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Dear Lynn Families,

The temporary closure of schools has been difficult, and we are all trying our best to stay safe and well.  Teachers, students and their families have been working together to continue the learning process, but we know this has not been easy.  Because of this, the Lynn Public Schools has developed a learning plan to give everyone a shared process that includes a suggested schedule and a menu of learning activities for each week. 

It is our hope that these learning plans will help our students to keep using the skills they have been developing throughout the school year.  It was also our goal that the activities would be interesting and could be done at home or safely outside.  If families have students in more than one grade, the activities are connected to themes that are the same for all students. 

Within this packet, you will find:

  • A Suggested Schedule
  • Academic Learning Plans That Contain:
    - Menus of activities of varying difficulty
    - Materials related to activities
    - Reference sheets
  • Creative Learning Plans That Contain:
    Menus of activities for art, music, physical education, and social-emotional learning

Teachers will continue to reach out to students and families to help support students as they continue to work on the skills they have built during this school year.  They are available to answer any questions you have, and they will love to hear about the work students are creating through these activities.

The most important thing to Lynn Public Schools is that we stay connected, and we stay safe and well while school is closed.  As your partner in education, and your community partner, we hope these learning plans will help us proceed during the school closure.


Patrick Tutwiler, PhD

Last Website Update:
May 12, 2020 1:31 PM


These are recommendations from The Department of Elementary and Secondary Education on remote learning:  
 • We recommend districts support students to engage in meaningful and productive learning for approximately half the length of a regular school day.

We expect this learning to take place via a combination of educator provided resources and student self-directed learning.  

• We strongly recommend districts and schools focus on reinforcing skills already taught this school year and applying and deepening these skills. 

We recognize that in some cases, teachers and students may wish to continue with new material, particularly at the high school level. In these cases, districts should consider equity of access and support for all students.  

• The individual student experience will vary depending on student age, individual and family needs, access and capacity for remote learning (including access to technology and internet), and the ongoing health of students, families, and staff.  

Before You Get Started:
- Set up a “learning space” in your home for your child to use
- Organize supplies (pencils, pens, markers, computer, etc.)

CB TIME OF DAY Recommended Sample Daily Schedule
7:30 AM to 9:00 AM Wake up Routine: Eat breakfast, morning hygiene, get dressed
Morning Activity: Go for a walk, do yoga, or complete mindfulness activity
9:00 AM to 10:45 AM Academic Time: Use academic resources (Teacher check in begins and could happen at any point during the week.)
10:45AM Snack!
11:00 AM to 12:00 AM Creative Time: Please see the art/music recommendations
12:00 PM to 1:00 PM Lunch / Free Time:  Visit Food distribution schools if needed, between 11 am and 1 pm 
Lynn English High School, Lynn Classical High School, Lynn Vocational Tech School, Thurgood Marshall Middle School
Physical Activity/Free Time Please see the Physical Education l
1:00 PM to 2:30 PM Academic Time: Use academic resources provided

May 18th, 2020

Dear Parents/Guardians,
We hope you are doing well and are continuing to engage in the ELA and Social Studies activities while we are not able to be together in the classroom. This is a four-week packet that includes activities, as well as texts and references pages to complete all the assignments. This choice menu will provide enough assignments for the weeks of May 18, 2020 until June 12, 2020. After June 12th, we invite students to complete the final reflection activity.

    • In this packet there are three choice board menus labeled A, B, and C. Choice Board Menu A is the first level and can be completed by any student. Choice Board Menu B is an intermediate level, and Choice Board Menu C is the highest level of difficulty. Students do not have to complete all choice board menus. Students can choose activities from all three choice boards (A, B, and C). Students are not required to complete all the activities from all the Choice Board Menus.

This packet also includes:

    • The final reflection.
    • The texts: Barrio Boy, Survivor, A Days Wait, The Spread of Hellenistic Culture, Coping Mechanisms and the 1918 Spanish Flu Pandemic
    • Directions for the Word Splash Activity.
    • Template for the Political Cartoon Activity.
    • The creative choice menus and social emotional learning menus.

If you need any help with these activities, please reach out to your ELA or Social Studies teachers. We hope you enjoy working on the ELA and Social Studies Choice Board Menus.

ELA/Social Studies - Menu A
Grade Levels 6-8
Choose 3-4 activities to complete each week.

Activity 1

Activity 2

Activity 3


"It is not the strongest of species that survives, nor the most intelligent that survives. It is the one that is most adaptable to change, that lives within the means of the available and works cooperatively against common threats” -Charles Darwin 

Do you agree or disagree with Charles Darwin’s quote about adaptability?   

Develop an argument in favor or against his statement.  Be sure to provide reasons, evidence and examples to support your claim. 

I agree/disagree with this quote because __. 
One reason is ___. A second reason is ___. A third reason is ___. 




is a verb meaning to make something suitable for a new use or purpose; become adjusted to new conditions 

Write a list of real-life or fictional examples in which people or characters had to adapt to change, new circumstances or challenge.  

  1. _______ 
  2. _______ 
  3. _______ 

Choose one example and describe the adaptation that took place. 
One person who had to adapt to change was ___. One way they had to adapt was ___. A second way they had to adapt was ___. A third way they had to adapt was ___. 


  1. How does Ernesto feel about starting a new school? Cite evidence from paragraphs 1-3 in your response. 

According to paragraphs 1-2, Ernesto feels ___. The text says ___. This shows that ___. The text also says ___. This indicates that ___ because ___.

  1. How do Miss Hopley’s actions in paragraphs 7-8 help Ernesto decide whether the principal is a “friend” or “menace”? 

In paragraphs 7-8, Ernesto decides that Miss Hopley is ___. The text says ____. This shows that ____. The text also says ____. This indicates that ____ because ____.

  1. In paragraph 13, how can you tell that learning English was a challenge for Ernesto? 

In paragraph 13, I can tell that learning English was a challenge for Ernesto. The text says ___. This shows that ___ because ___.

Activity 4

Activity 5

Activity 6


  1. In paragraph 15, why did Miss Hopley and the teachers never let the children forget why they were at Lincoln School? 

According to paragraph 15, Miss Hopley and the teachers never let the students forget why they were at Lincoln School so that ___.

  1. How did the principal and the teachers at Lincoln School help the immigrant students become Americans without feeing ashamed of their home country and culture? Cite evidence from paragraph 16 in your response. 

The principal and teachers at Lincoln School helped students become Americans without feeling ashamed of their home country and culture by ___, ___, and ___.

  1. By the end of the text, how does Ernesto feel about being a foreign student in the school? Refer to paragraphs 16-17 in your response 

By the end of the text, Ernesto feels ___ about being a foreign student in the school. In paragraphs 16-17, the text says ___. This shows that ____ because ____.


Make a chart like the one below. Match the character to the evidence in the text. Then, make an inference (educated guess) about what the author wanted us to infer about the character. (Characters: Miss Ryan, Manuel, Matti, Miss Hopley) 




“...faintly obnoxious.” 


I infer that __ is __ because __. 

“...a blond, radiant...” 


I infer that __ is __ because __. 

“a high forehead topped with hair gathered in a bun” 


I infer that __ is __ because __. 

“...a skinny Italian boy” 


I infer that __ is __ because __. 


Your Job: Create a theme poster. 

Your poster must include: 

  1. Title 
  2. Author 
  3. Definition of ELA words: character motivation, conflict, setting, mood, and theme. 
  4. 1 quote from the text that gives an example of each ELA vocabulary words 
  5. 3-4 sentence summary 
  6. A theme in the story. Write in a complete sentence. (A theme in Barrio Boy is ___. The author develops the theme by ___.
  7. Illustrations and colored if possible 





Activity 7

Activity 8

Activity 9


The Spread of Hellenistic Culture  
Wherever Alexander conquered, he brought the Hellenistic, or Greek, culture with him. What adaptations did the people in those cultures have to make? What adaptations did the main character , Ernesto, in “Barrio Boy “ have to make? 

People had to adapt to Hellenistic culture by __. For example, ___. 

Similarly, Ernesto adapted by ___.  

In addition, his school adapted by ___. 

The Spread of Hellenistic Culture  
Write a letter to Ernesto in “Barrio Boy” making the argument that Lynn is the modern-day Alexandria. Provide evidence from the reading and your experiences in the city and reasoning as to why he would feel comfortable living in Lynn. 


  • A Greeting (Dear Ernesto,) 
  • 2-3 Body Paragraphs 
  • A variety of sentences to make it interesting (short, long, and medium- length sentences) 
  • A  Closing (Sincerely, ____) 

The Spread of Hellenistic Culture  
Imagine a main street in Lynn. Now, using that picture in your mind, create a mural that shows how Lynn has adapted to include all the many cultures that call this city its home. On the back, explain how this picture is an example of cultural diffusion as defined in the reading. 

*A mural is a very large painting, usually painted on a wall. 

Activity 10

Activity 11

Activity 12


Word Splash- see attached worksheet 
Word List: 

  • Resourcefulness: inventiveness, creativity 
  • Disastrous: awful, terrible  
  • Burdensome: hard to deal with 
  • Conceded: admitted as true 
  • Amicably: in a friendly way 
  • Meticulously: very carefully 
  • Dependent: rely 
  • Ominous: threatens harm or evil 
  • Unpalatable: disagreeable, unacceptable 
  • Assess: determine meaning or importance 
  • Resolve: determination 


  • What is Annie’s goal? 

Annie’s goal is ___. The text says, ___.  This means that ___. 

  • What are some of Annie’s obstacles? 

Some of Annie’s obstacles are __, ___, and ___. The text says, ___. This means that ___. 

  • What positive actions, or adaptations, help Annie achieve her goal?    


Some actions that help Annie achieve her goal are ___. These help her because ___.


YOUR ASSIGNMENT: Write a paragraph explaining... 

  • What do living things (in our case, humans) need to survive and thrive? 
  • How do humans become stronger through challenges? 
  • What can people do to take care of themselves and others when adapting to a new challenge? 

 *You may draw, color, and label your answer instead of writing the paragraph. 

ELA/Social Studies - Menu B
Grade Levels 6-8
Choose 3-4 activities to complete each week.

