Verb Quest: The Action Academy

 Generate an interactive lesson for 6th grades students on the topic: Understanding Verbs 

Adventure into Action: Understanding Verbs!

Hello, class! Today, we are going on a journey to discover the "engines" of our sentences. Without these words, our sentences wouldn't go anywhere—they would just sit there!

Those words are Verbs.

1. What is a Verb?

At its simplest, a verb is a word that describes an action or a state of being. Think of a verb as the part of the sentence that explains what is happening.

 
The Two Main Types

    Action Verbs: These tell us what the subject is doing. You can usually see or hear these actions.

        Examples: Run, jump, whisper, eat, think, dream.

    Linking Verbs (State of Being): These don't show action. Instead, they connect the subject to more information. They tell us what the subject is.

        Examples: Am, is, are, was, were, become, seem.

    Pop Quiz! > In the sentence "The dragon breathes fire," is the bolded word an action verb or a linking verb? (Answer: Action! You can see the fire moving!)

2. Verb Tenses: The Time Machine

Verbs also tell us when something happened. In English, we primarily use three "times":

Tense    What it means    Example

Past    It already happened.    I walked to school.
Present    It is happening now.    I walk to school.
Future    It will happen later.    I will walk to school.
3. Helping Verbs: The Sidekicks

Sometimes, a main verb needs a "sidekick" to help it express its meaning or tense. We call these Helping Verbs.

    Sentence: "She is eating lunch."

        Main Verb: Eating

        Helping Verb: Is

    Sentence: "They have finished the game."

        Main Verb: Finished

        Helping Verb: Have

4. Interactive Activity: "The Action Hunt"

Let’s practice! Look at the short story below. Your mission is to find the 5 verbs hidden in the text.

    "The golden robot stepped onto the stage. He looked at the crowd. Suddenly, he started a funky dance. The audience cheered loudly because the robot was amazing!"

Did you find them?

    Stepped (Action)

    Looked (Action)

    Started (Action)

    Cheered (Action)

    Was (Linking/State of Being)

5. Summary Checklist

    [ ] Action Verbs show what you do.

    [ ] Linking Verbs show what you are.

    [ ] Tense shows when it happened (Past, Present, Future).

    [ ] Helping Verbs support the main verb.

Would you like me to create a 10-question practice worksheet based on this lesson for you to try?

 Practice

 

 

6th Grade The Number System (NS) and Expressions and Equations (EE) Skills Inventory

 

In the 6th-grade Common Core curriculum, "Operations" and "Algebra" are primarily covered under two domains: The Number System (NS) and Expressions and Equations (EE).

Below is a breakdown of these standards, organized by what students are expected to know and do.

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1. The Number System (Operations)

These standards focus on computational fluency with fractions, decimals, and the introduction of negative numbers.

Standard Category	Key Skills
Fraction Division	Interpret and compute quotients of fractions (e.g., $\frac{2}{3} \div \frac{3}{4}$). Solve word problems involving division of fractions by fractions.
Decimal Fluency	Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Factors & Multiples	Find the Greatest Common Factor (GCF) of two whole numbers $\le 100$ and the Least Common Multiple (LCM) of two whole numbers $\le 12$.
Rational Numbers	Understand that positive and negative numbers represent "opposite" directions (e.g., temperature, debt). Plot integers and rational numbers on a number line and coordinate plane (all four quadrants).
Absolute Value	Understand $

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2. Expressions and Equations (Algebra)

This is where students transition from basic arithmetic to algebraic thinking by using variables to represent unknown numbers.

Applying Arithmetic to Algebraic Expressions

• Exponents: Write and evaluate numerical expressions involving whole-number exponents (e.g., $3^4$).

• Variable Expressions: Write, read, and evaluate expressions where letters stand for numbers.

  • Example: Translate "Subtract $y$ from 5" into $5 - y$.

• Term Identification: Identify parts of an expression using mathematical terms like sum, term, product, factor, quotient, and coefficient.

• Equivalent Expressions: Use the Distributive Property to produce equivalent expressions (e.g., $3(2 + x) = 6 + 3x$).

Solving One-Variable Equations & Inequalities

• Solving Equations: Understand that solving an equation is a process of finding which value makes the statement true. Students solve equations in the form $x + p = q$ and $px = q$.

