home from
the war in Vietnam?
never coming home from the war in Vietnam. A
“This wall belongs to the kids of Taliaferro Street,” Lou
10
said. But the painter lady just carried her bucket up the ladder.
“You’re not even from around here,” I yelled after her.
The license plates on her old car said “New York.” Lou pulled
me away because I was about to grab the ladder and shake it, and
we went to school. B
When we came back from school, the wall was covered in
white. The painter lady was taping string to the wall. Me and Lou
watched. Then she began marking the string with blue chalk. C
The Morris twins crossed the street, carrying lemonade and
20
a plate of dinner. The blue chalk dust measured off parts of the
wall. Lou said it was cool. I had to remind him we were at war. D
The twins’ plate smelled delicious. There was baked ham,
collard greens, and candied yams. But the painter lady didn’t
B
HERE’S HOW
Literary Focus
I think that the narrator is
mad at the painter lady for
painting on the wall. His
anger is his motivation for
yelling at her.
C
HERE’S HOW
Reading Focus
I can see how characters
affect plot. Here, the
narrator is still angry about
the wall. He comes back after
school to see what the painter
lady is doing. If the narrator
were not upset about the
wall, I do not think that he
would do this.
even turn around. She was pulling the strings down and taking
off bits of tape.
Side Pocket came to see what Lou and me were looking at.
He walked over toward the painter lady.
1.
D
READ AND DISCUSS
Comprehension
What does it mean that
Lou and the narrator were
at war?
integration: (IHN TUH GRAY SHUN) n.: bringing together equally people
of all races in schools, neighborhoods, and restaurants.
“The War of the Wall” adapted from Deep Sightings and Rescue Missions: Fiction, Essays and
Conversations by Toni Cade Bambara. Copyright © 1996 by The Estate of Toni Cade Bambara.
Retold by Holt, Rinehart and Winston. Reproduced by permission of Pantheon Books, a division
of Random House, Inc., www.randomhouse.com.
The War of the Wall
57
HERE’S HOW
Language Coach
The character named Side
Pocket asks: “Watcha got
there?” This is slang for
“What do you have there?”
B
“Supper,” she said. “For her.” She pointed her chin toward
30
She didn’t turn around. She didn’t even say hello.
“These young ladies here have brought you some supper,”
Side Pocket said.
“Ma’ am?” The twins stepped forward. Finally the painter
READ AND DISCUSS
turned around. She rolled back the tinfoil, then shook her head.
Comprehension
“Thank your mother very much,” she said. “I brought my
What is happening between
the community members and
the painter?
C
own dinner.” Without even excusing herself, she went back up
the ladder. I was so mad. We couldn’t wait to tell my daddy all
about this rude woman who’ d stolen our wall. B But my daddy
HERE’S HOW
Vocabulary
40
restaurant later talking about how starved she was. She asked
were there any vegetables cooked without meat. Me and Lou
wondered what planet she came from.
All the way to the country, me and Lou tried to get Mama
to say bad things about the painter lady. But Mama said that
since she was from the North, you couldn’t expect her to have
YOUR TURN
any manners. Me and Lou didn’t want to hear that. Who did that
Literary Focus
What is Lou and the
narrator’s motivation for
buying spray paint?
was busy talking about the trip to the farm to see Grandmama.
The painter lady was a liar too. She came into Mama’s
I have seen the word
allowance before. From
reading this sentence,
I get that an allowance is
something that can be spent,
like money. I can figure
out that allowance means
“money given to someone.”
D
the painter lady.
lady think she was, coming into our neighborhood and taking
50
over our wall?
All weekend, me and Lou tried to come up with ways to get
our wall back. On the news was a story about the New York
subways. The news showed a train covered with drawings done
with spray paint. Me and Lou were excited.
E
On Monday, we spent our whole allowance on a can of
READ AND DISCUSS
spray paint. C D
Comprehension
When we reached Taliaferro Street, half the neighborhood
What is happening at the
wall?
was gathered in front of the wall. We looked at the bag with the
spray paint and wondered how we were going to work our plan.
60
There were too many people standing around to do anything. E
Mama called us over. And then we saw the wall. Reds,
greens, figures outlined in black. Purple and orange, blues
58
The War of the Wall
A
“Watcha got there?” he asked the twin with the plate. A
F
YOUR TURN
Vocabulary
A vine is a long type of plant.
How do you know from the
context of lines 65–67 that a
vine is a plant?