Activity 13

Activity 14

Activity 15


 Humans have been adapting to changes from the beginning. Read Survivor to learn about how early humans adapted to their environment. 

YOUR ASSIGNMENT: Create 2-column notes. Write the details that match the main ideas on the left. Paraphrase (put in your own words) the details. 


1.Why Cro-Magnons Outlive Others 


2. Higher IQ 


3. Worldwide Disaster 


4. Superior Tools 




: Write an objective summary of Survivor.  A summary is what the text is mostly about. Only include important details. *You may draw your ideas instead. 

  • List the main ideas. 
  • ____________________________ 
  • ____________________________ 
  • ____________________________ 
  • ____________________________ 
  • Write an introductory sentence that tells the topic of the summary


  • Turn the main ideas into complete sentences. 
  • Add transition words (first, next, finally, before, similarly, in contrast) 
  • Proofread and edit your summary. 



  • According to Brian Fagan, why did the Cro-Magnons most likely outlast Neanderthals? 

According to Fagan, the Cro-Magnons most likely outlasted Neanderthals because ___. The text says, ___. This means that ___. In addition, the text also says, ___. This indicates that ___. Finally, the text says, ___. This shows that ___. 

  • What can present-day humans learn from the Cro-Magnons?  

YOUR ASSIGNMENT: Create an encouraging meme or poster explaining what we can learn from the Cro-Magnons.  

Activity 16

Activity 17

Activity 18


In this time of change, leaders are making decisions for the public. Some decisions are made by the federal government (the president) and some decisions are made by the state government (the governor). 
Watch the news and write which decisions are being made by the president and which decisions are being made by the governor. 


President Donald Trump 

Charlie Baker 

Decision Made 



Decision Made 



Why is it important to cooperate with leaders? It is important to cooperate with leaders because ___. 



  • What is happening in this political cartoon

In this political cartoon, the statue is ___. 

  • What do you see in this political cartoon

I see __, __, and __ in this political cartoon. 

  • What does the artist want to communicate about liberty? 

The artist wants to communicate that ___. 


Draw your own political cartoon about life during the Coronavirus. A political cartoon needs to have a message.  

What do you, the artist, want to communicate? 
You can use

  • Symbolism- Use one object to represent something else (The Statue of Liberty symbolizing freedom) 
  • Exaggeration- describing something as bigger than it really is (What is exaggerated in Activity 17?) 
  • Irony- something that is the opposite of what you expect (The Statue of Liberty showing how you are not free

Activity 19

Activity 20


History has chosen you to live in this time. Thirty to forty years from now... children will want to know what it was like to live in the “old days” of the COVID-19 outbreak. They’ll want to know what it was like to be out of school and what it was like when the grocery stores ran out of toilet paper. You are a primary source during this historical event. A primary source is a record of a person who actually witnessed the event. 
YOUR ASSIGNMENT: Write a diary about life during this time. You never know, an historian (a person who studies history) may use your records to write about this time! Start by creating a chart like this. 




My daily schedule 



“Hanging” with friends 



Getting groceries/supplies 









*You may write or draw your responses.


 will use your writing to study the past. An economist can also study the past. 
Economists study the economy. They are interested in the choices people make about money. 

YOUR ASSIGNMENT: Think like an economist. Answer the economists’ questions in your diary.  

  1. What are items that are being produced (made) a lot right now? 

Some items being produced now are __ and __. 

  1. How are they being produced (made)? 

These items are being produced by __. 

  1. Who are the items for? 

The items are for __ because __. 

Activity 21

Activity 22

Activity 23


Another person who might study the past is an archaeologist. An archaeologist studies objects from the past. 
YOUR ASSIGNMENT: Think like an archaeologist

  1. Draw a garbage can.  
  2. Draw 5 or more items in your house right now. 
  3. Explain what your objects say about the current times. 
  4. What is the object? 
  5. Who made the object? 
  6. Who was the object made for? 
  7. Where was it found? 
  8. What does this object say about the past? 


READ The 1918 Spanish Flu Pandemic 

You are going to read a secondary source. A secondary source is information from a person who did not witness an event. 

Then, you will use context clues to decide what a word means. Context clues are hints in the text that tell us the meaning of the word. 

YOUR ASSIGNMENT: Read The 1918 Spanish Flu Pandemic. Answer the questions in the margin.


secondary source is information from a person who did not witness an event./var/folders/z8/r0j3b2d95q55mxq1nv97mxj40000gn/T/com.microsoft.Word/Content.MSO/89D08BFF.tmp 
YOUR ASSIGNMENT: You are teaching a class of students about the Spanish Flu and the Coronavirus. Create a Venn diagram to compare and contrast the Spanish Flu Pandemic to the Coronavirus Pandemic.  


  1. Facts and statistics about the Spanish Flu 
  2. Facts and statistics about the Coronavirus 
  3. Examples of how the Spanish Flu and Corona Virus are similar 
ELA/Social Studies - Menu C
Grade Levels 6-8
Choose 3-4 activities to complete each week.

Activity 24

Activity 25

Activity 26


Choose a TV show, video game, or movie that includes a protagonist who adapts to overcome one of the following types of conflict:  

  • Character vs. Self  
  • Character vs. Character 
  • Character vs. Nature 
  • Character vs. Society 
  • What is the title of the show/movie/game? 

The title of the show/movie/ game is ___.

  • Who is the protagonist? 

The protagonist is ___.

  • What type of conflict did the protagonist face? Describe it. 

The protagonist faces a ___ versus ___ conflict. The protagonist wants ___, but ____.

  • How did the protagonist adapt?

The protagonist adapted by ___.

  • What qualities or traits made the adaptation possible?  

The character was able to adapt because ___ and ___.

Read A Day’s Wait.

Each of the underlined terms reflects Hemingway’s word choice in the text. Write a definition or draw a picture to illustrate the meaning of each underlined word.  

1. People were there, but he felt detached from them. 

 2. There is a serious flu epidemic this winter.  

3. He had slack muscles from lack of exercise.  

4. It was evidently too much for him to deal with. 
5. The man observed a covey of partridges. 

Read A Day’s Wait.

Complete a plot diagram (See attachments.) to summarize the main elements in the story. 

Activity 28

Activity 29

Activity 30


  • What are examples of adaptive coping mechanisms

Some examples of adaptive coping mechanisms are __, ___, and ___. 

  • What are examples of maladaptive coping mechanisms

Some examples of maladaptive coping mechanisms are __, __, and __. 

  • What is the central idea of the text? 

The central idea of the text is ___. 



  • Have you used any of these coping strategies in your own life?  

One coping strategy I have used is __. A second coping strategy I have used is ___. 

  • Have they proven to be effective? Why or why not?  

My coping strategies have/have not been effective because ___. 

  • How do you normally deal with stress

I normally deal with stress by ___. 


PSA is a Public Service Announcement. A Public Service Announcement is a message sent to the public so they can live a better life. 

Your Job: Create a PSA poster or create an Instagram/Facebook/Snap post to teach people about adaptive coping mechanisms. 


  • 3 Coping Mechanisms 
  • 1 real-life example of when to use the coping mechanism 
  • Illustrate if possible. 
  • Share on social media if possible. 

Activity 31

Activity 32

Activity 33


Describe a time in the past when you overcame an obstacle that felt impossible at the start.  

The obstacle can be anything. Maybe it was a fight with your best friend, and you found the strength to ask for forgiveness, or you were the one who forgave. Maybe it was when you decided to arrive on time to class every day for a week and you did it.  

Find an instance of when you set your mind to beat the odds when you felt they were against you. 

*Use compound sentences in your writing. A compound sentence includes: 

  • 2 verbs and 2 subjects 
  • Conjunctions: FOR, AND, NOR, BUT, OR, YET, SO (FANBOYS) 

You may write and/or draw your story. 

READ The Rose that Grew from Concrete 
The Rose That Grew From Concrete 


Did you hear about the rose that grew 
from a crack in the concrete? 
Proving nature's law is wrong it 
learned to walk without having feet. 
Funny it seems, but by keeping its dreams, 
it learned to breathe fresh air. 
Long live the rose that grew from concrete 
when no one else ever cared. 

Authors use metaphors to compare two unlike things. In the poem, the rose is a metaphor. What is the author comparing? What is the effect? 
The rose is being compared to ____. 
The author compares a rose to ____ to show that ____. 

Think about ways you are like the rose. Explain at least 3 things the concrete could represent in your life. 

READ The Rose that Grew from Concrete 
The Rose That Grew From Concrete 

Here we have examples of various obstacles trees must overcome to continue growing taller, prouder, and stronger. Obstacles don’t get in their way. Nature is full of examples of grit, like the trees in these pictures. 

Look around outside. What other examples do you see? One example I see is ___. 

  • What is one obstacle you are trying to overcome right now?  

One obstacle I am trying to overcome is __. 

  • Write a plan that could help you resolve the problem. 

The first step to solve my problem is ___. 
The second step to solve my problem is ___. 
The third step to solve my problem is ___. 

Activity 34

Activity 35


One way that we can all cope with change is by being grateful. Grateful means that you appreciate what is in your life. 

WHO or WHAT are you GRATEFUL for and WHY? Did something good happen recently that you feel grateful for? Do you feel grateful for someone? It can be something special or important, or it can be something small—as long as it’s a good thing or makes you feel good. Just be SPECIFIC so that you can record and recall meaningful events! 

Your Job: Challenge yourself to see the good in your life every day. Write at least 5 examples of how you show gratitude.  Describe the person or event using coordinate adjectives. 

*Coordinate adjectives are two adjectives (words that describe nouns) that describe the same noun. A comma goes between them. 

4/30: My thoughtful, sweet grandfather gave me a ride home because he didn’t want me walking in the cold. 
5/1:  My strict, loving mother helped me stay focused on my schoolwork during the time off. 


Writers use similes to make a statement about an idea. A simile is a comparison using the words like or as

: Create a simile to describe what life is like during the Coronavirus Pandemic. You may use the sentence starters or create your own. 

  • Life during the pandemic is as slow as ___. 
  • Life during the pandemic is as ___ as ___. 
  • Life during the pandemic is like ___. 

