Week 5 Sep. 29th

– Oct. 3rd

, 2012

Term 1

(Eleanor Roosevelt)

Biography Teacher: TÅ|Ç T{ÅxwTÅ|Ç T{ÅxwTÅ|Ç T{ÅxwTÅ|Ç T{Åxw

Student’s Name: __________________

You can make a difference!

Grade 7. 1 - 2 M.S.

English Language Arts

Dear parents,

Please make sure that your son follows this weekly plan and completes all the homework activities for the

week. This plan is a guide for what your son is going to study and do for the week. Please do not hesitate

to contact me (aabdulrazeq@kingdomschools.edu.sa) if you have any queries.

Please visit http://aminahmed.pbworks.com so you can browse and download all worksheets and lesson

papers.

Weekly Plan + Homework Assignments

Day Classroom Activities Homework

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Eleanor Roosevelt

Connect to your life Build Background Words to know

Words to know page 2

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Eleanor Roosevelt

Vocabulary: Definition, Restatement, and Example Clues

Grammar and Spelling Quiz: Combining Complete Sentences, complete subject and predicate and

silent e words, prefixes and base words

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Eleanor Roosevelt

Reading Daily language Skillbuilder Grammar: Predicate Adjectives

Grammar page 5

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Eleanor Roosevelt

Active Reading Skillbuilder Literary Analysis Spelling: prefixes and roots

Spelling page 7

Wedn

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Eleanor Roosevelt

Check homework Writing: Personal Narrative

Spelling and Dictation test

Note: All homework assignments are due on Wednesday unless specified.

Study the following spelling words: prefixes and roots

resist detain description decision exclude

insist contain inscription incision conclude

conflict progression prescription precision convention

inflict regression invention include prevention

Dictation: A biography is the story of a person’s life, written by another person. Biographers take information from many sources—letters, journals, interviews—with the purpose of bringing it together to present accurate accounts of their subjects’ lives.

Kingdom Schools – Boys’ Intermediate English Department

Grade 7IP

Weekly Parent Information Letter

Term: 1 Week: 5 Date: Sep. 29th

– Oct. 3rd

, 2012

Topic/Theme: Eleanor Roosevelt Genre: Biography

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Name Date

Eleanor Roosevelt (page 87)

Words to Know SkillBuilder

Words to Knowbrooding combatant migrant priority prominent

A. For each phrase in the first column, find the phrase in the second column that isclosest in meaning. Write the letter of that phrase in the blank.

1. a stronger combatant A. a brooding looter

2. a wandering big cat B. a mightier fighter

3. a worried thief C. superiority is a priority

4. excellence is a necessity D. a well-known baritone

5. a prominent male singer E. a migrant tigress

B. On each blank line, write the word from the word list that the poem describes.

1. In a duel there are two of these, 4. A worried male will wear this look,In a war there may be many. A worried female too,The world would be more peaceful If you get all your homework done,If there simply weren’t any. We won’t see it on you.

2. Though you may need to skip TV, 5. A person goes from place to place,And that may cause you sorrow, She never stays for long,This describes the homework She’ll usually work for just awhile,That you know is due tomorrow. And then she’ll say “so long!”.

3. It would be silly, I would say,It would be quite absurd of you, To hope to be described as this When no one’s ever heard of you.

s

Page 1 UNIT ONE LEARNING FROM EXPERIENCE

Eleanor Roosevelt (page 100)

Grammar SkillBuilder: Predicate AdjectivesKey Concept: Writers use predicate adjectives when they want a sentence todescribe something rather than to show action.

Predicate AdjectivesA predicate adjective is an adjective that follows a linking verb such as am, appear,or sound. It describes the subject of the sentence. One predicate adjective maymodify a compound subject and two predicate adjectives may be joined to describethe same subject.

and were about social justice.

remained about making things better in the world.

Predicate adjectives are different from other adjectives because they come after theword they are describing, and they are separated from that word by a verb.

ActivityAssemble these phrases to make a complete sentence with a predicate adjective.Underline the subject and the predicate adjective that modifies it. For example,

powerful / Eleanor became / when it was time

became when it was time.