© Morton Beebe/Corbis
and yellows. I recognized some of the faces. There was Martin
Luther King, Jr., Minister Malcolm X, and Harriet Tubman.
Then I saw what looked like a vine. F I realized the
flowers were really faces. Two looked just like the Morris twins.
I could hardly believe my eyes.
“Notice,” Side Pocket said, stepping close to the wall.
G
YOUR TURN
Reading Focus
Re-read the first paragraph
of the story aloud. How is
what you know about the
painter lady’s character different now that you know
more about the plot?
“These are the flags of African countries.”
70
Mama tapped us on the shoulder and pointed to a high
section of the wall. There was a big man who looked like my
daddy. One kid was looking at a row of books. The kid looked
like me. The one that looked like Lou was spinning a globe
on the tip of his finger like a basketball. There were other kids
there with microscopes and compasses. G
Then Lou dropped the paint bag and ran forward, running
his hands over a rainbow. I couldn’t breathe either. The painter
lady had found the marks we made. She had painted Jimmy
Lyons’s name in a rainbow.
80
Written in the wall it said:
To the People of Taliaferro Street
I Dedicate This Wall of Respect
Painted in Memory of My Cousin
Jimmy Lyons H
H
HERE’S HOW
Vocabulary
I see the word dedicate and
I am not sure what it means.
From the writing on the wall,
I can tell that the painting is
dedicated to the people of
Taliaferro Street. From this,
I can guess that dedicate
means “to make something
in honor of someone else.”
The painting was made
for the people that live on
Taliaferro Street.
I
1. Discuss the aspect of human nature related to the way we
treat people who are different from us.
2. How do the actions of Lou and the narrator connect to the
people the painter showed on the wall?
I
READ AND DISCUSS
Comprehension
How does this writing in the
wall add to what we know
about the painter lady?
The War of the Wall
59
Skills Practice
The War of the Wall
USE A CAUSE-AND-EFFECT MAP
DIRECTIONS: With a cause and effect map, you can see why certain characters
acted the way they did. In the boxes on the right, write the main motivation
that made each character act the way he or she did throughout the story.
the painter lady keeps painting, no matter what
60
The War of the Wall
the narrator is mad at the painter lady
The War of the Wall
LITERARY SKILLS FOCUS: MOTIVATION
DIRECTIONS: Answer each question with a complete sentence.
1. Why do the narrator and Lou want the painter lady to leave at the
beginning of the story?
2. What is the painter lady’s motivation for painting the wall?
READING SKILLS FOCUS: HOW CHARACTER AFFECTS PLOT
DIRECTIONS: Review your If-Then chart from the Preparing to Read page.
Fill in the “Then” column to show how the story’s plot may have changed if
the narrator’s action were different.
Action
The narrator yells at
the painter lady.
If
Then
The narrator asked
what the painter lady
was painting . . .
VOCABULARY REVIEW
DIRECTIONS: Fill in each blank with the correct word from the Word Box.
LdgY7dm
dedicate
allowance
vine
1. The painter lady paints a picture that shows a beautiful
with flowers that look like faces.
2. The painter decides to
of Taliaferro Street in memory of her cousin.
3. The narrator and Lou save up their
buy spray paint.
the wall to the people
in order to
The War of the Wall
61
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Create Integer problems and model your thinking. Cut out the integers and
create a number sentence. Use the number line to model your thinking.
 Use these cards to build multiplication sentences and solve them.
-9
-8
-7
-6
-5
-4
-3
-2
-1
1
2
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=
BCSD Learning Centers: Chavez, College Heights, Franklin, Harding, Pauly, William Penn,
Thorner, Voorhies, Jefferson, Horace Mann, & Williams
Monday - Thursday 10:00 am-2:00 pm
http://www.bcsd.com/
Curriculum and Standards (661) 631-4799
Centros de aprendizaje del BCSD: Chavez, College Heights, Franklin, Harding, William Penn,
Thorner, Voorhies, Jefferson, Horace Mann & Williams
Lunes - Jueves 10:00 am-2:00 pm
http://www.bcsd.com/
Plan de Estudios y Estándares (Curriculum and Standards) (661) 631-4799
Week 1 – June 9
Lessons/Virtual TRIPS you can take at home or at the learning center!
http://www.symbaloo.com/mix/virtualfieldtripsbcsd
President for a Day
Q: What do you think are the roles and duties of the Chief Executive? Record your ideas in
your journal.
