Welcome to Mrs. Lundy's

    Extended Learning Resource Page for

    Grades 6 & 7

    Dear Parents and Students,

    I am excited to begin this new school year with you! This page was created to provide students working from home with access to assignments, links, assessments, and practice resources. We are beginning this 2020-2021 school year completely virtual  September 8-November 25, 2020-October 5, 2020. Additional information and daily updates can be found on the district's COVID-19 Resource Page found at:




    April 19-June 22 We are in person with students two days a week. Grades 6 and 7 Monday and Tuesday-as per parent sign up-Superintendent approved.

     Office hours


    I will be available daily to answer any questions that you may have. You can contact me through class dojo  or through  email address:  lundyson@orange.k12.nj.us

    My virtual office hours are as follows:

    PM-Monday-Friday-1:15 PM-3:00 PM 


    6th grade ELA Class Schedule

    10:15 AM-11:00 PM Google Meet Code OACS7

    Assignments are posted: Grade 6- https://classroom.google.com/c/MTU4NTM5NzM2Mzc5 

    Google Classroom code:2cvbgh2

    Grade 6 Module 1 Unit 1 


    Grade 6 ELA Module 1


    Pupil in classroom

    Myths: Not Just Long Ago

    In this module, students are involved in a deep study of mythology, its purposes, and elements. Students will read Rick Riordan’s The Lightning Thief (780L), a high-interest novel about a sixth-grade boy on a hero’s journey. Some students may be familiar with this popular fantasy book; in this module, students will read with a focus on the archetypal journey and close reading of the many mythical allusions. As they begin the novel, students also will read a complex informational text that explains the archetypal storyline of the hero’s journey which has been repeated in literature throughout the centuries. Through the close reading of literary and informational texts, students will learn multiple strategies for acquiring and using academic vocabulary. Students will also build routines and expectations of discussion as they work in small groups. At the end of Unit 1, having read half of the novel, students will explain, with text-based evidence, how Percy is an archetypal hero. In Unit 2, students will continue reading The Lightning Thief (more independently): in class, they will focus on the novel’s many allusions to classic myths; those allusions will serve as an entry point into a deeper study of Greek mythology. They also will continue to build their informational reading skills through the close reading of texts about the close reading of texts about the elements of myths. This will create a conceptual framework to support students’ reading of mythology. As a whole class, students will closely read several complex Greek myths. They then will work in small groups to build expertise on one of those myths. In Unit 3, students shift their focus to narrative writing skills. This series of writing lessons will scaffold students to their final performance task in which they will apply their knowledge about the hero’s journey and the elements of mythology to create their own hero’s journey stories. This task centers on NYSP12 ELA Standards RL.6.3, W.6.3, W.6.4, W.6.5, W.6.6, L.6.2, and L.6.3.





    7th grade ELA Schedule

    11:45 AM-12:30 PM Google Meet Code OACS7

    Assignments are posted:  Grade 7- https://classroom.google.com/c/MTU4NTM5NzYxNDky

    Google Classroom code:vlzeyqu


    Grade 7 ELA Module 1, Unit 1

    Middle School Students Raising Hands

    In this first unit, students will explore the question: “How do culture, time, and place influence the development of identity?” Through a study of the development of character in the novel A Long Walk to Water, students will immerse themselves in the experiences of the people of Southern Sudan during the Sudanese Civil War. In this unit, students will read the first five chapters of the novel, discovering the differing perspectives of the novel’s two main characters and considering the different experiences of the Dinka and Nuer tribes of Southern Sudan. Students will then explore informational texts that describe the cultures of the Dinka and the Nuer. Students will identify textual evidence that supports the differing perspectives of the novel’s characters and the Sudanese people, and do routine writing tasks to analyze and explain that evidence. (This will lay the foundation for a rich performance task in Unit 3 in which students synthesize their understanding of character point of view in a two-voice poem.) Throughout this unit, students build their ability to read closely and to analyze textual evidence in writing. This unit also introduces important discussion protocols that help students collaborate effectively during discussions. For the Mid-Unit and End of Unit Assessments in Unit 1, students will demonstrate their abilities to gather textual evidence that highlights the different perspectives from their readings.