1. sad and lonely / Eleanor / as a child was

2. stingy / her grandmother seemed / but that was not the real problem

3. more self-assured / she became / when she went to boarding school in England

4. happy / Eleanor and Franklin were / after they met on the train

5. stronger / Eleanor could have been / in handling her mother-in-law

6. trouble started / early in their marriage / when / lighthearted / Eleanor could not be

7. when FDR contracted polio / calm and strong / Eleanor stayed / and argued thathe should remain active

8. with input from an exciting group of women / passionate / she grew / aboutreform

9. her / strong / commitment to end racism was

10. though some doubted it / perfect /she was / to help in the work of the UN

powerfulEleanor

active and concernedEleanor

passionateFranklin RooseveltEleanor

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UNIT ONE LEARNING FROM EXPERIENCE Page 2

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Prefixes and roots Teaching

re + sist = resist de + tain = detain

in + sist = insist con + tain = contain

con + flict = conflict pro + gress + ion = progression

in + flict = inflict re + gress + ion = regression

de + script + ion = description de + cis + ion = decision

in + script + ion = inscription in + cis + ion = incision

pre + script + ion = prescription pre + cis + ion = precision

in + vent + ion = invention in + clude = include

con + vent + ion = convention ex + clude = exclude

pre + vent + ion = prevention con + clude = conclude

Lesson Generalization: A root can be joined with many prefixes. Changingthe prefix forms a new word. The definition of a word will provide a clue to themeaning of its root. The root clude means “to close.”

exclude = to close out or shut out include = to close in

A. Find the spelling words that begin with the following prefixes. Write the wordsin each group in alphabetical order.

de pre in

_______________________ _______________________ _______________________

_______________________ _______________________ _______________________

_______________________ _______________________ _______________________

re con _______________________

_______________________ _______________________ _______________________

_______________________ _______________________ _______________________

ex _______________________ pro

_______________________ _______________________ _______________________

B. On a separate sheet of paper, write each word from the word list in an originalsentence.

SPELLING Page 3

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Prefixes and roots More Practice

1. resist 6. inscription 11. detain 16. incision

2. insist 7. prescription 12. contain 17. precision

3. conflict 8. invention 13. progression 18. include

4. inflict 9. convention 14. regression 19. exclude

5. description 10. prevention 15. decision 20. conclude

A. Circle the thirteen hidden spelling words in the search puzzle. Words areplaced forward, backwards, up or down, or diagonally.

B. Expand each phrase into a sentence. Then, on your own paper, use three ofthe sentences in a short story that begins with the sentence: InspectorWhodunit was baffled.

1. the eyewitness’ description ____________________________________________________________

2. could only conclude __________________________________________________________________

3. contain the missing jewels _____________________________________________________________

4. detain the suspect ____________________________________________________________________

5. resist arrest __________________________________________________________________________

6. prevention of crime ___________________________________________________________________

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Page 4 SPELLING

Definition, Restatement, and Example Clues Teaching

One way to figure out the meaning of an unfamiliar word is to look forsurrounding context clues. A writer may define (give the meaning of) the wordelsewhere in a sentence. The writer may restate the word, describing the sameidea in language you are more likely to understand. For example:

Lily possessed an indomitable energy, one that could not be conquered.

Using the definition context clues, you can infer that indomitable means“unconquerable.”

The writer may also give one or more examples to help you understand thedifficult words.

Amphibians such as frogs and salamanders can live in the water and on land.

This sentence gives two examples of amphibians—frogs and salamanders—and adefinition of the term (“can live in the water or on land”).

A. Definition, Restatement, and Example Clues in Action

For each item, circle the context clue that shows the meaning of the word in italictype. Then write a synonym for the meaning you infer on the lines provided. Use adictionary if needed.