*Post your simile on social media if possible. 
*Draw and color your simile if possible. 


Choose one activity each day.
During this time away from our traditional classes, we wanted to try to capture the strength of the community of Lynn by illustrating just how adaptable we are as human beings. We ask that over the course of the next three days we reflect upon our time spent with the remote learning activities.  
Choose one activity to do each day. Share with teachers and/ or social media.

Favorite Assignment

The last seven weeks have focused on 63 different assignments. Choose your favorite assignment. 

  1. What made this assignment memorable for you?

My favorite assignment was ___. This assignment was memorable because ___.

       2. How was this assignment different from what you did during the regular school year?
            This assignment was different because ___.



You read and responded to ideas about the importance of community, especially in difficult times. Something that is especially contagious is positivity.

List 3 good things that you think will result from this experience.

Share on social media. Use the hashtag #3goodthings.


The entire world has been asked to adapt to a new normal. When we have to adapt, there are things we enjoy, things that we don’t enjoy, and things that help us grow. What has been your rose (a success)? What has been your thorn (a challenge)? What has been your bud (something that will help you in the future)?

Share with your teachers and social media if possible.

A close up of a logo  Description automatically generatedROSE
A highlight, success, or something positive that happened.

A picture containing drawing  Description automatically generatedTHORN
A challenge you experienced or something you can use more support with

A picture containing drawing  Description automatically generated BUD
New ideas or something you’re looking forward to knowing or understanding more

Barrio Boy, by Ernesto Galarza
From Part Four: Life in the Lower Part of Town

Ernesto Galarza was a Mexican-American union leader and writer who spent most of his life fighting for the rights of farm workers. In Barrio Boy, Galarza tells the story of how he immigrated to California and successfully navigated the public school system. The excerpt is about Galarza’s first experience in an American school.

1 The two of us walked south on Fifth Street one morning to the corner of Q Street and turned right. Half of the block was occupied by the Lincoln School. It was a three-story wooden building, with two wings that gave it the shape of a double-T connected by a central hall. It was a new building, painted yellow, with a shingled roof that was not like the red tile of the school in Mazatlán. I noticed other differences, none of them very reassuring.

2 We walked up the wide staircase hand in hand and through the door, which closed by itself. A mechanical contraption screwed to the top shut it behind us quietly.

3 Up to this point the adventure of enrolling me in the school had been carefully rehearsed. Mrs. Dodson had told us how to find it and we had circled it several times on our walks. Friends in the barrio explained that the director was called a principal, and that it was a lady and not a man. They assured us that there was always a person at the school who could speak Spanish.

4 Exactly as we had been told, there was a sign on the door in both Spanish and English: “Principal.” We crossed the hall and entered the office of Miss Nettie Hopley.

5 Miss Hopley was at a roll-top desk to one side, sitting in a swivel chair that moved on wheels. There was a sofa against the opposite wall, flanked by two windows and a door that opened on a small balcony. Chairs were set around a table and framed pictures hung on the walls of a man with long white hair and another with a sad face and a black beard.

6 The principal half turned in the swivel chair to look at us over the pinch glasses crossed on the ridge of her nose. To do this she had to duck her head slightly as if she were about to step through a low doorway.

7 What Miss Hopley said to us we did not know but we saw in her eyes a warm welcome and when she took off her glasses and straightened up she smiled wholeheartedly, like Mrs. Dodson. We were, of course, saying nothing, only catching the friendliness of her voice and the sparkle in her eyes while she said words we did not understand. She signaled us to the table. Almost tiptoeing across the office, I maneuvered myself to keep my mother between me and the gringo lady. In a matter of seconds I had to decide whether she was a possible friend or a menace. We sat down.

8 Then Miss Hopley did a formidable thing. She stood up. Had she been standing when we entered she would have seemed tall. But rising from her chair she soared. And what she carried up and up with her was a buxom superstructure, firm shoulders, a straight sharp nose, full cheeks slightly molded by a curved line along the nostrils, thin lips that moved like steel springs, and a high forehead topped by hair gathered in a bun. Miss Hopley was not a giant in body but when she mobilized it to a standing position she seemed a match for giants. I decided I liked her.

9 She strode to a door in the far corner of the office, opened it and called a name. A boy of about ten years appeared in the doorway. He sat down at one end of the table. He was brown like us, a plump kid with shiny black hair combed straight back, neat, cool, and faintly obnoxious.

10 Miss Hopley joined us with a large book and some papers in her hand. She, too, sat down and the questions and answers began by way of our interpreter. My name was Ernesto. My mother’s name was Henriqueta. My birth certificate was in San Blas. Here was my last report card from the Escuela Municipal Numero 3 para Varones of Mazatlán, and so forth. Miss Hopley put things down in the book and my mother signed a card.

11 As long as the questions continued, Doña Henriqueta could stay and I was secure. Now that they were over, Miss Hopley saw her to the door, dismissed our interpreter and without further ado took me by the hand and strode down the hall to Miss Ryan’s first grade.

12 Miss Ryan took me to a seat at the front of the room, into which I shrank—the better to survey her. She was, to skinny, somewhat runty me, of a withering height when she patrolled the class. And when I least expected it, there she was, crouching by my desk, her blond radiant face level with mine, her voice patiently maneuvering me over the awful idiocies of the English language.

13 During the next few weeks Miss Ryan overcame my fears of tall, energetic teachers as she bent over my desk to help me with a word in the pre-primer. Step by step, she loosened me and my classmates from the safe anchorage of the desks for recitations at the blackboard and consultations at her desk. Frequently she burst into happy announcements to the whole class. “Ito can read a sentence,” and small Japanese Ito, squint-eyed and shy, slowly read aloud while the class listened in wonder: “Come, Skipper, come. Come and run.” The Korean, Portuguese, Italian, and Polish first graders had similar moments of glory, no less shining than mine the day I conquered “butterfly,” which I had been persistently pronouncing in standard Spanish as boo-ter-flee. “Children,” Miss Ryan called for attention. “Ernesto has learned how to pronounce butterfly !” And I proved it with a perfect imitation of Miss Ryan. From that celebrated success, I was soon able to match Ito’s progress as a sentence reader with “Come, butterfly, come fly with me.”

14 Like Ito and several other first graders who did not know English, I received private lessons from Miss Ryan in the closet, a narrow hall off the classroom with a door at each end. Next to one of these doors Miss Ryan placed a large chair for herself and a small one for me. Keeping an eye on the class through the open door she read with me about sheep in the meadow and a frightened chicken going to see the king, coaching me out of my phonetic ruts in words like pasture, bow-wow-wow, hay, and pretty, which to my Mexican ear and eye had so many unnecessary sounds and letters. She made me watch her lips and then close my eyes as she repeated words I found hard to read. When we came to know each other better, I tried interrupting to tell Miss Ryan how we said it in Spanish. It didn’t work. She only said “oh” and went on with pasture, bow-wow-wow, and pretty. It was as if in that closet we were both discovering together the secrets of the English language and grieving together over the tragedies of Bo-Peep. The main reason I was graduated with honors from the first grade was that I had fallen in love with Miss Ryan. Her radiant, no-nonsense character made us either afraid not to love her or love her so we would not be afraid, I am not sure which. It was not only that we sensed she was with it, but also that she was with us.

15 Like the first grade, the rest of the Lincoln School was a sampling of the lower part of town where many races made their home. My pals in the second grade were Kazushi, whose parents spoke only Japanese; Matti, a skinny Italian boy; and Manuel, a fat Portuguese who would never get into a fight but wrestled you to the ground and just sat on you. Our assortment of nationalities included Koreans, Yugoslavs, Poles, Irish, and home-grown Americans.

16 Miss Hopley and her teachers never let us forget why we were at Lincoln: for those who were alien, to become good Americans; for those who were so born, to accept the rest of us. Off the school grounds we traded the same insults we heard from our elders. On the playground we were sure to be marched up to the principal’s office for calling someone a wop, a chink, a dago, or a greaser. The school was not so much a melting pot as a griddle where Miss Hopley and her helpers warmed knowledge into us and roasted racial hatreds out of us.

17 At Lincoln, making us into Americans did not mean scrubbing away what made us originally foreign. The teachers called us as our parents did, or as close as they could pronounce our names in Spanish or Japanese. No one was ever scolded or punished for speaking in his native tongue on the playground. Matti told the class about his mother’s down quilt, which she had made in Italy with the fine feathers of a thousand geese. Encarnación acted out how boys learned to fish in the Philippines. I astounded the third grade with the story of my travels on a stagecoach, which nobody else in the class had seen except in the museum at Sutter’s Fort. After a visit to the Crocker Art Gallery and its collection of heroic paintings of the golden age of California, someone showed a silk scroll with a Chinese painting. Miss Hopley herself had a way of expressing wonder over these matters before a class, her eyes wide open until they popped slightly. It was easy for me to feel that becoming a proud American, as she said we should, did not mean feeling ashamed of being a Mexican.

The Spread of Hellenistic Culture

People enjoy going to museums to check out new exhibits. The library is the perfect quiet spot for research and reading. Sports fans gather in stadiums to be entertained by sporting events. Theaters showcase the latest dramatic play for an eager audience. Thousands of years ago, ancient Greeks enjoyed these very same activities.

Cultural Blend
Hellas is Greek for “Greece”, and the three centuries after Alexander the Great’s death are called the Hellenistic  era because the known world was dominated by Greek culture. Alexander founded Greek colonies wherever he went, and Greek culture spread from these centers through cultural diffusion. Thousands of Greek colonists carried Greek practices and ideas to the plains of Persia, deserts of Egypt, mountains of Afghanistan, and river valleys of northern India. Each area adopted and adapted Greek culture differently, blending it with its own culture.

Alexander founded more than 70 cities, each with Greek designs and features such as temples, gymnasiums, and theaters. These cities flourished, cementing Greek influence in faraway places for centuries. The ultimate Hellenistic city was Alexandria, Egypt’s new capital.

Worldly Alexandria
Alexandria became one of the largest, wealthiest, and most cultured cities in the ancient World. Many parks and open spaces created a pleasant environment, and the main streets were lined with colonnades, a series of columns that support a roof to provide shade. Alexandria’s multiethnic mix of Greeks, Egyptians, Jews, and other created a cosmopolitan, or worldly, atmosphere.

