Lesson 2 Lesson 2 - Amazon Simple Storage Service (S3)
Lesson 2 Notes Materials
Student Assignments
ruler piece of drawing or graph paper colored pencils Reader’s Notebook colored pencils or crayons (Optional) Science Notebook
❑ MATHEMATICS ___Complete today’s lesson ❑ GRAMMAR/COMPOSITION/SPELLING ___Complete today’s lesson ❑ ART HISTORY ___Read Chapter 1, A Child’s History of Art: Architecture ___Examine Adobe buildings, African family hut, and Pyramids at Giza, Art Card Portfolio ___Answer discussion questions ___Complete Art History Checkpoint ❑ ART ___Design the inside of a pyramid ❑ READING ___Carefully read vocabulary words and definitions ___Read Chapter 1, The Door in the Wall ___Set up Reader’s Notebook ___Answer questions ___Add literary term to Reader’s Notebook ___Begin Reading Activity 2, Activity Pages ___Complete Reading Checkpoint ❑ SCIENCE ___Read Skills Handbook, pp. 184–185, From Bacteria to Plants ___Copy outline and key terms into your Science Notebook ___Complete Science Activity 1, Activity Pages ___Complete Science Checkpoint
Books A Child’s History of Art: Architecture Art Card Portfolio The Door in the Wall Activity Pages From Bacteria to Plants
Notes
Mathematics You will find lessons and tests in a separate manual. Use Lesson 2 today.
Grammar/Composition/Spelling You will find lessons, tests, and the Grammar/Composition/Spelling activity pages in a separate manual. Use Lesson 2 today.
Art History Objective: to describe the architecture of ancient Egypt General Course Instructions: This Art History course focuses on architecture from the oldest in the world to more recent buildings. It is hoped that this course will give you a good overview of the history of architecture and that it will launch you on a lifelong appreciation of this subject. Some of the lessons include an Enrichment activity, which directs you to a website location that illustrates the architecture that has been discussed in that lesson. Your Learning Guide should always preview the websites because some may contain objectionable material. Art Card Portfolio is included with this course to enhance your learning experience. The art cards feature works of art that give other examples of types of architecture from the various places and periods referred to in A Child’s 07COREA
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History of Art: Architecture, as well as maps that help you associate the art with the geography and history of the time. Some of the art cards give examples of architecture from cultures other than those mentioned in the book.
Notes
Introduction: As you study A Child’s History of Art: Architecture, pay special attention to the illustrations throughout the course. You may want to make a scrapbook of pictures that you find in magazines, newspapers, postcards, or travel brochures to complement your text. Try to take opportunities to see examples of the architectural styles you are studying. If you have a camera and can take pictures to paste in your scrapbook, be sure to label your illustrations correctly. Instruction: Begin your study of architecture today by reading Chapter 1.
Art Card Connections Adobe buildings You can see an example of the pueblo style of architecture in Art Card Portfolio. This adobe building is characteristic of ones built in New Mexico. African family hut After you have read about portable houses on p. 3, look at the picture of an African family hut in Art Card Portfolio. This is typical of the huts with thatched roofs that are described in your text. Pyramids at Giza Examine the closeup of the Great Pyramid that is pictured on p. 8. Then turn to the picture of the pyramids in Art Card Portfolio, so that you get another perspective of this wonder of the ancient world. Application: After you have finished reading, answer the following questions. If you cannot recall the information, locate it in your text. 1. Who built the largest Egyptian pyramid? 2. What purpose did Egyptian pyramids serve? 3. Why did the Egyptians’ rock tombs face east? 4. Why were Egyptian pharaohs’ bodies mummified after death? 5. Why are the pyramids considered an architectural marvel? Complete Art History Checkpoint
Art Objective: to design the inside of a pyramid Introduction: This year’s Art lessons are mostly based on the seventh-grade Art History text, A Child’s History of Art: Architecture, and the History text, Across the Centuries. The Art lessons also frequently refer to other contents of the seventh-grade academic curriculum. The materials used in this year’s Art lessons include paper, pencil, crayons, colored pencils, and watercolors. If you use all of your paper before the end of the course, other white drawing paper can be substituted. In a few of the lessons, glue, tape, scissors, cardboard, and kitchen items are required. 07COREA
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You should save all the artwork for this course in a folder. You may label your folder My Portfolio if you wish. There will be an art exhibit at the end of the seventh-grade course.