The U.S. Constitution contains the only official “job description” for the President of the United
States.
Go to: http://whd.jfklibrary.org/Diary and also
http://www.jfklibrary.org/Education/Teachers/Curricular-Resources/Elementary-SchoolCurricularMaterials/~/media/assets/Education%20and%20Public%20Programs/Education/Education%
20PDFs/For%20Teachers/APresidentsDay2.pdf to view the President’s schedule in 1962, and
now http://www.whitehouse.gov/schedule/president
Make a flipsnack to show what the current Presidential schedule is like.
http://www.flipsnack.com/# Write the link in your journal and write two paragraphs
comparing the two schedules.
For fun: http://kids.nationalgeographic.com/kids/games/moregames/funnyfillinpresident
Grade 7/8
Week 1 - Read Every Day!
Grade 7/8
GOALS
Learning Center 
when complete
STAMP
Record the number of minutes you read each day.
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Journal Writing
FREE DIGITAL BOOKS
http://www.wegivebooks.org/books
Join with your email to read them!
www.textproject.org
Semana 1 – 9 de junio
¡Lecciones/VIAJES virtuales que puedes tomar en casa o en el centro de aprendizaje!
7.º/8.º grado
Presidente por un día
P: ¿Cuáles piensas que son las funciones y responsabilidades del jefe ejecutivo? Registra
tus ideas en tu diario.
La Constitución de Estados Unidos contiene la única “descripción de trabajo” oficial
para el presidente de Estados Unidos.
Ve a: http://whd.jfklibrary.org/Diary y también
http://www.jfklibrary.org/Education/Teachers/Curricular-Resources/Elementary-SchoolCurricularMaterials/~/media/assets/Education%20and%20Public%20Programs/Education/Educatio
n%20PDFs/For%20Teachers/APresidentsDay2.pdf para ver el horario del presidente en
1962, y ahora http://www.whitehouse.gov/schedule/president
Haz un flipsnack para mostrar cómo es el horario del presidente actual.
http://www.flipsnack.com/# Escribe el enlace en tu diario y escribe dos párrafos
comparando los dos horarios.
Para diversión:
http://kids.nationalgeographic.com/kids/games/moregames/funnyfillinpresident
Semana 1 - ¡Leer cada día!
METAS
de 7.º/8.º grado
Learning Center 
when complete
STAMP
Registra el número de minutos que leas cada día
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Escritura en el diario
Week 2 – June 16
LESSONS/VIRTUAL TRIPS
The President
Question: Why do Presidents give an inaugural address? Write your prediction in your journal.
Go to: http://www.presidency.ucsb.edu/inaugurals.php and compare the words from
George Washington’s inaugural address to Barack Obama’s January 2013 speech. Use a T
Chart to show the differences of the two speeches.
Go to: http://www.jfklibrary.org/Education/Teachers/Curricular-Resources-Image-List/MiddleSchool-Curricular-Resources/Recipe-for-Inaugural-Address.aspx Write your own speech with
all of the parts for an inaugural address. Make another T chart to compare your speech with
Abraham Lincoln’s March 4, 1865 address.
Grade 7/8
Grade 7/8
GOALS
Learning Center 
when complete
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LECCIONES/VIAJES VIRTUALES
7.º/8.º grado
El presidente
Pregunta: ¿Por qué los presidentes dan un discurso de inauguración? Escribe tu predicción
en tu diario.
Ve a: http://www.presidency.ucsb.edu/inaugurals.php y compara las palabras del
discurso de inauguración de George Washington al discurso de Barack Obama de enero
del 2013. Usa una gráfica T para mostrar las diferencias de los dos discursos.
Ve a: http://www.jfklibrary.org/Education/Teachers/Curricular-Resources-ImageList/Middle-School-Curricular-Resources/Recipe-for-Inaugural-Address.aspx Escribe tu
propio discurso con todas las partes de un discurso de inauguración. Haz otra gráfica T
para comparar tu discurso con el discurso de Abraham Lincoln del 4 de marzo de 1865.
METAS
de 7.º/8.º grado
Learning Center 
when complete
STAMP
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Week 3 – June 23
The White House
Have you ever wondered about where the President lives?
Let’s go visit the White house on several virtual tours:
http://www.whitehouse.gov/about/inside-white-house/interactive-tour
http://www.whitehousemuseum.org/overview.htm
http://www.visitingdc.com/white-house/virtual-tour-white-house.htm
http://www.googleartproject.com/#collection/the-white-house/museumview
Grade 7/8
In your journal: Write a letter to a future president telling what the White House will be
like to live in now that you have the inside scoop.