In addition to housing Alexander’s tomb and countless temples, Alexandria also had many significant buildings, including a museum used as a research center and a library known as the Great Library. It boasted a copy of every book written in Greek—some 500,000 scrolls. The library drew scholars and scientists from around the world. Meanwhile, Alexandria’s wealth attracted the best artists, sculptors, writers and musicians. The city was the cultural and trade center of the Hellenistic world.

Word Splash - “New Directions”

Directions: Predict how the words are used in the story “New Directions.” Write sentences using the words before you read. After you read, write new sentences based on how the words are used in the story.


My Sentences:


Directions: Write new sentences based on how the words are used in the story.


My Sentences:

Survivor by Bobby Oerzen

Why did the Cro-Magnon people outlive their prehistoric rivals?

Think your life is tough? Think again. The modern world would be paradise to the Cro-Magnon people. It's not our cars or our technology they would marvel at so much as our warm weather.

The Cro-Magnons were the first humans to inhabit Europe. Named after a rock shelter in southwestern France called Cro-Magnon, they lived between 45,000 and 12,000 years ago. For part of that time, Earth was caught in a cooling period--the most recent ice age. Giant ice sheets covered what is now Canada, northern Europe, and northern Asia. The Cro-Magnons woke up every day of the year to deep snow and subzero temperatures.

"Life was incredibly hard for these people," Brian Fagan explains in his book Cro-Magnon. "It's something we can't even fully understand by modern standards."

The resilience of the Cro-Magnons is no surprise, though, if you look at the history of their African ancestors, says Fagan. They survived--barely--the single deadliest natural disaster in human history.

Higher IQ

According to many scientists, the human species--Homo sapiens--has been around for about 200,000 years. The Cro-Magnons were a relatively recent group of humans. They were anatomically modern; their bodies were identical to ours. Other groups of anatomically modern humans lived in Africa and perhaps even Asia at the same time. The term Cro-Magnon refers specifically to those who lived in Europe.

Cro-Magnons shared the European continent with a related species: the Neanderthals--Homo neanderthalensis. The Cro-Magnons outlasted the Neanderthals, says Fagan, because they had the advantage of what he calls "the greatest development in human history": superior intellect. "Their ability to plan, to solve complex problems, to communicate with one another in a meaningful way," Fagan explains, "that's why Cro-Magnons made it!"

How was that intelligence acquired? Fagan calls that "the question of questions." He believes it was induced by a cataclysmic event that almost wiped out Homo sapiens.

Worldwide Disaster

About 73,500 years ago, Mount Toba, a giant volcano on what is now the island of Sumatra in Indonesia, exploded. "The . . . volcanic eruption [in 2010] in Iceland would be but a mere child's burp compared to this," says Fagan.

Ash fell around the world, covering the ground in anywhere from several centimeters to a meter of it. Sulfur gas emissions from the volcano formed a haze in the sky that blocked the sun, causing temperatures to plummet.

Anybody who couldn't find immediate shelter from the falling ash probably died of suffocation. Those who found refuge in caves or under cliffs reemerged to find a new world, gray and missing almost all plant life. Starvation killed many more in the coming months. "The human cost was enormous," says Fagan. The survivors, most of them in Africa, probably numbered no more than 10,000. The world's entire human population would have fit into a football stadium!

For the next 1,000 years, the survivors and their descendents endured freezing climates and nearapocalyptic conditions. That period, says Fagan, was "the most critical in human history." In such harsh conditions, the survivors had to be extraordinarily resourceful. When temperatures finally stabilized and conditions improved, Fagan says, "[Homo sapiens] possessed all the awesome mental abilities of modern humanity."

Outfitted with those abilities, humans eventually migrated out of Africa into Europe. There they discovered they were not alone. A race of short, muscular hunters--the Neanderthals--had been there for tens of thousands of years. The Neanderthals had evolved from another branch in the Homo group of species that left Africa long before the birth of the first anatomically modern humans. The Neanderthals survived the Mount Toba eruption because less ash fell on Europe and because their bodies were well adapted for colder conditions.

Superior Tools

Cro-Magnons probably admired the Neanderthals' physical prowess, which the Neanderthals used for hunting, says Fagan. The Neanderthals ate mostly big game like boars and reindeer, which they hunted at close range. Their weaponry was basic--flints (chipped stone tools), which they used to stab animals that they had wrestled to the ground.

In a demonstration of mind over matter, the Cro-Magnons employed their intelligence to devise superior hunting technology. They engineered long-range spears, which allowed them to hunt animals from a distance--a far safer and more effective method.

The Cro-Magnon intellect went beyond weapon making. Cro-Magnons had "imaginations that ranged and soared," says Fagan. They painted vivid cave art and crafted musical instruments. Fagan maintains that Cro-Magnons no longer were "just predators in the food chain," but "dynamic partners in a world peopled by animals they considered to be living things to be treated with respect."

Such awareness and understanding is why, Fagan believes, Cro-Magnons out-competed Neanderthals. The last Neanderthal died around 30,000 years ago, leaving Cro-Magnons the sole masters of the continent.

Cro-Magnon society changed continually during the late ice age and afterward. Eventually, as the planet warmed, agricultural communities replaced Cro-Magnon hunting societies. "Cro-Magnons adapted to changing climate," concludes Fagan, "just as we are today."


The 1918 Spanish Flu Pandemic

A “touch” of influenza, or the flu, is similar to a bad cold. The symptoms are a dry cough, a sore throat, burning eyes, and a stuffy nose. A mild case of the flu is more of a nuisance than a menace. However, a serious attack of influenza can turn deadly.

Influenza is a disease that attacks the respiratory system. It symptoms include chills, sudden high fever, headache, and aching muscles. Those symptoms frequently lead to pneumonia, and that is what poses the real danger.

This disease has been around since the sixteenth century. Since that time it has caused 31 epidemics. The disease can spread far and fast, infecting millions of people. In 1918, an epidemic caused 20 million deaths throughout the world. About 500,000 people died in the United States.

Fortunately, by the mid twentieth century, scientists had discovered a vaccine that could control influenza.  The discovery was of major importance, but it did not entirely solve the problem. The problem was hard to overcome because research revealed that there are three types of flu viruses. The first two types, A and B, are the ones that cause epidemics. It took scientists several years to create a vaccine that could control those two types.

Most doctors believe it is unnecessary to vaccinate everyone against the disease. However, people in certain age groups and people with respiratory problems should get a flu shot each year. Should you ask your doctor about getting vaccinated? Absolutely.

  1. Underline the words that tell what is similar to a bad cold. Write a sentence using the word similar.

  2. Circle all the words that tell what is more a nuisance than a menace. What is the difference between a nuisance and a menace?

  3. Circle the word that tells what influenza is. What is another name for influenza?

  4. Underline the words that tell what frequently leads to pneumonia. What frequently happens when people get the flu.

  5. What discovery was of major importance? Tell why it is of importance.

  6. Underline the words that tell why the problem was hard to overcome. What problem at school might someone overcome?

  7. What do most doctors believe is unnecessary?

  8. What should everyone absolutely do to protect his or her health?



“A Day’s Wait” by Ernest Hemingway

He came into the room to shut the windows while we were still in bed and I saw he looked ill. He was shivering, his face was white, and he walked  slowly as though it ached to move.

‘What’s the matter, Schatz?’
‘I’ve got a headache.’
‘You better go back to bed.’
‘No, I’m all right.’
‘You go to bed. I’ll see you when I’m dressed.’
But when I came downstairs he was dressed, sitting by the fire, looking a very sick and miserable boy of nine years. When I put my hand on his forehead I knew he had a fever.
‘You go up to bed,’ I said, ‘you’re sick.’
‘I’m all right,’ he said.
When the doctor came he took the boy’s temperature.
‘What is it?’ I asked him.

‘One hundred and two.’
Downstairs, the doctor left three different medicines in different colored capsules with instructions for giving them. One was to bring down the fever, another a purgative, the third to overcome an acid condition. The germs of influenza can only exist in an acid condition, he explained. He seemed to know all about influenza and said there was nothing to worry about if the fever did not go above one hundred and four degrees. This was a light epidemic of flu and there was no danger if you avoided pneumonia.
Back in the room I wrote the boy’s temperature down and made a note of the time to give the various capsules.
‘Do you want me to read to you?’
‘All right. If you want to,’ said the boy. His face was very white and there were dark areas under his eyes. He lay still in bed and seemed very detached from what was going on. I read aloud from Howard Pyle’sBook of Pirates; but I could see he was not following what I was reading.
‘How do you feel, Schatz?’ I asked him.
‘Just the same, so far,’ he said.

I sat at the foot of the bed and read to myself while I waited for it to be time to give another capsule. It would have been natural for him to go to sleep, but when I looked up he was looking at the foot of the bed, looking very strangely.
‘Why don’t you try to go to sleep? I’ll wake you up for the medicine.’
‘I’d rather stay awake.’

After a while he said to me, ‘You don’t have to stay here with me, Papa, if it bothers you.’
‘It doesn’t bother me.’
‘No, I mean you don’t have to stay if it’s going to bother you.’
I thought perhaps he was a little light-headed and after giving him the prescribed capsule at eleven o’clock I went out for a while.
It was a bright, cold day, the ground covered with a sleet that had frozen so that it seemed as if all the bare trees, the bushes, the cut brush and all the grass and the bare ground had been varnished with ice. I took the young Irish setter for a little walk up the road and along a frozen creek, but it was difficult to stand or walk on the glassy surface and the red dog slipped and  slithered and fell twice, hard, once dropping my gun and having it slide over the ice. We flushed a covey of quail under a high clay bank with overhanging brush and killed two as they went out of sight over the top of the bank. Some of the covey lit the trees, but most of them scattered into brush piles and it was necessary to jump on the ice-coated mounds of brush several times before they would flush. Coming out while you were poised unsteadily on the icy, springy brush they made difficult shooting and killed two, missed five, and started back pleased to have found a covey close to the house and happy there were so many left to find on another day.