    Grade 7 ELA Module 2A

    Class With Teacher

    Working with Evidence: Working Conditions Then and Now

    In this module, students explore the issue of working conditions, both historical and modern day. As they read and discuss both literary and informational text, students analyze how people, settings, and events interact in a text and how an author develops a central claim. Students strengthen their ability to discuss specific passages from a text with a partner, write extended text-based argument and informational pieces, and conduct a short research project. At the end of the module, students will have a better understanding of how working conditions affect workers and the role that workers, the government, consumers, and businesses play in improving working conditions. The first unit focuses on Lyddie, a novel that tells the story of a young girl who goes to work in the Lowell mills, and explores the issue of working conditions in industrializing America. This unit builds students’ background knowledge about working conditions and how they affect workers, and centers on the standard RL.7.3, which is about how plot, character, and setting interact in literature. As an end of unit assessment, students write an argument essay about Lyddie’s choices regarding her participation in the protest over working conditions. The second unit moves to more recent history and considers the role that workers, the government, and consumers all play in improving working conditions. The central text in Unit 2 is a speech by César Chávez, in which he explains how the United Farm Workers empowered farmworkers. Unit 2 focuses on reading informational text, and students practice identifying central ideas in a text, analyzing how an author develops his claims, and identifying how the sections of the text combine to build those ideas. This unit intentionally builds on Odell Education’s work, and if teachers have already used the Chávez speech and lessons, an alternate text is suggested with which to teach the same informational text standards. In the End of Unit 2 Assessment, students apply their understanding of text structure to a new speech. Unit 3 focuses on the research standards (W.7.7 and W.7.8): through an investigation of working conditions in the modern day garment industry, students explore how businesses can affect working conditions, both positively and negatively. As a final performance task, students create a consumer’s guide to working conditions in the garment industry. This teenage consumer’s guide provides an overview of working conditions and offers advice to consumers who are interested in working conditions in the garment industry. This task focuses on NYSP12 ELA Standards W.7.2a, b, d, f, W.7.4, W.7.6, W.7.7, W.7.8, L.7.3, and L.7.6

    September 8, 2020-November 25, 2020-All assignments are posted in Google Classroom. Please check Google classroom for assignments.  All assignments are given every morning. There will be a reading day followed by the next day which is submit written work day. Written work Assignments are due by 3:30 PM. Parents please check the Google Classroom to ensure that students have turned in all work. All assignments must be turned in to receive credit.  If children are having any concerns, they can post them in Google Classroom. I am live in the chat every day from 8:00-845 AM and 1:30-3:00 PM                                                                      

    Should you need to contact me to clarify any assignments please use Class Dojo or my email address which is:



    Assignments: In addition to daily assignments given in Google Classroom, All children should also work on Reading Plus or independently read daily for at least 30 minutes a day.


    All additional assignments will be communicated with you through Class Dojo and Google Classroom.

    Student responsibilities in completing the assignments include:

      • Identifying a comfortable and quiet space to study/learn
      • Dedicating appropriate time to learning, as guided by your teachers
      • Routinely checking appropriate Google Classrooms and emails for information on courses,

        assignments, and resources, on a daily basis
      • Attending and participating in any check-in times offered by your teachers
      • Engaging in the virtual platforms with academic honesty, integrity, and according to the district’s Acceptable Use Policy
      • Submitting all assignments in accordance with provided timelines and/or due dates


    Student Assignment Links

    It is expected that all students spend 30 minutes daily on reading plus.





    Google Classroom Grade 7


    https://www.engageny.org/resource/grade-7-ela-module-expeditionary Learning Grade 7


    Google Classroom Grade 6