Notes
Instruction: Begin today’s lesson by looking at the diagram of the pyramid in Chapter 1 of A Child’s History of Art: Architecture. Throughout history, architects and planners have had to use their imaginations to envision what they were going to build. Imagine that you are an architect charged with designing the secret passageways inside a pyramid. You need to plan trapdoors and false chambers so that tomb raiders will not find the mummies or treasures that are kept inside. Application: Use a ruler and a pencil to draw a triangle with the proportions of a pyramid on a piece of drawing paper or graph paper. Design passageways and chambers inside the triangle to make your pyramid “raider-proof.” You may wish to make the drawing into a maze game. If so, be sure to give your pyramid game a title. Lightly add color with colored pencil. Looking Forward: For Lesson 7 you will need three toilet-paper tubes or paper-towel tubes, 2 cups all-purpose flour, mixing bucket, wire whisk or fork, brown grocery bag, masking tape, watercolors, small paintbrush, and a piece of cardboard.
Reading Objectives: to consider the theme of a novel; to acquire new vocabulary; to self-monitor comprehension by answering questions about the text Introduction: When you read a novel, you are first introduced to the setting, main characters, and then the conflict or problem around which the plot is developed. You follow the rising action until the resolution of the problem and the conclusion of the story. A good story keeps you wanting to read to find out what happens next. Instruction: You can read a story just for the plot, but you can also infer another meaning underlying the story, and that is its theme. In literature, authors often use a motif, a word or phrase that is repeated throughout the work, to portray an idea. In this book the author uses the idea of the “door in the wall” in many contexts to develop the theme or central idea of the story. Turn to the page before the title page in The Door in the Wall. The author has created an illustration in the style of a medieval illuminated manuscript, only in black and white. During the Middle Ages, monks copied verses from the Bible and illustrated them. They created brilliantly colored first letters and pictures on parchment, “illuminating” or lighting the page with gold leaf and color like a stained glass window. Although it is hard to believe, gold leaf is a sheet of gold from 4 to 5 millionths of an inch thick! The author has illustrated Revelation 3:8 from the Bible, which provided the motif for the book: “… an open door which no man shall shut.”
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Calvert School • Lesson 2
Notes
Vocabulary You may encounter some words that may be unfamiliar. It is always a good idea to look up unfamiliar words in the dictionary if you cannot use the context of the sentence to figure out the meaning. Although Dame was a title of respect for a married woman during the Middle Ages, today we would not say Dame Ellen, we would say Miss Ellen or Mrs. Jones. The roof bosses and corbels that Robin can see from his bed are architectural features that were often carved into the shape of fanciful creatures. You might be able to guess that when Brother Luke found underlinen and hosen, a hood and a warm cloak for Robin, he found underwear, socks, a head covering, and a coat. Also, you might guess that a jennet saddled with blankets is most likely a horse, and, sure enough, on the next page the author mentions the little Spanish horse. putrid
(adj.) foul smelling
stocks
(n.) an instrument of punishment using a framework with holes for securing the ankles and, sometimes, the wrists
pallet
(n.) a mattress stuffed with straw
habit
(n.) a traditional religious garment, like the monk’s robe
hospice
(n.) a house of shelter or rest for pilgrims, often kept by a religious order
Application: Read the first chapter in The Door in the Wall, which begins “Robin drew the coverlet close about his head and turned his face to the wall.” In the first paragraph, the author describes the bells that Robin could hear from the different churches. Traditionally, the church bells would ring to let people know the time of day and the time of different prayer services. The hour of Nones refers to a prayer service at the ninth hour of the day. As you read, try to imagine yourself left alone in Robin’s situation. What feelings would you have?
Reader’s Notebook After you have finished reading the first chapter, set up a Reader’s Notebook. You may use a marble composition book, three-ring binder, or any other method for keeping all your Reading notes and activities together and organized. Title the first page Reader’s Notebook and include your name and date; if you like, you may decorate this page using colored pencils and/or crayons. Title the first section (approximately four pages) Literary Terms; this is where you will add literary terms and their definitions when instructed. Around p. 6 of your notebook, begin a new section titled The Door in the Wall; this is where you will answer questions about your reading. For now, lightly pencil in the title The Door in the Wall but leave the rest of the page blank since you will decorate it in Lesson 3. Throughout the year you will create new sections for poetry and novels; each lesson will give instruction on what to add to your notebook. Generally, there will be one section titled Questions, another titled Opinion, a third titled Connections, and you might be asked to include an Activity Pages section; not every lesson requires entries in all four areas.