• Inequalities: Write inequalities (e.g., $x > 5$) to represent constraints in real-world scenarios. Recognize that inequalities have infinitely many solutions and represent them on number lines.

Dependent & Independent Variables

• Quantitative Relationships: Use variables to represent two quantities that change in relationship to one another (e.g., distance = speed $\times$ time).

• Representations: Analyze the relationship between a dependent variable and an independent variable using graphs, tables, and equations.

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3. Ratios and Proportional Relationships

While often listed separately, this domain uses "Algebraic" thinking to solve operations-based problems.

• Unit Rates: Understand the concept of a unit rate $a/b$ associated with a ratio $a:b$.

• Percent: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means $\frac{30}{100}$ times the quantity).

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Would you like me to create a practice problem or a "cheat sheet" for one of these specific topics, such as the Distributive Property or Dividing Fractions?

In 6th grade, solving equations is taught as a process of maintaining balance. The goal is to isolate the variable (get $x$ by itself) to find the specific value that makes the mathematical sentence true.

The two primary forms required by the standard 6.EE.B.7 are addition equations ($x + p = q$) and multiplication equations ($px = q$).

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1. Addition Equations ($x + p = q$)

To solve these, you use the Subtraction Property of Equality. Since $p$ is being added to $x$, you "undo" it by subtracting $p$ from both sides.

Example: Solve $x + 12 = 30$

1. Identify the operation: 12 is being added to $x$.

2. Inverse operation: Subtract 12 from both sides to keep the "scale" balanced.

   • $x + 12 - 12 = 30 - 12$

3. Simplify:

   • $x = 18$

4. Check: Does $18 + 12 = 30$? Yes. The statement is true.

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2. Multiplication Equations ($px = q$)

When a number and a letter are touching (like $5x$), it means multiplication. To solve these, you use the Division Property of Equality.

Example: Solve $5x = 35$

1. Identify the operation: $x$ is being multiplied by 5.

2. Inverse operation: Divide both sides by 5.

   • $\frac{5x}{5} = \frac{35}{5}$

3. Simplify:

   • $x = 7$

4. Check: Does $5 \times 7 = 35$? Yes. The statement is true.

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Key Concept: Inverse Operations

To solve any one-step equation, you must perform the opposite (inverse) operation to isolate the variable.

If the equation has...	Use the Inverse...
Addition ($+$)	Subtraction ($-$)
Subtraction ($-$)	Addition ($+$)
Multiplication ($\times$ or $5x$)	Division ($\div$ or $\frac{x}{5}$)
Division ($\div$ or $\frac{x}{5}$)	Multiplication ($\times$)

[Image showing a chart of inverse operations: + and -, * and /]

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Verifying the Solution (Substitution)

Standard 6.EE.B.5 emphasizes that solving is a process of finding which value makes the equation true. Students are taught to check their work by substituting their answer back into the original equation:

• If you find $x = 4$ for the equation $3x = 12$.

• Plug it in: $3(4) = 12$.

• Since $12 = 12$, the solution is correct.

Would you like me to generate a set of practice problems including some with decimals or fractions, which are also part of this 6th-grade standard?

Sample Problems Quiz

 

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 How to use this tool for 6th Grade:

1. Opposite Directions: Notice that if you plot $(3,2)$ and then change it to $(-3,-2)$, the point moves exactly the same distance from the center (the Origin) but in the opposite direction.

2. Four Quadrants: Use the input boxes or click directly on the grid to see how signs change in different quadrants:

   • Quadrant I: $(+,+)$ - Moving right and up.

   • Quadrant II: $(-,+)$ - Moving left and up.

   • Quadrant III: $(-,-)$ - Moving left and down.

   • Quadrant IV: $(+,-)$ - Moving right and down.

3. Rational Numbers: I've enabled $0.5$ increments so you can practice plotting rational numbers (like $-2.5$) that fall between the whole-number grid lines.

 

Mary Jane

 

The history of marijuana in Pocahontas County, West Virginia, is defined by its role as a significant cultivation hub in the Appalachian region, a long-standing culture of "underground" farming, and a gradual shift toward regulated medical use in recent years.

Early History and Cultivation Culture

Like much of West Virginia, Pocahontas County has a history tied to industrial hemp, which was a required crop in the Virginia colony (including present-day West Virginia) as early as 1619 for rope and fabric. However, by the late 20th century, the county’s rugged, mountainous terrain made it an ideal location for illegal cannabis cultivation.