Grade 7/8
GOALS
Learning Center 
when complete
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Journal Writing
La Casa Blanca
¿Te has preguntado acerca de dónde vive el presidente?
7.º/8.º grado
Vamos a visitar la Casa Blanca en varios recorridos virtuales:
http://www.whitehouse.gov/about/inside-white-house/interactive-tour
http://www.whitehousemuseum.org/overview.htm
http://www.visitingdc.com/white-house/virtual-tour-white-house.htm
http://www.googleartproject.com/#collection/the-white-house/museumview
En tu diario: Escribe una carta a un futuro presidente diciendo cómo será vivir en la Casa
Blanca ahora que sabes las noticias exclusivas.
METAS
de 7.º/8.º grado
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when complete
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Places you can drive to near Bakersfield
1. Mission San Miguel: 775 Mission St, San Miguel, CA 93451.
HOURS: 10 am-4:30 pm
http://www.missionsanmiguel.org
2. Charles Paddock Zoo: 9305 Pismo Ave, Atascadero, CA 93422.
HOURS: 10 am-5 pm
http://www.charlespaddockzoo.org/visit
3. Elephant Seal Rookery: 7.7 Miles North of San Simeon On
Coast Hwy One, http://www.beachcalifornia.com/piedras.html
4. Hearst Castle Tour: 750 Hearst Castle Rd, San Simeon, CA 93452.
1-800-444-4445, http://hearstcastle.org/
5. Montana de Oro State Park: Tide pools and Hiking trails.
Six miles southwest of Morro Bay on Pecho Road.
http://www.slostateparks.com/montana_de_oro/default.asp
6. Mission SLO de Tolosa: 751 Palm St, San Luis Obispo, CA 93401.
http://www.missionsanluisobispo.org
7. Mission Santa Barbara Tours: 2201 Laguna St, Santa Barbara, CA
93105. http://www.santabarbaramission.org
8. Channel Islands: 1901 Spinnaker Dr, Ventura, CA 93001. FREE to use
the park, $15 to camp. http://www.nps.gov/chis/index.htm
Boat Transportation $30 http://www.islandpackers.com/index.html
9. Buena Vista Aquatic Area:
14. Kern River:
10. Wind Wolves Preserve:
15. Trail of 100 Giants: Visit the 125 giant sequoias
Fish, Camp, Swim, Golf, Picnic
http://www.co.kern.ca.us/parks/buena-vista.asp
Outdoor education programs
9 am-5 pm hiking and picnicking 16019 Maricopa, CA
http://www.wildlandsconservancy.org/preserve_windwolves.html
11. InsectLore Bugseum: 132 S. Beech Ave, Shafter, CA
9 am-5 pm, FREE Butterfly, Ladybug, and other insect stations
Raft, Kayak, paddleboard, tube, fish, camp,
climb, bike, hike. The river is low above Kernville in the summer.
The trees are 1500 years old. 1 hour north of Kernville on the
Western Divide Highway FREE
http://www.fs.fed.us/r5/sequoia/gsnm/gsnm-long-meadow-grove.html
16. Mount Whitney: The tallest summit in the contiguous U.S.
FREE Permits to climb are in Lone Pine.
12. McDermont Field:
365 N. Sweetbriar Ave, Lindsay, CA
Rock wall, zip line, wave-rides, Skate Park, arcade, basketball,
Soccer, laser tag 2 pm-9 pm $4.50-$15
13. Kern Valley Museum: 49 Big Blue Road, Kernville, CA
Revisit the old west! Thurs.-Sun. 10 am-4 pm FREE
17. Death Valley Located below sea level, DV is the hottest place on
earth. Hiking, camping and swimming. $10 for 7 days. Bring extra water.
18. Tehachapi Railroad Museum 11 am-4 pm Thurs.-Mon. $3.00
101 W. Tehachapi Blvd. Make sure you check out the wind turbines!
19. Mojave Desert Area Activities
Maturango Museum
Desert Life exhibits, tortoises and petroglyph tours . 10am-5pm $5
100 E Las Flores Ridgecrest, CA
Trona Pinnacles
Located where Planet of the Apes was filmed. HOT in the summer.