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Reader’s Notebook Format
Notes
Every Reader’s Notebook assignment should begin with the following heading: Lesson: ___________
Book Title: ____________________________
Page Numbers: _______ Underneath the heading, add a topic heading titled Questions. Today you will write the answers to the following questions under this heading. Questions 1. Where are Robin’s parents? 2. Why was Robin being sent away? Where was he supposed to go and what was he supposed to do there? 3. What happens to Robin the day after his mother leaves? Describe what his life is like now and how he feels about it. 07COREA
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4. Dame Ellen calls Robin a “wicked boy.” Do you agree with her? Why do you think he did what he did to upset her, and how did this affect her?
Notes
After you have answered the questions, create a heading titled Opinion in your Reader’s Notebook. Under this heading you will be asked to form an opinion on an aspect of the story and base it on specific events, descriptions, or conversations in the story. Opinion In this chapter, Brother Luke says to Robin, “Thou hast only to follow the wall far enough and there will be a door in it.” Robin was not sure what Brother Luke was trying to tell him. What do you think he meant? Write at least three or four sentences explaining your answer. Connections The final section in your Reader’s Notebook is titled Connections. The Connections assignments in your notebook will vary, but will usually ask you to make a personal connection or an interpretation of what you have read. You may also add anything else you like to this Connections section as you read. For example, you may have a personal reaction that you would like to write down, or you may have a question. You might choose to draw a picture or write a poem. This is your place to be creative and add what you want! The motif of the door in the wall continues throughout the book. You have begun to form an opinion about what it means, but your opinion may change later on. Use Reading Activity 2: Door Motif in Activity Pages to create a Door page in your notebook to add to as you read. Each time the door is mentioned, enter a note on this page describing the setting and events of the scene and how the door is mentioned. The first entry has been completed for you, but you may add to it if you like. The second entry has been started for you. Literary Terms Finally, you are now going to add your first literary term in the first section of your Reader’s Notebook titled Literary Terms. Add the term motif and its definition, which you can find in the Instruction section of this lesson. (Be certain to write a detailed definition and even an example of each literary term you write in your notebook; you will be responsible for knowing them on tests.) Complete Reading Checkpoint
Science Objective: to discuss the scientific inquiry process Introduction: In this lesson you will learn about how scientists conduct investigations. Instruction: If there is something you want to learn about, what do you do? Perhaps you would ask questions about it or look for information in books or on the Internet. Scientists go through the same process to learn about something. Questions that scientists ask may have no answers or many different answers. Scientists conduct experiments to answer their questions. To learn about the 07COREA
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steps in conducting a scientific investigation, begin today’s lesson by reading Skills Handbook: Conducting a Scientific Investigation on pp. 184–185 in From Bacteria to Plants. In your Science Notebook, turn to a new page, label it Lesson 2, and date it. Copy the key terms and the Steps for a Scientific Investigation. Next, complete the Application assignment.
Notes
Key Terms variable
any factor that can change in an experiment
manipulated variable
the factor that you change
responding variable
the factor that changes as a result of the manipulated variable
controlled experiment
an experiment in which all factors except one are kept constant
operational definition
a statement that describes how a particular variable is to be measured or how a term is to be defined
Steps for a Scientific Investigation: Title (name of the experiment) Question or Problem (the topic to be investigated) Hypothesis (a possible explanation for a set of observations or an answer to a scientific question) Materials (items you need for the experiment—make a numbered list of these items) Procedure (a step-by-step description of the experiment including variables and control) Data and Results (the observations and measurements made in an experiment put into charts and/or graphs) Conclusion (a statement that sums up what you have learned from an experiment) Application: Complete Science Activity 1: Developing a Hypothesis in Activity Pages. Complete Science Checkpoint Rate This Lesson Go to My Calvert and give your input on today’s lesson.