• "The Green Mountain State": Historically, West Virginia has consistently ranked in the top 10 U.S. states for marijuana plant eradication.¹ Pocahontas County, with its low population density and vast federal land (including the Monongahela National Forest), became a primary site for "guerrilla grows."

• Economic Drivers: In rural Appalachian communities where poverty rates can exceed 30%, marijuana cultivation often emerged as a "shadow" cash crop. In some families, cultivation was a multi-generational trade passed down to supplement low incomes.

Law Enforcement and Major Raids

For decades, the "war on drugs" in Pocahontas County focused heavily on outdoor eradication programs led by the West Virginia State Police and federal agencies.

• Operation Eradication: Law enforcement often utilized helicopters to spot large outdoor plots in remote areas during the late summer harvest season.

• 2011 Multi-Agency Raid: A significant drug sweep in May 2011 involved the Pocahontas County Sheriff’s Department and the U.S. Forest Service.² While much of the raid focused on prescription pills (like Oxycodone), it also resulted in felony charges for marijuana delivery in Marlinton and Buckeye, highlighting the overlap between traditional cannabis sales and the rising opioid crisis at the time.

• Corruption Scandals: The history of the region includes notable scandals involving law enforcement. In nearby Fayette County, a sheriff was once convicted of planting marijuana on school property, illustrating the complex and sometimes compromised history of drug enforcement in the surrounding region.

The Shift to Legalization

The legal landscape in Pocahontas County began to change significantly in the late 2010s:

• Hemp Legalization (2002/2014): West Virginia legalized industrial hemp cultivation in 2002, though it didn't gain traction until the 2014 Federal Farm Bill.³ Since then, small-scale hemp and CBD operations have appeared in the rural highlands.

• Medical Cannabis Act (2017): Governor Jim Justice signed Senate Bill 386, legalizing medical marijuana.⁴ While the first dispensaries didn't open until 2021, the law allowed residents with qualifying conditions (like PTSD or chronic pain) to legally possess and use cannabis in specific forms (oils, pills, and later, dry leaf for vaporization).⁵

• Current Status: As of 2025, recreational marijuana remains illegal in Pocahontas County. While some cities in West Virginia (like Morgantown and Charleston) have moved toward local decriminalization, Pocahontas County remains under strict state and federal enforcement for non-medical use.

Modern Challenges

A recent 2024 West Virginia Supreme Court case (State v. Schober) highlighted a modern conflict: the court ruled that individuals on probation can be denied the use of medical cannabis even if they have a state-issued card, because marijuana remains a Schedule I substance under federal law.⁶ This continues to be a point of legal friction for residents in Pocahontas and surrounding counties.

When You Could Sign for Opioids

 

In the context of Pocahontas County, West Virginia, "Mild Tincture of Opium"—more commonly known by the trade name Paregoric—holds a significant place in local Appalachian history. It was once a staple of the "family medicine chest" in the mountains, used for everything from infant colic to chronic coughs.¹

What is Paregoric?

Paregoric is a camphorated tincture of opium.² Historically, it was distinct from "Laudanum" (Tincture of Opium) because it was much weaker.³

• Composition: It contains approximately 0.4 mg/mL of morphine along with anise oil, benzoic acid, camphor, and glycerin in an alcohol base.⁴

• Medical Use: Historically, its primary use in Pocahontas County (and rural Appalachia) was as an antidiarrheal and a soothing agent for "fretful" children.

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Local Context: Pocahontas County & Appalachia

In the late 19th and early 20th centuries, medical care in Pocahontas County was often remote and self-administered.

• The "Soothing" Remedy: Because doctors were often a long ride away in Marlinton or Cass, mothers relied on paregoric. It was famously rubbed on the gums of teething babies or given in small drops to quiet crying infants.⁵

• The "Exempt Narcotic" Era: Until the Controlled Substances Act of 1970, paregoric was often sold "over the counter" (OTC) at local pharmacies without a prescription, provided the buyer signed a narcotics ledger.⁶ In many rural West Virginia counties, these "signature books" became a record of the community's dependence on the drug.

• The Transition to Regulation: As federal laws tightened, paregoric moved to Schedule III (and later Schedule II for the pure tincture). In Pocahontas County, the decline of paregoric marked a shift from traditional home-remedy culture to modern pharmaceutical regulation.