Trona is in the Searles Valley on Hwy 178. FREE
Ghost Towns of old mines FREE
http://digital-desert.com/ghost-towns
and http://www.amargosa-opera-house.com/operahhouse.htm
Feline Conservation Center
Protecting endangered felines. 10am-4pm, closed Wednesdays $7
60th St West Rosamond, CA
Lugares donde puedes manejar cerca de Bakersfield
1. Misión San Miguel: 775 Mission St, San Miguel, CA 93451.
HORAS: 10 am-4:30 pm
http://www.missionsanmiguel.org
2. Zoológico Charles Paddock: 9305 Pismo Ave, Atascadero, CA 93422.
HORAS: 10 am-5 pm
http://www.charlespaddockzoo.org/visit
3. Colonia de grajos de elefantes marinos 7.7 millas al norte de San Simeon
en la Autopista Uno, GRATIS http://www.beachcalifornia.com/piedras.html
4. Recorrido del castillo Hearst 750 Hearst Castle Rd, San Simeon, CA
93452. 1-800-444-4445, http://hearstcastle.org/
5. Parque estatal Montaña de Oro Charcos formados por la marea y
senderos de caminatas. Seis millas al suroeste de Morro Bay en Pecho Road.
http://www.slostateparks.com/montana_de_oro/default.asp
6. Misión SLO de Tolosa 751 Palm St, San Luis Obispo, CA 93401.
http://www.missionsanluisobispo.org
7. Recorridos de la Misión Santa Bárbara: 2201 Laguna St, Santa
Barbara, CA 93105. http://www.santabarbaramission.org
8. Islas Channel: 1901 Spinnaker Dr, Ventura, CA 93001. GRATIS para usar
el parque, $15 para acampar. http://www.nps.gov/chis/index.htm
Transportación en bote $30 http://www.islandpackers.com/index.html
9. Área acuática Buena Vista
14. Río Kern
10. Reserva Wind Wolves
15. Sendero de los 100 gigantes Visita los 125 sequoias gigantes
Pescar, acampar, natación, golf,
comida al aire libre
http://www.co.kern.ca.us/parks/buena-vista.asp
Programas educativos al aire libre
9 am-5 pm - Caminatas y comida al aire libre 16019 Maricopa,
CA. http://www.wildlandsconservancy.org/preserve_windwolves.html
11. Museo InsectLore Bugseum 132 S. Beech Ave, Shafter, CA
9 am-5 pm GRATIS -Mariposas, mariquitas y otros insectos
12. Campo McDermont
365 N. Sweetbriar Ave, Lindsay, CA
Pared de roca, zipline, paseos de onda, parque de patinaje, salón
recreativo, baloncesto, fútbol, laser tag 2 pm-9 pm 4.50-$15
13. Museo Kern Valley 49 Big Blue Road, Kernville, CA
¡Visita de nuevo el viejo oeste! jueves-domingo 10 am-4 pm GRATIS
Balsas, Kayak, remar, tubo, pezcar, acampar, escalar,
bicicletas, caminatas. El río es bajo al norte de Kernville en verano.
Los árboles tienen 1500 años. 1 hora al norte de Kernville en la
autopista Western Divide - GRATIS
http://www.fs.fed.us/r5/sequoia/gsnm/gsnm-long-meadow-grove.html
16. Montaña Whitney
La cima más alta en Estados Unidos
contiguo - GRATIS - Los permisos para escalar están en Lone Pine.
17. Valle de la muerte (Death Valley) Localizado bajo el ivel del
mar, DV es el lugar más caliente en la Tierra. Caminatas, acampar y
natación. $10 por 7 días. Trae agua extra.
18. Museo del ferrocarril Tehachapi 11 am-4 pm jue.-lun. $3.00
101 W. Tehachapi Blvd. ¡Asegúrate de ver las turbinas de viento!
19. Actividades en el área del desierto Mojave
Museo Maturango
Exhibiciones de la vida en el desierto, galápagos y recorridos de
petroglifos. 10am-5pm $5.
100 E Las Flores Ridgecrest, CA
Pináculos de Trona
Localizado donde se filmó Planeta de los Simios (Planet of the
Apes). CALIENTE en el verano. Trona está en el valle Searles en la
autopista 178. GRATIS
Pueblos fantasma de viejas minas GRATIS
http://digital-desert.com/ghost-towns
Y http://www.amargosa-opera-house.com/operahhouse.htm
Centro de conservación felino
Protegiendo los felinos en peligro. 10am-4pm, cerrado los
miércoles $7. 60th St West Rosamond, CA
Week 4 – June 30
Grade 7/8
American History
Question: Does Lincoln, Frederick Douglass and Rutherford B. Hayes have a common
denominator?