At the house they said the boy had refused to let anyone come into the room.
‘You can’t come in,’ he said. ‘You mustn’t get what I have.’
I went up to him and found him in exactly the position I had left him, white- faced, but with the tops of his cheeks flushed by the fever, staring still, as he had stared, at the foot of the bed. I took his temperature.
‘What is it?’
‘Something like a hundred,’ I said. It was one hundred and two and four tenth.
‘It was a hundred and two,’ he said.
‘Who said so?’
‘The doctor.’
‘Your temperature is all right,’ I said. It’s nothing to worry about.’
‘I don’t worry,’ he said, ‘but I can’t keep from thinking.’
‘Don’t think,’ I said. ‘Just take it easy.’
‘I’m taking it easy,’ he said and looked straight ahead. He was evidently holding tight onto himself about something.

‘Take this with water.’
‘Do you think it will do any good?’
‘Of course it will.’
I sat down and opened the Pirate book and commenced to read, but I could see he was not following, so I stopped.
‘About what time do you think I’m going to die?’ he asked.
‘About how long will it be before I die?’
‘You aren’t going to die. What’s the matter with you?’
Oh, yes, I am. I heard him say a hundred and two.’
‘People don’t die with a fever of one hundred and two. That’s a silly way to talk.’
‘I know they do. At school in France the boys told me you can’t live with forty-four degrees. I’ve got a hundred and two.’
He had been waiting to die all day, ever since nine o’clock in the morning.
‘You poor Schatz,’ I said. ‘Poor old Schatz. It’s like miles and kilometers. You aren’t going to die. That’s a different thermometer. On that thermometer thirty-seven is normal. On this kind it’s ninety-eight.’
‘Are you sure?’

‘Absolutely,’ I said. ‘It’s like miles and kilometers. You know, like how many kilometers we make when we do seventy in the car?’
‘Oh,’ he said. But his gaze at the foot of his bed relaxed slowly. The hold over himself relaxed too, finally, and the next day it was very slack and he cried very easily at little things that were of no importance.

Coping Mechanisms

People have many different strategies for dealing with stressful situations — some helpful, and some not so helpful. Psychologists call these “coping mechanisms.” A coping mechanism is a method that a person uses to deal with stress or conflict. It is a way for a person to “master” or minimize the effect of a stressful situation.

Psychologists categorize coping mechanisms into two different categories: adaptive coping mechanisms and maladaptive coping mechanisms.

Adaptive Coping Mechanisms
Adaptive coping mechanisms are positive ways people alleviate stress.

Anticipation is a way to reduce the stress of a difficult challenge by anticipating what it will be like and preparing for how to cope with it. Some literary critics believe that this is the reason why people enjoy reading about, watching, and analyzing tragedies. Thinking about tragic events helps people prepare for unforeseen difficult circumstances.

Seeking Support
Finding emotional support from others or asking for help can be an instrumental way of maintaining emotional health during a difficult period. The brain’s response to worry enhances the effectiveness of this strategy. Stress releases neurohormones that strengthen your ability to seek emotional support by increasing your empathy and encouraging you to look for close social bonds.

Problem-solving focuses on locating the source of the problem and determining solutions, or action steps. Developing a plan can help lessen stress that comes from the unknown. Problem-solving can be strengthened by creativity, and it is a useful response to both simple and complex issues. A strong problem-solving process involves defining the issue, brainstorming alternatives, evaluating and choosing between these alternatives, and implementing solutions.

People of all ages and cultures respond to humor. Studies show people who laugh and smile often live longer and develop healthier relationships. Humor is also a common coping mechanism because it can diffuse the tension of a stressful situation. However, when humor is overused as a coping mechanism, it can lead to denial or avoidance (see below).

Maladaptive Coping Mechanisms
Maladaptive, or negative, coping mechanisms are more effective in the short term than the long term. Using a maladaptive coping mechanism may help people diminish negative feelings for a few days or weeks. But usually, these strategies may only make stress levels rise in the long run.

Denial is the refusal to accept truth or fact. People are said to be “in denial” when they act as if the problem doesn’t exist, refusing to acknowledge the reality of a situation. Sigmund Freud, the famous psychoanalyst who was the first person to study the significance of dreams, is credited with popularizing the idea of denial. He explains it as the moment when a person is faced with a fact too uncomfortable to accept. Instead of facing the problem, the person decides to reject its existence or minimize its importance despite overwhelming evidence proving the contrary . Freud believed that denial was a primitive coping mechanism — one that babies develop in early childhood.

Another maladaptive coping mechanism is projection. People are said to “project” their emotions on others when they blame someone else for having an emotion that they feel is unacceptable. For example, a husband who feels angry at his wife may accuse her of being the angry one instead of admitting that he is actually the angry one.

Dissociation is another maladaptive coping mechanism. It is when a person tries to “disconnect” from a traumatic or stressful event. In extreme cases, a person who has dissociative behavior may even invent a new imaginary world where they do not have to face an uncomfortable feeling or memory.

While dealing with stress, it is important to prioritize your physical, mental, and social well being. When you are facing a stressful situation, learn to relax so that you can carefully evaluate how you should respond. It is also important to maintain your mental health: think positively, exercise frequently, get enough sleep, and don’t be afraid to express emotions and ask for help. If you follow these simple strategies, you’ll have an easier time responding to the inevitable stress that you will face in your life.

Alleviate (verb): to make something less painful or difficult

Neurohormone (noun): a hormone that is specifically created within the body’s network of nerve cells. The neurohormone is then sent to the intended part of the body through the blood.

Diminish (verb): to cause something to become less in size, importance, or value

Psychoanalyst (noun): a doctor who helps people with mental and emotional problems by talking to them about their dreams, memories, etc.

Contrary (adjective): opposite or entirely different from something else

Additional Assignments and Support Graphics
Please Download The Learning Plan (PDF) Document

May 18th, 2020

Dear Parents/Guardians of Grade 6-8 Students,

We hope you are doing well and are continuing to engage in math and science activities while we are not able to be together.  This is a four-week packet that includes Math/Science Choice Board Menus for the weeks of May 18, 2020 through June 12, 2020.

The packet contains three different choice board menus labeled A, B, and C. Students have the option of trying activities from any menu (A, B, or C).  Students do not have to complete all choice board menus and they do not need to complete Menu A in order to move on to Menu B and Menu C.  They can choose from any menu on any day. 

This packet also includes math & science reference sheets that students can use for help with any Choice Board Menu.
If you need help with any of the activities, please reach out to your teachers.  We hope you enjoy working on the Math/Science Choice Menus

Math/Science - Menu A
Grade Levels 6-8

Choose 3-4 activities to complete each week.

Bargain Business-A

You decide to make and sell 
I Survived the COVID” t-shirts online. Research prices for t-shirts. As you open your new business, you are analyzing the best discounts to provide to your customers.  There are several options you are considering:

  • Buy one get one free
  • Buy three get the fourth item free
  • 25% off each item

Which discount will you provide?  How does this promotion affect your profit?


Eclipses Materials: String, basketball, tennis ball, flashlight Take the basketball and wrap a string around it one time. The length of the string is approximately the scaled distance between the earth and the moon. Place the tennis ball the string length away from the basketball in a straight line. In a darkened room, shine the light onto the tennis ball from few feet back. Observe the shadow cast onto the basketball.
 • What type of eclipse does this model represent?
• Does the shadow cover the entire basketball?
• What is causing the shadow? Remember, you are looking at the shadow and NOT the light being cast.

Room Remodel-A

The Coronavirus has given you some free time to complete your to-do list.  One item was to paint your bedroom.  A typical gallon of paint covers 200 square feet of area. 

  • Create a shopping list of supplies and the number of gallons of paint needed to paint your room. 
  • If the paint is sold in 1-gallon cans, each costing $22, how much will it cost to paint your room? 
  • Wallpaper comes in rolls of 2 feet wide and 16 feet long.  What price does a roll of wallpaper need to be so that using wallpaper is less expensive than paint for your bedroom?


Fill a cup or bin with water. Gather 4 small household items (examples; Paper clip, key, eraser, toothpick, Lego, ping pong ball). Draw the table below. Write each of the object names under “object”. Predict if the object will sink or float in water. Mark your prediction in the table for each item. Drop the objects into the water one at a time. Watch what happens to each one. Record if each object sinks or floats.



Sink or Float?













Time and Distance-A

Kenny ran from his home to the bus stop and waited. He realized that he had missed the bus, so he walked home. The graph represents Kenny’s journey. Where do you see each part of the story in the graph? Create 8-10 graphs that represent things you did while school has been out.  Write the story that goes with each graph.

Design Problem

It is lunch time at school.  You watch your friend try to carry their lunch back to their table.  They are carrying a cheeseburger, a milk, a napkin and a utensil.  They still need to try to put ketchup on their burger as they juggle all these items.  As you watch them struggle you think there must be a better way.

Lunch Tray Design Challenge

Using the engineering design process create a tray that will assist students in easily carrying their lunches back to their table.   Your design should be reusable or recyclable.  Will your design impact the custodians or cafeteria workers of the school?   Draw and label the parts of your design.  Include the measurements of your design in cm.  What material did you use?

Two Truths, One Lie-A

Which of the following statements below is a lie? Explain how you made your choice.


  1. Oval:         ,       , and       are positive integers
  2.     is smaller than      , but larger than
  3. Pentagon:      is the opposite of       on the number line


On a sheet of blank white paper draw the sun on the left side of the paper. Draw the Earth titled to the left. Use a straight arrow to display direct sunlight. Use a curved arrow to display indirect sunlight.

Identify the season in the Northern and Southern Hemisphere. On another sheet of blank white paper draw the sun on the left side of the paper. Draw the Earth titled to the right. Use a straight arrow to display direct sunlight. Use a curved arrow to display indirect sunlight. Identify the season in the Northern and Southern Hemisphere.

Design Your Own Math Book

Design a page in a math text book explaining how to:

* Use the Associate Property to write an equivalent expression.

* Use the Commutative Property to write an equivalent expression.

* Use the Distributive Property to write an equivalent expression.