1. Jennifer wanted to travel abroad to a foreign land. __________________________________

2. Stop brooding! Moping and worrying like that won’t help. _____________________________

3. Lara brought food and other provisions on her camping trip. __________________________

4. If you don’t make haste you’ll never get there in time. _______________________________

5. This material is very flimsy; it will tear. _____________________________________________

6. You will succeed if you are a shrewd, clever person. _________________________________

7. Before I reveal what’s behind my back, can you guess what it is?_______________________

8. The typhoon’s winds were violent and destructive. __________________________________

9. Rotate your bicycle wheels by turning them to make them less squeaky. ________________

10. We are sending shirts and other apparel to children in need. _________________________

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VOCABULARY Page 5

Definition, Restatement, and Example Clues More Practice

abroad apparel flimsy reveal rotatebrooding haste shrewd typhoon provisions

B. Vocabulary Words in Action

For each item, use a word from the vocabulary list above. Read each sentence withyour word choice to make sure it fits the overall meaning. Use a dictionary if needed.

1. Are you sure we packed enough __________________, or supplies for the trip?

2. Daria kept puzzling and __________________ over her disastrous science project.

3. Once Phil gets to know you, he will __________________, or display a fun and lively side to himself.

4. The __________________ politician knew just what he needed to do to get the votes.

5. The wood used for this boat is very __________________; are you sure it will float?

6. I lived __________________ in Spain for several years before coming here.

7. Small children often like to __________________ in swivel chairs until they become dizzy.

8. Because of inaccurate weather reporting, the __________________ arrived in such

__________________ that we were unprepared for it.

9. What kind of __________________ are you wearing tonight—casual clothes or something dressy?

C. Vocabulary Challenge

Use a dictionary to look up each word listed below. Then write one sentenceusing each word. In the sentence, provide a restatement clue, an example, or adefinition of the listed word.

1. fundamental ________________________________________________________________________

____________________________________________________________________________________

2. hardy ______________________________________________________________________________

____________________________________________________________________________________

3. devise ______________________________________________________________________________

____________________________________________________________________________________

4. crevice _____________________________________________________________________________

____________________________________________________________________________________

5. agile _______________________________________________________________________________

____________________________________________________________________________________

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Page 6 VOCABULARY

Eleanor Roosevelt (page 87)

Active Reading SkillBuilder

Chronological OrderA time line helps you show the chronological order of events. The time line belowlists important events in Eleanor Roosevelt’s life. As you read, fill in a few detailsabout Eleanor’s life or feelings next to each event. The first item has been completedfor you.

1884 –— Eleanor born

1891 –— Eleanor’s mother and father die

1902 –— Eleanor leaves boarding school

1905 –— Eleanor marries Franklin Delano Roosevelt

1917 –— United States enters World War I

1921 –— Franklin Roosevelt gets polio

1932 –— Franklin elected President

1941 –— Japan attacks Pearl Harbor

1945 –— Franklin dies; Eleanor is a delegate to the United Nations

1962 –— Eleanor dies

parents had hoped for a boy

October 11 in Manhattan; mother, Anna Hall Roosevelt; father, Elliot Roosevelt;

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Page 7 UNIT ONE LEARNING FROM EXPERIENCE

Eleanor Roosevelt (page 87)

Literary Analysis SkillBuilder

Characteristics of BiographyA biography is the story of a person’s life that is written by someone else. It usually istold in the third-person point of view, is based on research and interviews, and tries toprovide an accurate and balanced portrait of a person’s strengths and weaknesses. Inthe chart below, decide whether the three selections about Eleanor Roosevelt thatyou have read exhibit the characteristics of biography.

Follow up: Which would you expect to be more objective, a biography orautobiography? What type of information might you find in an autobiography that youmight not find in a biography?

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Characteristics of aBiography

“Eleanor Roosevelt”

Yes.

Yes. “Eleanor was born

in a fine townhouse in

Manhattan.”

“The Autobiographyof Eleanor Roosevelt”

“No Ordinary Time”

Told in chronologicalorder.

Told in third person.Provide an example.

Information isfactual. Provide anexample.

Discusses strengths.Provide an example.

Discussesweaknesses. Provide an example.

UNIT ONE LEARNING FROM EXPERIENCE Page 8