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Calvert School • Lesson 2
Student Assignments
ruler piece of drawing or graph paper colored pencils Reader’s Notebook colored pencils or crayons (Optional) Science Notebook
❑ MATHEMATICS ___Complete today’s lesson ❑ GRAMMAR/COMPOSITION/SPELLING ___Complete today’s lesson ❑ ART HISTORY ___Read Chapter 1, A Child’s History of Art: Architecture ___Examine Adobe buildings, African family hut, and Pyramids at Giza, Art Card Portfolio ___Answer discussion questions ___Complete Art History Checkpoint ❑ ART ___Design the inside of a pyramid ❑ READING ___Carefully read vocabulary words and definitions ___Read Chapter 1, The Door in the Wall ___Set up Reader’s Notebook ___Answer questions ___Add literary term to Reader’s Notebook ___Begin Reading Activity 2, Activity Pages ___Complete Reading Checkpoint ❑ SCIENCE ___Read Skills Handbook, pp. 184–185, From Bacteria to Plants ___Copy outline and key terms into your Science Notebook ___Complete Science Activity 1, Activity Pages ___Complete Science Checkpoint
Books A Child’s History of Art: Architecture Art Card Portfolio The Door in the Wall Activity Pages From Bacteria to Plants
Notes
Mathematics You will find lessons and tests in a separate manual. Use Lesson 2 today.
Grammar/Composition/Spelling You will find lessons, tests, and the Grammar/Composition/Spelling activity pages in a separate manual. Use Lesson 2 today.
Art History Objective: to describe the architecture of ancient Egypt General Course Instructions: This Art History course focuses on architecture from the oldest in the world to more recent buildings. It is hoped that this course will give you a good overview of the history of architecture and that it will launch you on a lifelong appreciation of this subject. Some of the lessons include an Enrichment activity, which directs you to a website location that illustrates the architecture that has been discussed in that lesson. Your Learning Guide should always preview the websites because some may contain objectionable material. Art Card Portfolio is included with this course to enhance your learning experience. The art cards feature works of art that give other examples of types of architecture from the various places and periods referred to in A Child’s 07COREA
10
Calvert School • Lesson 2
History of Art: Architecture, as well as maps that help you associate the art with the geography and history of the time. Some of the art cards give examples of architecture from cultures other than those mentioned in the book.
Notes
Introduction: As you study A Child’s History of Art: Architecture, pay special attention to the illustrations throughout the course. You may want to make a scrapbook of pictures that you find in magazines, newspapers, postcards, or travel brochures to complement your text. Try to take opportunities to see examples of the architectural styles you are studying. If you have a camera and can take pictures to paste in your scrapbook, be sure to label your illustrations correctly. Instruction: Begin your study of architecture today by reading Chapter 1.
Art Card Connections Adobe buildings You can see an example of the pueblo style of architecture in Art Card Portfolio. This adobe building is characteristic of ones built in New Mexico. African family hut After you have read about portable houses on p. 3, look at the picture of an African family hut in Art Card Portfolio. This is typical of the huts with thatched roofs that are described in your text. Pyramids at Giza Examine the closeup of the Great Pyramid that is pictured on p. 8. Then turn to the picture of the pyramids in Art Card Portfolio, so that you get another perspective of this wonder of the ancient world. Application: After you have finished reading, answer the following questions. If you cannot recall the information, locate it in your text. 1. Who built the largest Egyptian pyramid? 2. What purpose did Egyptian pyramids serve? 3. Why did the Egyptians’ rock tombs face east? 4. Why were Egyptian pharaohs’ bodies mummified after death? 5. Why are the pyramids considered an architectural marvel? Complete Art History Checkpoint
Art Objective: to design the inside of a pyramid Introduction: This year’s Art lessons are mostly based on the seventh-grade Art History text, A Child’s History of Art: Architecture, and the History text, Across the Centuries. The Art lessons also frequently refer to other contents of the seventh-grade academic curriculum. The materials used in this year’s Art lessons include paper, pencil, crayons, colored pencils, and watercolors. If you use all of your paper before the end of the course, other white drawing paper can be substituted. In a few of the lessons, glue, tape, scissors, cardboard, and kitchen items are required. 07COREA
Calvert School • Lesson 2
11
You should save all the artwork for this course in a folder. You may label your folder My Portfolio if you wish. There will be an art exhibit at the end of the seventh-grade course.