Math/Science - Menu B
Grade Levels 6-8

Choose 3-4 activities to complete each week.

Bargain Business-B

You decide to make and sell “I Survived the COVID” t-shirts, sweatshirts, and hats online. You want sweatshirts to be priced twice as much as t-shirts. Hats will be 50% more than t-shirts. Research prices for t-shirts. Decide what the prices will be for all 3 items to make a profit on each item.  As you open your new business, you are analyzing the best discounts to provide to your customers.

  • Create 3 different discounts you will offer.
  • Which discount will you provide? 
  • How does this promotion affect your profit?
  • How many of each item will you have to sell in order to make up the loss from each discount?

Body Systems

Go for a short run.  Make observations about your body.  Examples might include breathing rate, heart rate, sweating, and muscle soreness.  Based on your observations, explain how at least two body systems worked together during your run.  Explain your argument in writing or by discussing it with another person.
Body Systems
Circulatory – moves materials such as oxygen and nutrients around the body
Digestive – processes food
Excretory – removes waste
Muscular/Skeletal - helps the body move
Nervous - sends and receives messages in the body
Respiratory – Breathing (take in oxygen/release carbon dioxide)

Room Remodel-B

The Coronavirus has given you some free time to conquer your to-do list.  One item was to paint your bedroom.  A typical gallon of paint covers 200 square feet of area. 

  • Sketch a scale drawing of your room. Draw in windows and doors.
  • Find the total surface area of your room making sure to subtract the windows and doors from the total.
  • If the paint is sold in 1-gallon cans, each costing $22, how much will it cost to paint your room? 
  • An additional item on your to-do list is get an air conditioner that will keep you cool all summer. You found one on sale that will cool 1600 cubic feet.  Will this work for your room?


the densities of the following liquids and solids below;
Yellow liquid with a mass of 2.8g and a volume of 2mL
Green liquid with a mass of 6g and a volume of 3mL
Red liquid with a mass of 1.8g and a volume of 2mL
Orange liquid with a mass of 1.3g and a volume of 1mL
Blue cube with a mass of .8g and a volume of 2cm3
Pink star with a mass of 2.4g and a volume of .8 cm3
Rank the objects from smallest density to largest density in a table.

Time and Distance-B

Kenny ran from his home to the bus stop and waited. He realized that he had missed the bus, so he walked home. The graph represents Kenny’s journey. 
Create 8-10 graphs that represent things you did while school has been out.  Write the story that goes with each graph.
How long does Kenny’s trip take him?
How far is the bus stop from Kenny’s house?

House Design

A student designs a birdhouse to be used outside for wild birds. A diagram of the birdhouse is shown below.

a. Identify two materials the student will need to build the birdhouse.
b. Identify two tools or machines the student will need to build the birdhouse.
c. Describe how both the materials and the tools you identified in parts (a) and (b) would be used to build the birdhouse.

Two Truths, One Lie- B

Which of the following statements below is a lie? Explain how you made your choice.

Pairs of Sneakers Sold


  • The line passes through the origin.
  • The quantities are not proportional to each other.
  • Each pair of sneakers cost $25, no matter how many pairs of sneakers are sold.                               

Ecosystem Energy

Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem

At your local park there is grass, a snake, a bird, a worm, a mouse, a grasshopper and a hawk flying overhead.  The sun is shining through the trees and some of the leaves of tree are on the ground and rotting away from recent rain.

Draw out the park and include all the information described above.  Identify the producers, consumers and decomposersLabel them in your drawing.  Draw arrows showing how the energy transfers (who eats who).

Energy and Heat

, set up a control by melting an ice cube in a shallow dish. Observe the cube every 10 mins and record results in a data table. Next, design a container using household materials that will prevent an ice cube from melting. Draw and label your design and explain why you chose to use the materials you did. Are they conductors or insulators? Label and describe where the types of heat transfer are taking place (conduction, convection, radiation).

Build and test your design.
Observe your ice cube every 10 minutes and record your observations on a data table. Did your design melt the ice at a slower rate than the control? How can you change your design to improve your results?

Time (mins)












Math/Science - Menu C
Grade Levels 6-8

Choose 3-4 activities to complete each week.

Bargain Business- C

You decide to make and sell “I Survived the COVID” t-shirts, sweatshirts, and hats online. Research prices for these items. Decide what you will sell each item for.

  • Assume that you want to create a profit of $1000 each week, describe a possible number of each item you will need to sell.
  • Create a model for each of the 3 items that shows the revenue for each item when you sell 0,10,20,30…,100 of that item. 
  • Create another model for each item that shows the cost for each item when you sell 0,10,20,30…,100 of that item.
  • Which item makes a profit fastest? 
  • If you had to only sell 2 of the items, which would you choose to sell and why?

Light Rays/Mechanical Waves
Search Light

a sheet of paper into 4 parts.  Label each part: Reflects Light, Refracts Light, Absorbs Light and Transmits Light.  Search for items in your home that reflect, refract, absorb and transmit light and record them on your paper. Choose one example item from each category and draw a picture to show how light behaves when it meets it. Can you change the path of light coming in through a window?  Test some of your objects that you listed to see if you can make the path of the sun’s light change direction to shine on your ceiling or wall.  Which objects worked best?  Why?

Room Remodel-C

The Coronavirus has given you some free time to conquer your to-do list.  One item was to paint your bedroom.  A typical gallon of paint covers 200 square feet of area. 

  • Sketch a scale drawing of your room. 
  • If the paint is sold in 1-gallon cans, each costing $22, how much will it cost to paint your room? 
  • Find the volume of your room.
  • You plan on knocking a wall down that separates your room from the next room. When you combine the two rooms together, the space inside (volume) your room will double. Find a possibility for the new dimensions of your room. 
  • How much paint will you need to paint this new bigger room?

Density- C

the densities of the following liquids and solids below;
Yellow liquid with a mass of 2.8g and a volume of 2mL
Green liquid with a mass of 6g and a volume of 3mL
Red liquid with a mass of 1.8g and a volume of 2mL
Orange liquid with a mass of 1.3g and a volume of 1mL
Blue cube with a mass of .8g and a volume of 2cm3
Pink star with a mass of 2.4g and a volume of .8 cm3

a graduated cylinder. Arrange each object in the cylinder based on its density.

Time and Distance-C

Kenny ran from his home to the bus stop and waited. He realized that he had missed the bus, so he walked home. The graph represents Kenny’s journey. 
Create 8-10 graphs that represent things you did while school has been out.  Write the story that goes with each graph.
In which section is Kenny moving fastest?
Write an equation for each section of Kenny’s journey.
How far, in total distance, did Kenny travel?

Natural Selection

Below is an image of two types of peppered moths that can be found in England.  In the 19th century, soot from coal fires left a black coating on trees. 

Based on this information, explain which moth increased its likelihood of surviving and reproducing due to this environmental change.  Explain your reasoning.  

Two Truths, One Lie-C

Which of the following statements below is a lie? Explain how you made your choice.

Number of days (x)





Number of miles hiked (y)





  • The total number of miles hiked is a function of the number of days passed.
  • The following linear function describes the total number of days passed, y, in terms of days, x, that have passed.

y = 7x

  • Based on the table, it will take the hiker approximately 36 days to reach 200 miles.                                   

Net Force and Speed

a simple ramp 18 inches high and about 24 inches long using a piece of cardboard, plastic or wood.  Place a toy car at the top of the ramp. Release it and measure how far it rolls.

two coins to the car, release it from the ramp and measure how far it rolls. Repeat the experiment with five coins taped to the top of the car.

your data in a data table. 
This experiment shows that as mass increases with gravity's constant acceleration, the force pushing the car along the floor increases, making heavier cars travel farther.

Did your experiment show this?  Why or why not?  Use information from your data table to answer.  

Food Molecules

a healthy and delicious menu (breakfast, lunch, and dinner) for an upcoming day.

a variety of food that will give you the three major food molecule nutrients: Carbohydrates, lipids, and proteins.

why each food molecule is important for your health.
Discuss your menu with a family member, friend, or teacher.

Sample Menu:











Math Reference Sheet



3-D Figures
Clipart - Geometry 1

A three-dimensional figure is a shape that has length , width , and height .

Surface area
The surface area and the volume of pyramids, prisms ...

To find the surface area of a prism, find the area of each side of the figure and add them together.

Use the formula below to find the area of a square or rectangle:
(Area=length  width)

Use the formula below to find the area of a triangle:
(Area=base height)

Use the formula below to find the area of a circle:


The volume of a 3-dimensional figure refers to the number of cubic units needed to fill the figure. If you ask, “How much will fit inside?” you are trying to the find the volume.

Use the formula below to find the volume of most prisms.
   (VolumeArea of the base  height of the prism)

Free vector graphic: Coupon, Coupons, Discount, Money ...

To find the discount of an item, multiply the discount and the original price. Then, subtract the discount from the original price to find the new price of the item.
For example:
A shirt is 10% off the original price of $40.
The new price of the shirt is $36.00

Money Profit Currency · Free image on Pixabay

A profit is the amount a money a business made after paying for expenses.
For example:
Sara’s cookie shop received $500 today. Sara has expenses to pay for such as ingredients, bills, and wages. The total cost of her expenses is $150. Her profits today were $350 because she had to subtract her bills from the amount of money she received for the cookies.


An angle ) is formed by two rays with a common endpoint. We use degrees  to measure the size of an angle.

Complementary Angle
File:Complement angle.svg - Wikimedia Commons

Complementary angles are two angles whose sum is 90.
For example:
File:Complementary angles 1.svg - Wikipedia

Supplementary Angle
File:Supplementary Angles.svg - Wikimedia Commons

Supplementary angles are two angles who sum is 180
For example:
File:Supplementary angles2.svg - Wikipedia

Acute Angle

View Basic Angle Terminology and Facts - GAMMA+

Acute angles measure less than 90.
For example:
File:Positive angle.svg - Wikimedia Commons

Obtuse Angle

Slika:Obtuse Angle.png - Wikipedija, prosta enciklopedija

Obtuse angles measure greater than 90.
For example:
Understanding Angles

Right Angle
An acute angle is smaller than a right angle. It measures ...