Go to these sites.
http://memory.loc.gov/ammem/alhtml/alhome.html
http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=16382
http://americancivilwar.com/colored/frederick_douglass.html
http://americancivilwar.com/hayes.html
http://www.nps.gov/featurecontent/ncr/linc/interactive/deploy/index.htm#/panoramas
Take a free tour of the Smithsonian national museum of American history:
http://decodinghistory.scholastic.com
Write down facts about the links between the men, and clarify how they tie to American
History.
Grade 7/8
GOALS
Learning Center 
when complete
STAMP
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Historia de Estados Unidos
Pregunta: ¿Tienen un denominador común Lincoln, Frederick Douglass y Rutherford B.
Hayes?
Ve a estos sitios.
http://memory.loc.gov/ammem/alhtml/alhome.html
http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=16382
http://americancivilwar.com/colored/frederick_douglass.html
http://americancivilwar.com/hayes.html
http://www.nps.gov/featurecontent/ncr/linc/interactive/deploy/index.htm#/panoram
as
Toma un recorrido gratis del museo nacional Smithsonian de historia de Estados
Unidos: http://decodinghistory.scholastic.com
7.º/8.º grado
Escribe los hechos acerca de los enlaces entre los hombres, y aclara cómo se
vinculan a la historia de Estados Unidos.
Semana 4 – ¡Leer cada día!
METAS
de 7.º/8.º grado
Learning Center 
when complete
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Week 5 – July 7
ART
List all of the different forms of art in your journal. How many are there?
Visit the Smithsonian American Art Museum in Washington DC.
http://americanart.si.edu/education/insights/cappy/index.html
Grade 7/8
In your journal, answer the questions that are posed on each page as Cappy takes
you on the tour.
Week 5 - Read Every Day
Grade 7/8
GOALS
Learning Center 
when complete
STAMP
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Semana 5 – 7 de julio
ARTE
Haz una lista de las diferentes formas de arte en tu diario. ¿Cuántas hay?
Visita el Museo de Arte Americano Smithsonian en Washington DC.
http://americanart.si.edu/education/insights/cappy/index.html
7.º/8.º grado
En tu diario, contesta las preguntas que se plantean en cada página conforme Cappy
te lleva en el recorrido.
METAS
de 7.º/8.º grado
Learning Center 
when complete
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Activities in Bakersfield
Kern County Library - Free
701 Truxtun Avenue, Bakersfield, CA 93301
2014 Summer Reading Theme is Paws to Read.
Read 10 books between June 2, 2014 - July 31, 2014 and get a FREE BOOK TO KEEP!
http://www.kerncountylibrary.org/
City of Bakersfield Water Spray Parks - Free
May 31, 2014 - Sept 2, 2014, 7 Days a Week, 12:00 p.m. - 7:00 p.m.
http://www.bakersfieldswim.us/spray_parks.html
Kern River Parkway - Free
Fitness Trail, Disc Golf and Public Pathway
http://www.bakersfieldcity.us/recreation/Kern_River_Parkway.htm
Bright House Amphitheater Located at The Park at River Walk
11200 Stockdale Highway, Bakersfield, CA 93311
For Concert & Movie Information Call: (661) 852-777
http://www.bakersfieldamphitheatre.us/
Kern County Museum
3801 Chester Avenue, Bakersfield, CA 93301
Visiting Hours are Tuesday – Saturday: 10:00 a.m. – 5:00 p.m.
Sunday: 12:00p.m. – 5:00 p.m.
For Questions Regarding Admissions & Events Call: (661) 437-3330
http://www.kcmuseum.org/
California Living Museum (CALM)
10500 Alfred Harrell Highway, Bakersfield, CA 93306
Open Daily: 9 a.m. - 4 p.m.
For Ticket Information Call (661) 872-2256
http://calmzoo.org/
North of the River Recreation
http://www.norfun.org/html/programs.html
IMMUNIZATIONS
All children are required to be up-to-date for immunizations at all times.
FREE OR LOW COST TDAP CLINICS!