Notes
Instruction: Begin today’s lesson by looking at the diagram of the pyramid in Chapter 1 of A Child’s History of Art: Architecture. Throughout history, architects and planners have had to use their imaginations to envision what they were going to build. Imagine that you are an architect charged with designing the secret passageways inside a pyramid. You need to plan trapdoors and false chambers so that tomb raiders will not find the mummies or treasures that are kept inside. Application: Use a ruler and a pencil to draw a triangle with the proportions of a pyramid on a piece of drawing paper or graph paper. Design passageways and chambers inside the triangle to make your pyramid “raider-proof.” You may wish to make the drawing into a maze game. If so, be sure to give your pyramid game a title. Lightly add color with colored pencil. Looking Forward: For Lesson 7 you will need three toilet-paper tubes or paper-towel tubes, 2 cups all-purpose flour, mixing bucket, wire whisk or fork, brown grocery bag, masking tape, watercolors, small paintbrush, and a piece of cardboard.
Reading Objectives: to consider the theme of a novel; to acquire new vocabulary; to self-monitor comprehension by answering questions about the text Introduction: When you read a novel, you are first introduced to the setting, main characters, and then the conflict or problem around which the plot is developed. You follow the rising action until the resolution of the problem and the conclusion of the story. A good story keeps you wanting to read to find out what happens next. Instruction: You can read a story just for the plot, but you can also infer another meaning underlying the story, and that is its theme. In literature, authors often use a motif, a word or phrase that is repeated throughout the work, to portray an idea. In this book the author uses the idea of the “door in the wall” in many contexts to develop the theme or central idea of the story. Turn to the page before the title page in The Door in the Wall. The author has created an illustration in the style of a medieval illuminated manuscript, only in black and white. During the Middle Ages, monks copied verses from the Bible and illustrated them. They created brilliantly colored first letters and pictures on parchment, “illuminating” or lighting the page with gold leaf and color like a stained glass window. Although it is hard to believe, gold leaf is a sheet of gold from 4 to 5 millionths of an inch thick! The author has illustrated Revelation 3:8 from the Bible, which provided the motif for the book: “… an open door which no man shall shut.”
07COREA
12
Calvert School • Lesson 2
Notes
Vocabulary You may encounter some words that may be unfamiliar. It is always a good idea to look up unfamiliar words in the dictionary if you cannot use the context of the sentence to figure out the meaning. Although Dame was a title of respect for a married woman during the Middle Ages, today we would not say Dame Ellen, we would say Miss Ellen or Mrs. Jones. The roof bosses and corbels that Robin can see from his bed are architectural features that were often carved into the shape of fanciful creatures. You might be able to guess that when Brother Luke found underlinen and hosen, a hood and a warm cloak for Robin, he found underwear, socks, a head covering, and a coat. Also, you might guess that a jennet saddled with blankets is most likely a horse, and, sure enough, on the next page the author mentions the little Spanish horse. putrid
(adj.) foul smelling
stocks
(n.) an instrument of punishment using a framework with holes for securing the ankles and, sometimes, the wrists
pallet
(n.) a mattress stuffed with straw
habit
(n.) a traditional religious garment, like the monk’s robe
hospice
(n.) a house of shelter or rest for pilgrims, often kept by a religious order
Application: Read the first chapter in The Door in the Wall, which begins “Robin drew the coverlet close about his head and turned his face to the wall.” In the first paragraph, the author describes the bells that Robin could hear from the different churches. Traditionally, the church bells would ring to let people know the time of day and the time of different prayer services. The hour of Nones refers to a prayer service at the ninth hour of the day. As you read, try to imagine yourself left alone in Robin’s situation. What feelings would you have?
Reader’s Notebook After you have finished reading the first chapter, set up a Reader’s Notebook. You may use a marble composition book, three-ring binder, or any other method for keeping all your Reading notes and activities together and organized. Title the first page Reader’s Notebook and include your name and date; if you like, you may decorate this page using colored pencils and/or crayons. Title the first section (approximately four pages) Literary Terms; this is where you will add literary terms and their definitions when instructed. Around p. 6 of your notebook, begin a new section titled The Door in the Wall; this is where you will answer questions about your reading. For now, lightly pencil in the title The Door in the Wall but leave the rest of the page blank since you will decorate it in Lesson 3. Throughout the year you will create new sections for poetry and novels; each lesson will give instruction on what to add to your notebook. Generally, there will be one section titled Questions, another titled Opinion, a third titled Connections, and you might be asked to include an Activity Pages section; not every lesson requires entries in all four areas.