Right angles measure exactly 90.
For example:
Acute and obtuse triangles - Wikipedia

Associative Property

You can add and multiply regardless of how the numbers are grouped in parentheses.
For example (addition):                                  For example (multiplication):
A screenshot of a cell phone  Description automatically generatedA screenshot of a cell phone  Description automatically generated

Commutative Property

When adding or multiplying two (or more) numbers, you can add or multiply them in any order.
For example (addition):                                 For example (multiplication):

Distributive Property

tikz pgf - How to draw arrows between parts of an equation ...

The distributive property of multiplication says that multiplying a group of numbers that are added together or subtracted from each other is the same as doing each multiplication separately.

Distributive Property

a(b + c) = ab + ac

a(b – c) = ab –  ac


Key Vocabulary

Density – the amount of mass per unit of volume

Volume – the amount of space an object takes up

Mass – the amount of matter in an object or substance

Reflect – when light, heat, or sound bounces off something

Refract – when light bends; the change in direction as light or sound waves enter a new medium

Absorb – the process of soaking up light, heat, or liquid

Transmit – when light waves move through a material

Ecosystem – a community of living and non-living things that work together to survive (terrestrial-land, aquatic -water)

Food Web – a group of food chains within an ecosystem

Food Chain – the order in which organisms, or living things, depend on each other for food.

Producer – an organism that makes its own food (example: plants)

Consumer – an organism that eats other organisms for food (examples: cat, human, bird)

Decomposer – an organism that breaks down plant and animal matter into simpler parts or substances (examples: bacteria, fungus)

Conductor – substances/materials that an electric charge can easily pass through (examples: copper, aluminum)

Insulator – substances/materials that an electric charge cannot pass through (examples: plastic, wood)

Force – a push or pull; Force cannot be seen but it can be measured

Net Force - The combination of all the forces acting on an object simultaneously (at the same time)

Speed – how fast an object is moving (distance traveled per unit of time)

Gravity – a force that tries to pull two objects towards each other

Constant Acceleration – when the speed of an object changes by the same amount each second

Carbohydrates – a substance such as starch or sugar that gives us energy  (bread, rice, pasta, cereal, corn, oats)

Lipids – fats (butter, whole milk, vegetable oil, cheese)

Proteins - a substance that is made up of many amino acids; protein builds, maintains, and replaces tissue in your body (steak, pork, chicken, tuna, beans, plantains)

Natural Selection – the process where organisms that are best suited to their environment survive and pass on their genetic traits in increasing number to future generations.

Additional Assignments and Support Graphics
Please Download The Learning Plan (PDF) Document


Choice Menu

Write the word “Adaptations” in the center of your paper. Surround that word with other words you associate with adaptations like a web. Embellish your word web with illustrations and designs.

Create a comic strip of a day in the life of your family now. Choose one scene such as dinner or an outdoor activity.

Draw a picture of how the environment may have changed during this pandemic?

Find an old shirt and create something else – you can add to it or cut from it.

Create a collage with a positive image or feeling using cereal boxes, magazines or mail you have received at the house.

Find a circle to trace on paper and then within the circle add words and a picture to give to someone to show you care. Share by displaying on a door or window or send it in the mail to make someone’s day!

Create a face mask or gloves using objects in your home or yard.

Invent an object that has the powers to relieve anxiety and stress. Make a drawing of the object and how a person could use it.

Add some fun communicating to your friends online. Mix  things up by posting an artwork by you! It could be a self-portrait, a portrait of a friend, a design of lively patterns, or a picture that shows one of your interests or hobbies. 

Find or draw an image that shows how this pandemic has done something positive.

Create a sign for you window, or your front lawn, that shares a message of positivity and hope.

Art can help relieve stress!  Create a video or drawing using the blind contour technique. It is a great way to build your drawing and observation skills!  Continually look and draw the object.  Do not look at what you have drawn until you are finished.

Create a character that you would like to become. It should have features that you would like to have. For example, wings so you could fly etc.

Participate in the teddy bear or rainbow challenge happening on Facebook. (This is where children out for their afternoon walks count how many teddy bears and rainbows they can find). Or you could sew homemade masks for you and other family members.

Using leaves, flowers and other objects from outside, create some abstract art. You can use the green from leaves, red from berries etc.

Create a color-coded daily schedule that could help you or your family members stay productive. 

Create an art project using found materials.

Draw a picture or diagram on how social distancing has helped slow the spread of the coronavirus.

Choose an object you see (for example, a coffee cup) and draw the same object 4 times.  Each time choose a different type of line to draw the entire object! Line examples: zig zag, dashed, slanted, crossed, scribbles, or loops.  Create shadows by placing some lines closer together than others.


Close your eyes and listen to a song. Using a crayon or pencil, draw how the music makes you feel. Notice how the different tempos and rhythms may change the look and feel of your art.

Think of a word that has helped you stay focused, calm, or happy through uncertain times. Create an artwork using whatever you might have that either includes or illustrates that word.

Imagine that you are a household pet. Make an illustration where you (as the pet) comments on how life at home has changed during this time.

It’s Spring!  We want to go outside!   How do we practice Social Distancing when on a walk?  While on your walk, observe closely or take pictures that show spring in bloom or about to be in bloom. After your walk, draw the signs of spring you just saw! Nature does wonders for the soul!

Create a 5-panel cartoon that comments on how life has changed during the time of social distancing and stay at home orders. Think about how everyday activities have changed and impacted either you or others.

Start a drawing and then pass it to someone else in your home. Have everyone add to the drawing and watch as the art evolves and adapts just as we do to change.

Choice Menu

Think about a specific place or activity where you would hear music being played (church, sporting event, movie/TV show, shopping mall, etc.). What kind of music would you hear there and how does it affect your overall experience there.

Think of an instrument you enjoy playing or would like to learn to play. What about the instrument interests you? This could be something about the sound it makes, a particular musician who plays it, a style of music in which you’ve heard it, etc.

Let’s say you are a good singer on instrumentalist and there is a particular song or piece of music that you would like to perform solo (alone) in front of the class or at a school Concert. Please write a persuasive letter to convince you Music teacher that you are the right person for the Solo and Why.

Pretend you are The Orchestra or Band Director and you are the one who decides what music should be performed. Choose a piece of music and write down Why you think your Orchestra or Band should perform that particular song/piece of music?

Does listening to or playing music make you feel better when you’re stressed or worried? Make a list of songs you know that make you feel positive emotions: calm, happy, excited, or anything else you think of.

We talk about adaptations in science looking at animals and plants that have changed over time. Can you apply that kind of thinking to music? What makes music change over time? Can you think of any world events that changed music? Or any inventions that changed music or how we listen to it? Talk to someone in your house older than you to see if they can tell you something they remember changing as well.

Over the history of man-kind, music has always been present. Cavemen made instruments out of mammoth bones, and now we make instruments out of metals and other materials. What other things can you think of that has constantly evolved with humans?

Think about a time when you overcame an obstacle in your life. What songs would be on that soundtrack?

Choose a song to sing or listen to, and draw a picture that tells a story to go with the song. The drawing can include characters and places in the song, or you can make up your own.

Create an Instrument out of empty soda bottles, water and spoons. Line up the soda bottles and fill them up with different amounts of water, from only a little water to fully filled-up. Strike lightly with a spoon, you will hear different pitches. Play a song!!!

How have advancements in technology affected the way we experience music (creating/performing, recording, listening, etc.)?

Imagine your life ten years from now. What role do you see music having in your life (no role, actively performing/creating, casual hobby, etc.)? In 20 years? 30 years? What can you do now to prepare yourself for your future involvement in music?

Think of an instrument you either play or know a little bit about how to play. How could technology be used to make the instrument easier to play? Be creative!

Tell about a time you either played an instrument or sang in a chorus and the leader asked for more feeling in your singing or playing.  Tell the things you did to sing or play with more musical expression.   

You are a musician and you have invented a new instrument for the band.  Write a story about your new instrument and how it will be used in the band.   

If you were a composer, what would you do to prepare for writing a new piece of music that no one has ever heard before? 

You are an unknown musician and composer who has just developed a new style of music.  Write a story about your new style of music and how it will change the world.   

Describe how you feel when you hear your preferred style of music 
Since this is a difficult time for many people, create a “feel-good” playlist of music. Include songs that you think would help to boost people’s moods when they are feeling down.

Come up with a list of items around your house that could be used as musical instruments (example: wooden spoons as drumsticks).

Many people have been sharing songs that we can use to wash our hands to (songs that last about 20 seconds long). Come up with some of your own hand-washing songs (or parts of songs).

How has your musical taste changed as you have grown up? What influences have made an impact on your musical preferences? Talk with someone older than you in your family and see if they have had experiences similar or different to your own.

Think of a song you know from school or the radio. Can you find materials in your house that you could adapt from their usual use to become an instrument to play some part of this song? How can you change your thinking about these materials to make them musical?

Make a list of all the ways that music is part of your everyday life.  Remember that music is often present in places that the music is not the primary focus.  Then compare how that list is changed by our current circumstances of social distancing. 

Using whatever you have at home, create your own musical instrument.  Then, compose a piece of music for that instrument that you can perform for your family. 

A musical parody involves changing or copying existing (usually well known) musical ideas or lyrics or copying the style of a composer or artist.  Take a well know song and adapt it to our current “normal” by writing new lyrics describing how your life has changed over the last few weeks. 

Choice Menu

How can you use the “stage” to communicate how you are feeling?
Be creative and think of new ways this could happen. Feel free to reach out to a friend from class, phone call if possible to share ways.

What would you do to entertain neighbors if you could only use your front yard?

Do you feel like you have become a different person?
Explain through writing, or have a discussion about this with a friend or family member today.

Do you feel like other people have  changed? Explain through drawing or painting about this with a friend or family member today.

Play charades with the whole family.

“What’s Different?”  An Observation Game
Pick a member of your family to be your partner and face them.  Observe everything you can about them and have them observe everything about you.  (Look at their hair, eyes, clothes etc.)Take turns saying your observations about your partner out loud, (for example:  “I see that you are wearing a blue sweater” or “I see that your hair is in a ponytail.”)  After you’ve said everything you’ve observed both of you turn around (or leave the room) so that you can’t see each other.  Both of you now change three things about yourself when the other is not looking, f (or example:  take off a piece of jewelry, change your hairstyle, take off your shoes etc.)When you’ve both changed three things come back and look at each other. Take turns saying what three things have changed about your partner.