PUBLIC HEALTH SERVICES DEPT. 1800 Mt. Vernon Ave. (661) 321-3000
For more information: http://www.bcsd.com/bcsdHealth/imms
Actividades en Bakersfield
Biblioteca del Condado Kern - Gratis
701 Truxtun Avenue, Bakersfield, CA 93301
El tema de lectura de verano del 2014 es “Paws to Read”.
¡Lea 10 libros entre el 2 de junio del 2014 al 31 de julio del 2014 y reciba un LIBRO GRATIS!
http://www.kerncountylibrary.org/
Parques de la ciudad de Bakersfield con rociadores de agua - Gratis
31 de mayo del 2014 al 2 de septiembre del 2014, 7 días a la semana, 12:00 p.m. a 7:00 p.m.
http://www.bakersfieldswim.us/spray_parks.html
Kern River Parkway - Gratis
Caminatas de condición física, golf de disco y sendero público
http://www.bakersfieldcity.us/recreation/Kern_River_Parkway.htm
Anfiteatro Bright House ubicado en el parque River Walk
11200 Stockdale Highway, Bakersfield, CA 93311
Para información sobre conciertos y películas llame al: (661) 852-777
http://www.bakersfieldamphitheatre.us/
Museo del Condado Kern
3801 Chester Avenue, Bakersfield, CA 93301
Las horas de visita son martes a sábado: 10:00 a.m. a 5:00 p.m.
Domingo: 12:00p.m. a 5:00 p.m.
Para preguntas sobre la admisión y eventos llame al: (661) 437-3330
http://www.kcmuseum.org/
Museo California Living (CALM)
10500 Alfred Harrell Highway, Bakersfield, CA 93306
Abierto diariamente: 9 a.m. a 4 p.m.
Para información sobre los boletos llame al (661) 872-2256
http://calmzoo.org/
Recreación al norte del río (North of the River)
http://www.norfun.org/html/programs.html
VACUNAS
Se requiere que todos los niños estén al corriente con las vacunas todo el tiempo.
¡CLÍNICAS DE VACUNAS TDAP GRATIS O A BAJO COSTO!
DEPTO. DE SERVICIOS DE SALUD PÚBLICA 1800 Mt. Vernon Ave. (661) 321-3000
Para más información: http://www.bcsd.com/bcsdHealth/imms
KERN COUNTY LIBRARY SUMMER READING
List the books that you read. Once you have read ten books, tear out
this page and take it to any Kern County Library to earn a FREE book.
June 2nd, 2014 - July 31st, 2014
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Parent/Guardian Signature:
Britannica School
http://www.school.eb.com
Password: child
Password: bcsd
Britannica School offers age-appropriate resources for Grades K-12.
Every day Britannica School adds new and revised articles from over
140,000 trusted sources. Students can get access to content including
thousands of photos, videos, maps and Illustrations on a PC, tablet or
smart device.
LECTURA DE VERANO DE LA BIBLIOTECA DEL CONDADO KERN
Anota los libros que leas. Cuando hayas leído diez libros, desprende esta página
y llévala a cualquier biblioteca del condado Kern para ganar un libro GRATIS.
2 de junio del 2014 al 31 de julio del 2014
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Firma del padre-madre/tutor:
Britannica School
http://www.school.eb.com
Nombre del usuario: child
Contraseña: bcsd
Britannica School ofrece recursos apropiados a la edad para kínder a 12.º grado.
Cada día Britannica School agrega artículos nuevos y revisados de más de
140,000 fuentes confiables. Los estudiantes pueden acceder el contenido
incluyendo miles de fotografías, videos, mapas e ilustraciones en una computadora portátil, tableta o aparato smart.
At Home:
Keep Going!
Explore
http://www.pasoroblespioneer
museum.com/index.htm
JULY 14
Take the virtual tour!
Go to 10 amazing places in the
U.S.!
JULY 21
http://maps.google.com/help/
maps/streetview/gallery/ushighlights
Go to 7 amazing places in the
World!
JULY 28
http://www.panoramas.dk/7wonders/colosseum.html
Let’s visit Thomas Jefferson’s
house!
AUGUST 4
AUGUST 11
AUGUST 18
Back to School
http://explorer.monticello.org
The National Museum of the US
Air Force has a fun virtual tour
and audio component!
http://www.nmusafvirtualtour.co
m/full/tour-std.html
Read
Journal
Read facts about the
Paso Robles Pioneer
Museum
What is the history of
Paso Robles?
How is life different now
from then?
Read the amazing
facts below the
pictures.
Write about which one
you will visit when you
are older
Read the Information
about each amazing
place below the
picture.