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Calvert School • Lesson 2
13
Reader’s Notebook Format
Notes
Every Reader’s Notebook assignment should begin with the following heading: Lesson: ___________
Book Title: ____________________________
Page Numbers: _______ Underneath the heading, add a topic heading titled Questions. Today you will write the answers to the following questions under this heading. Questions 1. Where are Robin’s parents? 2. Why was Robin being sent away? Where was he supposed to go and what was he supposed to do there? 3. What happens to Robin the day after his mother leaves? Describe what his life is like now and how he feels about it. 07COREA
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Calvert School • Lesson 2
4. Dame Ellen calls Robin a “wicked boy.” Do you agree with her? Why do you think he did what he did to upset her, and how did this affect her?
Notes
After you have answered the questions, create a heading titled Opinion in your Reader’s Notebook. Under this heading you will be asked to form an opinion on an aspect of the story and base it on specific events, descriptions, or conversations in the story. Opinion In this chapter, Brother Luke says to Robin, “Thou hast only to follow the wall far enough and there will be a door in it.” Robin was not sure what Brother Luke was trying to tell him. What do you think he meant? Write at least three or four sentences explaining your answer. Connections The final section in your Reader’s Notebook is titled Connections. The Connections assignments in your notebook will vary, but will usually ask you to make a personal connection or an interpretation of what you have read. You may also add anything else you like to this Connections section as you read. For example, you may have a personal reaction that you would like to write down, or you may have a question. You might choose to draw a picture or write a poem. This is your place to be creative and add what you want! The motif of the door in the wall continues throughout the book. You have begun to form an opinion about what it means, but your opinion may change later on. Use Reading Activity 2: Door Motif in Activity Pages to create a Door page in your notebook to add to as you read. Each time the door is mentioned, enter a note on this page describing the setting and events of the scene and how the door is mentioned. The first entry has been completed for you, but you may add to it if you like. The second entry has been started for you. Literary Terms Finally, you are now going to add your first literary term in the first section of your Reader’s Notebook titled Literary Terms. Add the term motif and its definition, which you can find in the Instruction section of this lesson. (Be certain to write a detailed definition and even an example of each literary term you write in your notebook; you will be responsible for knowing them on tests.) Complete Reading Checkpoint
Science Objective: to discuss the scientific inquiry process Introduction: In this lesson you will learn about how scientists conduct investigations. Instruction: If there is something you want to learn about, what do you do? Perhaps you would ask questions about it or look for information in books or on the Internet. Scientists go through the same process to learn about something. Questions that scientists ask may have no answers or many different answers. Scientists conduct experiments to answer their questions. To learn about the 07COREA
Calvert School • Lesson 2
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steps in conducting a scientific investigation, begin today’s lesson by reading Skills Handbook: Conducting a Scientific Investigation on pp. 184–185 in From Bacteria to Plants. In your Science Notebook, turn to a new page, label it Lesson 2, and date it. Copy the key terms and the Steps for a Scientific Investigation. Next, complete the Application assignment.
Notes
Key Terms variable
any factor that can change in an experiment
manipulated variable
the factor that you change
responding variable
the factor that changes as a result of the manipulated variable
controlled experiment
an experiment in which all factors except one are kept constant
operational definition
a statement that describes how a particular variable is to be measured or how a term is to be defined
Steps for a Scientific Investigation: Title (name of the experiment) Question or Problem (the topic to be investigated) Hypothesis (a possible explanation for a set of observations or an answer to a scientific question) Materials (items you need for the experiment—make a numbered list of these items) Procedure (a step-by-step description of the experiment including variables and control) Data and Results (the observations and measurements made in an experiment put into charts and/or graphs) Conclusion (a statement that sums up what you have learned from an experiment) Application: Complete Science Activity 1: Developing a Hypothesis in Activity Pages. Complete Science Checkpoint Rate This Lesson Go to My Calvert and give your input on today’s lesson.
07COREA
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Calvert School • Lesson 2
