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Using key science terms, create an expository writing piece including the flow of energy between at least one producer, consumer and decomposer.

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Grade 7: History: Alexander the Great; Was he Great? 

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Grade 7: History: Alexander the Great; Was he Great? 

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*Produce short paragraphs with main idea some details
*Identify Topic Sentences
*Create compound sentences

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Students will write a CER (Claim, Evidence, Reasoning) including an introductory paragraph, a body paragraph detailing evidence and reasoning and a concluding paragraph.

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Using word banks for key science terms, create an expository paragraph including the flow of energy between one producer, consumer and decomposer.

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Given pictures of producers, consumers and decomposers, as well as sentence starters, students describe the role of each component in a food chain and connect to picture.

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Students will write 1 sentence opinion responses about mining, deforestation and loss of biodiversity in the Amazon Rainforest.

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Students will write a paragraph comparing and contrasting different musical instruments and their characteristics, after choosing and listening to two musical examples of differing genres.

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Students will write 2 paragraphs to explain their work on a project and to discuss the works of a master artist.

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Students will write a brief paragraph about one artist and the artworks viewed.

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Compare and contrast the British and Continental Armies.  Be sure to include both the advantages and disadvantages of both armies.
Use information from discussion, notes, and videos to respond to the prompt.

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Students will be able to use problem solving strategies to make healthy choices by comparing different meal options.

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Provided a diagram of a food chain, students will use word bank and sentence frames to identify producers, consumers and decomposers within the diagram.

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Students will identify specific instruments and tone characteristics in writing after hearing musical examples played in class.

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Compare and contrast the British and Continental Armies.  Be sure to include both the advantages and disadvantages of both armies.
Using their own notes, students create sentences to respond to the prompt.

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Students will be able to apply content based information to new contexts by creating a healthy meal plan.

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Compare and contrast the British and Continental Armies.  Be sure to include both the advantages and disadvantages of both armies.
Using the word wall, students create simple sentences to complete the writing activity.

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Students will be able to describe the process of reading a food label.

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Students will critique given primary sources to identify key benefits of the Nile River and will explain their thinking in multi-paragraph writing, using key academic vocabulary.

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Students will describe the sound of each instrument in writing, using a word bank and sample sound bank of instrumental examples

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Compare and contrast the British and Continental Armies.  Be sure to include both the advantages and disadvantages of both armies.
Using a word bank, fill in missing information using a Venn diagram.

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Provided labeled pictures of different plants and animals illustrating producers, consumers and decomposers, as well as arrows, students will place pictures and arrows accordingly to show the flow of energy from one to the other.

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Students will be able to make comparisions using real life visuals by bringing in food labels from home.

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Students will justify, in writing, the reasons why civilizations settled near the Nile River, using key academic vocabulary.

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View works of art by 2 modern artists. Be able to match photos of the artists with their artworks.

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Students will match sounds of instruments to the correct picture and write the word for each instrument

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Compare and contrast the British and Continental Armies.

Use picture cards to sort information on a Venn diagram. Working with a partner, students use scaffolded sentences to fill in missing information.

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Grade 7: History: Alexander the Great: Was he really great?

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Grade 7: History: Alexander the Great: Was he really great?

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View photos of Artist plus works created by the Artist.

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Students will be able to match nutrition vocab from picture banks to words.

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Grade 7: History: Alexander the Great: Was he really great?

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Grade 7: History: Alexander the Great: Was he really great?

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Students will explain, in writing, using a word bank and illustrations, the benefits of the Nile River.

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Student will fill out a graphic organizer web on destructive practices in the Amazon with word bank and with a partner.

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Grade 7: History: Alexander the Great; Was he Great? 

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Grade 7: History: Alexander the Great; Was he Great? 

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*Preview Vocab
*Have students create Vocab cards w/picture if applicable
*Create Pro/Con list - Was Alexander Great yes/no

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Students will use sentence frames and a vocabulary word bank to explain three benefits of the Nile River.

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Students match pictures of instruments to their family: Brass, WWind, Percussion, String

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Grade 7: History: Alexander the Great: Was he really great?

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Grade 7: History: Alexander the Great: Was he really great?

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*Provide sentence starters
*Complete a graphic organizer
*Respond to yes/no questions and "Wh" questions

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Write an essay explaining how the climate affect the people and animals that live there.

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Use a graphic organizer to take notes about how the climate affects the people and animals that live there

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Complete a Venn Diagram for the people and animals of the Northeast to show how the climate impacts them

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Select pictures of animals that belong in the Northeast region

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Students will label and add pictures of the delta, the upper and lower Egypt, and the Nile River to a map.

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Make a list of how the climate of the Northeast impacts the people and animals who live there

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Student will match vocabulary words to pictures by completing vocabulary quadrants. Vocabulary words are biodiversity, preservation, Amazon Rainforest.

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Students will explain in writing the difference between finding surface area of a rectangular prism vs. a triangular prism using key vocabulary and formulas.

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Students will explain in writing the procedure for finding surface area of a shape using key academic vocabulary and corresponding formulas.

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Students will explain the steps in writing to find the surface area of a given shape.  Word bank and shape illustration will be provided.

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Students will use sentence frames and a vocabulary word bank to explain the process of finding surface area of a shape. First you measure______________, Next ____________, etc.

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Students will label and illustrate vocabulary cards for surface area academic vocabulary: perimeter, face, edge, vertex, base, height, rectangular prism, triangular prism.