YWLA Summer Reading 6/7 th grade 2018-19 School Year I would like all 6 th and 7 th grade students to complete their work via Google classroom (please see instructions below). If you are unable to do so, you will need to either print a hard copy, or come by the school for a hard copy of the assignment. Questions need to be answered for both books. If there are projects listed, you must select one project per book. ------------------------------------------------------------------------------------------------------------ Google classroom Go to classroom.google.com Add class: 6 th grade code: pt9pie8 7 th grade code: 6fz9lun Your sign in at home should include @ students instead of @stu. Questions or concerns email me at [email protected]
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YWLA Summer Reading 6/7th grade 2018-19 School Year€¦ · YWLA Summer Reading 6/7th grade 2018-19 School Year I would like all 6th and 7th grade students to complete their work
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YWLA Summer Reading
6/7th grade 2018-19 School Year
I would like all 6th and 7th grade students to complete their work via Google
classroom (please see instructions below). If you are unable to do so, you will
need to either print a hard copy, or come by the school for a hard copy of the
assignment.
Questions need to be answered for both books. If there are projects listed, you
1. Create a timeline and write about 10-15 boxes for Bryce and Juli showing how
each felt for the other through the story. At one point their feelings flipped.
Make a visual representation of this change. You can draw it out and color it,
make a digital representation or a model.
2. Write a continuation of the story (1 page). Can you imagine what Juli will do
next? Write about it.
3. Depict (draw, illustrate, create) a scene from the book. You can select any
scene you wish. Have fun with it!
DISCUSSION QUESTIONS
DISCUSSION QUESTIONS (pick 5 and answer in paragraph form)
1. Contrast Bryce and Juli’s families. Which family appears to have the stronger
sense of values?
2. How is Juli’s relationship with her father different from Bryce’s relationship
with his father
3. Discuss how Bryce’s father helped shape his view of Juli the first day they met.
4. Explain the following metaphor: “The world is her play-ground, and watch out
below—Juli’s on the slide.”
5. What does this say about Juli’s character? How does Juli have a stronger
sense of purpose than her peers?
6. Discuss Bryce’s relationship with his grandfather. How does his grandfather
see something in Juli that Bryce is unable to see? What does Juli teach Bryce
about his grand-father?
7. Explain what Juli’s father means when he tells her, “A paint-ing is more than
the sum of its parts . . . put them all to-gether and you’ve got magic.”
8. How does Juli finally understand the magic from the top of the sycamore
tree? Discuss Juli’s loneliness and her desire to share the magic with someone.
9. The day that Juli tried to save the tree is the day that her view of things
around her started changing. What are some of the things that she began to
see differently?
10. At what point does Bryce begin to change? Which character has the longest
journey? Which faces the most obstacles?
Book 2
Assignment must be opened in Google classroom (email me if you have
difficulties.)
7th graders 2018-19
Book 1
WRINKLE IN TIME LESSON 1
Chapters 1 – 2
1. What is the setting for the beginning of this story?
A. In the attic of Meg’s house
B. In the Murray house with a storm raging outside
C. At Mrs. Wahtsit’s house during a storm.
2. Why does Mrs. Murray think that Meg and her brother are very smart?
3. What does “sarcastic” mean?
4. Circle the event, which happened first. Mrs. Whatsit comes to their house. Meg and Charles Wallace meet Calvin. The sheets are stolen.
5. Charles Wallace stared at Calvin and seems “to be thinking at him.” Then Charles Wallace mean says to Calvin, “She (Meg) is not really one thing or the other. What does he mean?
6. Meg was feeling like she couldn’t do anything right after a bad day at school. Describe what might make you feel like you can’t do anything right?
A WRINKLE IN TIME LESSON 2 Chapters 3 – 4
1. How does Calvin feel about his family?
2. Underline the qualities about Calvin that Meg compares to her father. Blue eyes Black hair Needs a haircut Handsome
3. What reasons does Mrs. Murray give Meg for her doing so poorly in school, even though she is so bright? A. Meg likes to use shortcuts and gets stuck on the long way.
B. Meg doesn’t like the teachers and she thinks they don’t like her.
C. The school is very old and not very good.
4. What does “essence” mean?
5. How did the flowers help the children? 6. Explain what you think the dark thing is.
A WRINKLE IN TIME LESSON 3 Chapters 5 - 6
1. To what does Meg compare her traveling in space?
A. A dream where she is floating through space
B. A tingling feeling in her arms and legs
C. Nothingness, then being flattened by a stone roller
2. Why couldn’t the children survive at the two-dimensional planet?
3. Why doesn’t Mrs. Murray know the children are gone?
4. Do you think the dark thing surrounds Camazotz? What clues did the author give in the story to support your answer?
5. What seems to be unusual about the people of Camazotz?
6. Describe the most unusual place you have been to.
A WRINKLE IN TIME LESSON 4 Chapters 7 – 9
1. The children decide to go into the main building to get more information. Where did they go?
2. The man on the platform tried to hypnotize the children to belong to it. Underline the methods he tried to use. Getting them to look into his eyes having them recite the multiplication tables something in the food
3. Why can’t Charles Wallace taste the food but Meg and Calvin can?
4. Meg tries to hold out against the brain by reciting different things but in the end her father saves her by doing what?