Which place is your
favorite? Give 3 reasons
why in your journal.
Go to each tour and
explore the house and
the plantation.
Draw a map of Virginia.
Indicate where the
plantation is located.
Click on a blue dot on
the map!
Summarize what each of
the nine areas of the
museum represents.
Click on the speaker
symbol to hear the
audio tour.
Check by Teacher in Fall
En el hogar:
¡Sigue adelante!
Explorar
http://www.pasoroblespioneer
museum.com/index.htm
14 de julio
¡Tomar el recorrido virtual!
¡Ir a 10 lugares asombrosos en
Estados Unidos!
21 de julio
http://maps.google.com/help/
maps/streetview/gallery/ushighlights
¡Ir a 7 lugares asombrosos en el
mundo!
28 de julio
http://www.panoramas.dk/7wonders/colosseum.html
¡Visitemos la casa de Thomas
Jefferson!
4 de agosto
11 de agosto
18 de agosto
Regreso a clases
http://explorer.monticello.org
¡El Museo Nacional de la fuerza
aérea de Estados Unidos tiene
un recorrido virtual divertido y
un componente de audio!
http://www.nmusafvirtualtour.c
om/full/tour-std.html
Leer
Diario
Leer los hechos
acerca del museo
Paso Robles Pioneer
¿Cuál es la historia de
Paso Robles?
¿Cómo es la vida
diferente ahora de
entonces?
Leer los hechos
asombrosos debajo de
las fotos.
Escribir acerca de cuál
visitarás cuando seas
mayor
Leer la Información
acerca de cada lugar
asombroso debajo de
la foto.
¿Cuál es tu lugar
favorito? Da 3 razones
del por qué en tu diario.
Ve a cada recorrido y
explora la casa y la
plantación.
Dibuja un mapa de
Virginia. Indica dónde
está ubicada la
plantación.
¡Haz clic en un punto
azul en el mapa!
Resume lo que
representa cada una de
las nueve áreas del
museo.
Haz clic en el símbolo
de voz para escuchar
el audio del recorrido.
Check by Teacher in
Fall
R
e
Lee un poema
a tu mamá o
papá.
Escucha a tu
mamá o papá
leer una
historia.
Escucha a tu
mamá o papá
contar una
historia acerca
de algo que
recuerden
acerca de la
escuela.
Lee una
historia. Piensa
en 2 palabras
que describen
la historia.
Lee una historia
con tu mamá o
papá. Haz una
conexión a un
personaje en la
historia.
Lean juntos una
historia no
ficticia.
Compartan 2
hechos que
aprendieron.
Di a tu mamá o
papá una
predicción
acerca de la
historia antes
de empezar a
leer.
Escucha a tu
mamá o papá
hacer una
predicción
acerca de una
historia que
estás leyendo.
Inventa una
historia cuando
pasees en el
carro con tu
mamá o papá.
Lee una historia
y di a tu mamá
o papá acerca
de los
personajes
principales.
a
Ve a la
biblioteca con
tu mamá o
papá y escoge
libros para leer
en casa.
Lee una
historia. Di a tu
mamá o papá
acerca del
escenario.
gratis
Lean una
historia juntos.
Pide a tu
mamá o papá
que piense en
2 palabras que
describen la
historia.
Lee una
historia. Habla
con tu mamá o
papá acerca
de las
ilustraciones.
d
Lee una historia
y di a tu mamá
o papá acerca
de los
personajes
principales.
Selecciona un
libro. Tú lees
una página y
tu mamá o
papá lee una
página. Tomen
turnos durante
todo el libro.
Lean una
historia juntos.
Decidan sobre
un nuevo título
para la historia.
Pide a tu
mamá o papá
que te lea un
artículo del
periódico.
Cuenta acerca
del artículo en
tus propias
palabras.
Ayuda a tu
mamá o papá
a hacer una
lista de
comestibles.
o
Apaga las
luces y lee una
historia con
una linterna.
¡Lee dos
páginas en un
libro a tu
mamá o papá
con gran
expresión!
Lee un libro
con tu mamá o
papá. Cada
uno dice lo que
le gustó acerca
del libro.
Lee una
historia por
ti mismo.
Escucha a tu
mamá o papá
contar acerca
de algo que les
sucedió.
Vuelve a
contar la
historia en tus
propias
palabras.
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Grade 7 - Bakersfield City School District

Transcripción

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