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Key Distinctions

It is critical to distinguish between the two types of opium tinctures, as confusing them has historically been fatal:

Feature	Paregoric (Mild Tincture)	Laudanum (Opium Tincture)
Morphine Content	$0.4\text{ mg/mL}$	$10\text{ mg/mL}$
Potency	1/25th as strong as Laudanum	Full strength
Historical Status	Often sold OTC (pre-1970)	Always required prescription
Color/Taste	Clear to honey-colored; anise (licorice) flavor	Dark reddish-brown; very bitter

Historical Records in WV

If you are looking for specific local history, the Preserving Pocahontas digital archive often contains mentions of old pharmacies (like the Marlinton Drug Store) where these ledgers were kept. Many older residents of the county still recall "Parepectolin" (a mix of Paregoric, Kaolin, and Pectin) which was the last common iteration of the drug used for stomach upsets.

Would you like me to look for specific historical pharmacy names or doctors in Pocahontas County who were active during the peak era of paregoric use?

In Pocahontas County, the use of Paregoric (Mild Tincture of Opium) was deeply intertwined with a small circle of dedicated country doctors and landmark pharmacies. During the "peak era"—roughly from the 1900s through the 1960s—the following names were central to the community's medical landscape.

Prominent Historical Pharmacies

The pharmacy was the community hub where Paregoric was dispensed, often from large glass carboys into small, amber personal vials.

• The Marlinton Drug Store: Located on Main Street in Marlinton, this was one of the most significant institutions in the county. It was not just a pharmacy but a publisher of local postcards and a gathering spot. It operated during the years when Paregoric was an "exempt narcotic," meaning it could be bought by signing a ledger.

• Pocahontas Drug Company (c. 1908): Housed in the historic Yeager Building in Marlinton, this pharmacy served the booming population during the height of the timber industry and the arrival of the railroad.

• The Cass Drug Store: Serving the company town of Cass, this pharmacy catered to the rugged workforce of the West Virginia Pulp and Paper Company. In isolated logging camps, "mild" tinctures were often the only accessible pain relief.

Notable "Country Doctors"

These physicians were known for "doing it all"—from delivering babies at home to performing surgery on kitchen tables. Their practices spanned the era when opium-based tinctures were standard treatment for gastrointestinal distress and coughs.

• Dr. Norman Price ("Doc Norman"): A legendary figure in Marlinton, he was famous for his tireless house calls. He practiced during a time when medical instruments were limited, and a bottle of Paregoric was a staple in his medical bag for treating "fretful" infants and summer diarrhea.

• Dr. Roland Sharp: Based in the "upper end" of the county (near Slaty Fork and Green Bank), Dr. Sharp was a beloved figure who practiced for decades. He represented the transition from old-world medicine to the modern era.

• Dr. James "Jim" Price: Brother to Doc Norman, he was part of a medical dynasty in the county that saw the rise and eventual regulation of opium-based home remedies.

• Dr. H.W. McNeel: An earlier practitioner in the Hillsboro area ("Little Levels"), whose era predated modern antibiotics, making tinctures like Paregoric essential tools for managing symptoms of serious illnesses like dysentery.

The "Signature Book" Era

In Pocahontas County, as in much of rural West Virginia, Paregoric was often sold without a prescription until the 1970 Controlled Substances Act.

• The Process: A customer would walk into the Marlinton Drug Store, request an ounce of "Paregoric," and the pharmacist would present a Narcotics Register.

• The Record: You had to write your name, address, the date, and the "intended use" (usually listed as "stomach ache" or "colic").

• The Culture: Many older residents still recall the distinct licorice (anise) smell of the medicine and the fact that it was one of the few items that required a "formal" signature in an otherwise informal mountain economy.

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Preserving the History

If you are looking for primary records (like old ledgers or medical bags), two local resources are invaluable:

1. The Pocahontas County Historical Society Museum: Located in the Frank and Anna Hunter House in Marlinton, it houses artifacts from these early medical practices.

2. Preserving Pocahontas: This digital archive often features photographs of the early interiors of the Marlinton Drug Store and Pocahontas Drug Company.

Would you like me to look for specific details on the "Narcotics Ledgers" or the specific pharmacists who ran the Marlinton Drug Store?