5. Charles Wallace says that the plan of IT is better than Earth’s because there is no unhappiness, no sickness, and everyone is the same. You need to explain to Charles Wallace why it is better to allow people to be different than to force them to be the dame. What would you say to him?
A WRINKLE IN TIME LESSON 5 Chapters 10 – 12
1. When Meg is finally able to talk, she is very unkind. What reason is given in the story for her behavior?
2. The beasts that found the children and Mr. Murray did not have one of the senses humans have. What didn’t they have?
3. The author gives the readers clues as to how tall the bests are on Ixchel. Which of the following is one of their clues?
A. Calvin had to look up to the beasts when he talked to them.
B. Mr. Murray’s feet didn’t touch the ground when sitting on their bench.
C. The door frames were over ten feet high.
4. Circle the event, which happened first. They all met for breakfast they took tesser away from Camazotz. The beasts take care of Meg and heal her.
5. Meg finally understands that she must return to save Charles Wallace. Why must it be her?
6. Meg has a power stronger than It’s. She has the power of love. Explain why you think love is the most powerful of all.
Project – Select one
1) Learn about tesseracts and create one.
2. Bake a “Galaxy” Cupcake or Cake
These turned out a bit bright
You will need:
White or yellow cake batter (a mix or make it from scratch) food coloring, Optional frosting or frosting ingredients Chocolate cake batter (optional, but it is delicious and makes the cakes/cupcakes darker Edible glitter (also optional)
Cupcake Instructions:
1. Separate the white/yellow batter into 4-5 small bowls 2. Add different food coloring to the bowls with colors you would in space 3. Place paper cupcake cups in the pan, and pour a spoonful from one of the bowls in each
cupcake cup. 4. Pour a spoonful from a different bowl in each cupcake cup. The batter will spread while
you move to the next bowl. Don’t try to center each spoonful. By having the batter randomly
spread around the cupcake, you get bright galaxy-like swirls. 5. Continue to pour from each bowl until you have filled the cupcake cups 2/3 of the way
full. If it seems tidy, then it’s probably going to turn out like a rainbow rather than galaxy
swirls, so gently pull a knife through the batter to slightly blend the colors. 6. Bake according to the directions on the box. 7. Frost as desired (this is where the rainbow glitter comes in).
Galaxy Cake Instructions:
cake before swirling batter and baking
1. Complete the first two steps of the cupcake directions above 2. Pour about 1/4 of one color (if you’re using chocolate, now’s the time for chocolate) in
the center of the pan 3. pour about 1/4 of another color in a random spot on the pan. Continue with random pours
until your pan is 2/3 of the way full. 4. Drag a spoon or butter knife through the batter in the pan gently in a swirling motion (if
you do not do this, the colors will look like stripes)
5. Bake according to the instruction on the box & frost as desired. When you cut the cake it
will look swirly inside. 6. Frost as desired (this is where the rainbow glitter comes in).
Other cooking projects related to the book:
Make cookies and frost them in a galaxy pattern with chocolate, blue and purple frosting Make a liverwurst sandwich (substitute ingredients as needed) Make Mrs. Murray’s laboratory stew (use any stew recipe)
(Enjoy this project at home, but take pictures and create a poster board showing step by step).
3. Build a 2D planet Think about what life would be like on a two dimensional world and about how Meg describes her
accidental visit to the two-dimensional planet. Create a 2D planet. Something to consider when
discussing this with your child is what would the anatomy of a two dimensional being be? We have
digestive, circulatory, and respiratory systems that require 3 dimensions to function, but a 2D being
would not have that depth. How would a two dimensional creature move through space? How would 2D beings interact? How complex could life be in a two dimensional space?
Help your child design and build a two-dimensional planet. Use one or more pieces of construction
paper to create the surface of the planet, people, objects, buildings, and nature. Be creative and don’t
worry about making your planet to scale. It will probably end up looking like a poster of a planet, but
the process of thinking through life in two dimensions should change the output.
4. Make a Book
The main characters The most important events of the story The themes Heroes and villains Several quotes beautifully illustrated Mini biographies for 8 of the Fighters for Good A book showing the life cycle of a star
5. Make a 2D Puppet Video This is a fun project in which kids can learn about storytelling in two dimensions. They will make a
set, characters, and can script a short puppet show. This is easiest done as a puppet interpretation of a
song (as in the video on the link), but some kids might enjoy writing out a script and creating a 2D performance.
Instructions:
1. Using beautiful and simple 2D puppetry. 2. Choose a scene from the books to illustrate on your puppet video screen. 3. Decide what shapes and figures are needed for puppets and scenery. Keep in mind the
simplicity of Joel’s characters and scenery – in one video, they are just shapes. 4. Make your scenery and puppets (flat figures on a stick or strings) 5. Either choose a song or write a short script (2-3 minutes) for your puppet show. 6. The puppet show makes a great live performance or video to share with family far away.
6.Create a Beautiful Map
a snippet from the book Plotted
This is a fun project that can go a few different ways. You can review the important locations of the
book and make a list of details about the locations: Earth, Camazotz, Uriel, Happy Medium’s home,
Ixchel (book only). Some details to consider are dominant colors, natural features/buildings, and
mood for each setting. Discuss how to simplify the location details so that they’re symbolic rather