With a family member, write a two character, one-minute play about the challenges of the isolation. You write the dialogue for one character, your partner for the other.

Create two short solo performances. In the first one, reenact your morning routine when school was still at school. In the second, reenact your morning routine now.

Identify the person in your household who is struggling most with the changes (not you). Prepare a performance of their favorite poem (could be the lyrics of a song) or story or scene from a movie. Perform it for that person.

Using construction skills learned in stagecraft, find some fabric/handkerchiefs/bandanas and make masks for you and your family and extras to donate.

Think of a fairytale that you have read or a movie you have seen.  Imagine how it would be different if the ending was changed. Write a new ending in play format, or act it out with your family

Think of a fairytale that you have read or a movie you have seen.  Imagine how it would be different if the ending was changed. Draw a new ending using any art material (or even pen or pencil).

Think of a story that you have read or a movie you have seen.  Imagine how it would be different if the ending was changed (for example, what if Aladdin had not defeated Jafar at the end of that movie).  Write a new ending in play format, or act it out with your family.

Think of a story that you have read or a movie you have seen.  Imagine how it would be different if all the characters were changed to different genders (for example, imagine Beauty and the Beast, but the Beast is a woman and Beauty is a man).  How would that change the story?  Write a few pages showing the new story.

Think of a story that you have read or a movie you have seen.  Imagine how it would be different if all the characters were changed to different genders (for example, imagine Beauty and the Beast, but the Beast is a woman and Beauty is a man).  How would that change the story?  Draw your new vision showing the new story.

Think of a story that you have read or a movie that you have seen that is not set in the real world.  Imagine how it would be different if instead it happened in real life (For example, if Star Wars happened in your school who would the hero, Luke represent at school, and instead of blowing up the Death Star Luke might save the school from a fire).  Write a few pages showing that new story.

Think of a story that you have read or a movie that you have seen that is not set in the real world.  Imagine how it would be different if instead it happened in real life (For example, if Star Wars happened in your school who would the hero, Luke represent at school, and instead of blowing up the Death Star Luke might save the school from a fire).  Draw that new story.

Invite some members of your family to bring a familiar story to life.  Choose a story that you are all familiar with.  Your completed show should not be more than five or ten minutes long.  Decide what scenes are necessary, and which you can cut out.  Either perform this play in front of the other members of your family.

Invite some members of your family to bring a familiar story to life.  Choose a story that you are all familiar with.  Your completed show should not be more than five or ten minutes long.  Decide what scenes are necessary, and which you can cut out. With your family’s permission, record it on video and send it to your friends.

Prepare a performance of your favorite poem or song. Perform it and if you have a phone record it and share with a friend.

Prepare a performance of a story or scene from a movie.
Perform it and if you have a phone record it and share with a friend.

Adapt and change a dance on tic toc, and make it new. Post for friends to see on social media. Make it fun and light!

What movements represent adapting to a new normal?
Create a five-ten second dance.
If you can maybe show this and post if you have a tic toc,  or any social media.
Please keep content  appropriate. : )

Draw your ideas about dealing with adaption and change during the COVID-19 virus. It can be abstract, expressive, use shapes or realistic reference photos to help guide your artwork.

How has being home changed your relationship with someone who is close to you?
Create a sketch, drawing or painting.
Have a discussion with this person about it.

Choice Menu
Physical Education

Dribble Challenge: Dribble a ball 100 times with each hand. Can you successfully dribble 100 times with each hand while moving? Which hand is easier? Why?

Can you jump to an entire song without stopping? Now try blindfolded!

PE class at home: Tabata Jump squats 20 seconds of work 10 seconds of rest 8 rounds

At home Cardio: Slide, Slide, Sprint:  Slide to your left for 10 steps, slide to right for 10 steps then face forward and sprint for 10 seconds.

 Paper Plate Planks In plank position with paper plates under your feet. Complete 30s each: -mountain climbers -in and out feet -knees to chest

Jump side-to-side over an object or line for 1 minute straight. Go again but jump front to back. Repeat each jump twice.

Card Fitness: Take a deck of cards, flip the top card. Complete exercises based on the suit & number on the card. Face cards are worth 15. Spades- jumping jacks, Clubssquats, Hearts- mountain climb

Find a step or a bench and jump up and down 50 times. Be careful. Take a break if you need to.

Stand on your right leg and lift your left knee at a 90-degree angle. Touch your toe without falling repeat 10 times then switch sides

 Jump Lunges: Complete a right leg lunge, while in the down position jump up landing in a lunge position on the left leg.

Before Bed Breathing While lying in bed, place your hands on your stomach and pay attention to the up and down of your belly as you breathe.

Mindful Music
Find some music that you enjoy listening to.  You can create a playlist of songs you like.  Come up with a list of four activities that you do for a workout.
Some examples are 10 squats, 10 broad jumps, 10 pushups, 10 sit-ups.
After this activity how do you feel working out with music that you like?


What sport of PE activity are you looking forward to most when you get back to school? Teach someone at home how to do it.

Mindful Senses What do you notice around you? Find: 5 things you see 4 things you feel 3 things you hear 2 things you  smell 1 thing you taste

Observe how your body feels different after exercising. Discuss physical and mental benefits from exercise.


Choice Menu
Social Emotional Learning
May 18 May 19 May 20 May 21 May 22

Feeling List

 Using index cards or cut up pieces of paper write your list of feelings. Using the list, identify your feelings throughout the day. 

Use the list to help figure out how you are feeling and what you might need.

Growing your feeling vocabulary will make you a clear communicator!

Emotion Notions!

Use books to introduce and highlight emotions. As you are reading find the emotions being described in the story.

Ask questions about the characters in the story (e.g., “How do you think ____ feels?

What makes you say that?”) Everyone has feelings and we use them to connect with each other.

Yoga Pose 

Create your own yoga pose to fight the Covid-19 virus! What would it look like? 

Teach it to your family and together send the virus a message! 


Create and use an art journal to keep track of ideas and process feelings.

Express your feelings through different artistic modalities (painting, drawing, collage) and if you feel comfortable, share your artwork with your family.

Stay Calm

Draw three things that you like to do to stay calm or “grounded” on a piece of paper.

For example: Playing with your pet? Drawing? Listening to music?

You can also do this is a “Think About” format.
Think about three things that you like to do to stay calm or grounded.

May 25 May 26 Mat 27 May 28 May 29

Memorial Day

Forgiveness 5

Trace your hand and write five words you would use when saying you are sorry. (One word per finger).

Color your hand. Cut out your hand.  Hang in a special place.

Lift Me Up!

Draw three things that you like to do to “lift yourself up” and that make you happy.

For example: Playing outside? Hug from a loved one? Reading a book?
Whatever lifts you up!

Brainstorming Strengths

Noticing our strengths can help us grow and live up to our fullest potential!

 Write/draw your strengths on a piece of paper. When completed, have a family member (or a friend over facetime/phone) add other strengths that they see that  you have.

Eye Spy 

Look out your window. Draw/List all the things you can see that have changed in nature over the past few weeks.

For example: Green grass, flowers, leaf buds on tree, people wearing hoodies (not winter coats!)  

June 1 June 2 June 3 June 4 June 5

Perseverance in Challenging Times

Research and define “perseverance”:
Name someone you may know or read about who has persevered.

What challenges did this person face?

How did they overcome these obstacles and persevere?

Healthy Choices

How does it feel when we help someone else?
How would I feel sitting with someone at lunch who was by alone?

How would I feel letting someone go ahead of me in line? How would it feel sharing crayons with someone who did not have any?
All our choices have consequences!

Rocking Out 

Go outside (with permission and keeping safe). Find a rock.

Write a word on it that is meaningful to you at this time and share with a family member or a friend (by phone or text) why the word is meaningful to you. 


Tell your sibling about a time you needed to be brave. 

How did that change you? How will that memory help you during this time? 

Sky Writing 

Step outside (with permission and keeping safe). Look up into the sky and pretend there is a plane doing skywriting. The pilot is sending you a message!

What would you want the sky to say to you? Share that with your parent/guardian. 

June 8 June 9 June 10 June 11 June 12

Messy Moves!

Reconnecting after a problem or a conflict with people we love can be messy!
Review these words:

  • Trust
  • Respect
  • Sharing
  • Compassion
  • Forgiveness 

What do you think these words mean?
 Write down the definition.
Would any of these words help you to reconnect with someone after a misunderstanding?

Making Connections

Read these words:
Trust, Respect, Sharing, Compassion, and Forgiveness.

From this list of words pick the one you know best and write what this word means to you in your own words.

Family Works!

Brainstorm ways you can show forgiveness. Make a plan with your family! For example, any time anyone says something that hurts your feelings, think  through the following questions:

What happened? What were you thinking/feeling at the time?
What do you think needs to be done to make it right?

Using our Imagination

Write or draw a picture of what would it be like to live in a community that practices all the traits: Trust
Compassion Forgiveness.

Keeping the Peace

Think about what we can do to keep the peace at home and in our Lynn community.

Sometimes it is hard to find the words.
What are some symbols that can show kindness and peace?
Draw those here:

June 15 June 16 June 17 June 18  

Note for Your Teacher

Write a note or draw a picture for your teacher to show her/him you are thankful for their support this year.

We all learned in new and different ways while we were stuck at home. Share how this time made you a stronger student.


Giving Advice

What advice would you give a student entering the grade you just completed?

What will you tell them that they will just love about your class?

What would you share that they need to prepare for?

Imagine a Trip!

Pretend you can plan a trip anywhere in the world!  Think about how big your suitcase or backpack is.

What items would you put in your travel bag to prepare for the changes in that environment.

For example: hot weather=sunscreen/ hat/water
Jungle=bug spray/light clothing.

Wish List

Draw or write a list of all the things you want to do when it is safe to be together again


Have a Fun and Safe Summer!

Happy 4th of July!

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