4th Reading and Writing Planning
Oct. 29-Nov. 2 and Nov. 5-9, 2018
Reading
10/29 Literary Nonfiction
Students understand, make inferences, and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support understanding.
4.7 A identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography
11/5 Expository w/ Procedural
4.13 A Determine the sequence of activities needed to carry out a procedure.
4.13 B explain factual information presented graphically (charts, graphs, diagrams, illustrations, etc.)
Coming Soon:
10/29 Literary Nonfiction
11/5 and 11/12 Expository with procedural
11/26 Poetry and review for DCA
12/3 Review for DCA and DCA Math (Tues) and Reading (Wed)
12/10 ?
12/17 ?
Writing
- Process- 4.15 A, B Planning and drafting (Spanish and English same)
- 10/8-11/26 Expository
- 12/3-12/17 Creative Writing
**Check out Nearpod and Flocabulary for grammar lessons.
- Edit using CUPS (Capitalize, Usage, Punctuation, Spelling)
(Conventions)
- Revise using ARMS (Add, Remove, Move, Substitute)
(Word choice, sentence fluency, voice)
**Please make sure Mentor text titles and trait lessons are included in your lesson plans.
The next Trait would be Word Choice if you think your kids are ready.
Mentor Texts for Word Choice:
A Bad Case Of Stripes (Spanish)
Amber on the Mountain
Brave Irene (Spanish)
Canoe Days
Dancing in the Wings
The Lotus Seed
Maniac Magee
Many Luscious Lollipops
Yeh Shen (Spanish)
Wilma Unlimited (Spanish)
The Wolf Who Cried Boy
Dancing in the Wings
Food Fight
The Cowboy and the Black-Eyed Pea
Baloney
Piggy Pie
Pedro, el valiente
Que Cre'es?
Asi vamos a la escuela
Pollita Pequenita
Social Studies
**There are several videos for this unit in Schoology. They are actually pretty good.
Chapter 4 will be the first 4 weeks of the 2nd grading period.
Peopling of Texas:
American Indian groups in Texas and North America before European exploration.
The student is expected to: 1(A) explain the possible origins of American Indian groups in Texas and North America.
1(B) identify American Indian groups in Texas and North America before European exploration.
1(C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas.
1(D) compare the ways of life of American Indian groups in Texas and North America before European exploration.
(2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America.
The student is expected to: 2(A) summarize motivations for European exploration and settlement in Texas
2(B) identify the accomplishments and explain the impact of significant explorers on the settlement of Texas.
2(C) explain when, where, and why the Spanish established settlements and Catholic missions in Texas.
2(D) identify Texas’ role in the Mexican War of Independence and the war’s impact on the development of Texas.
2(E) identify the accomplishments and explain the economic motivations and impact of significant empresarios.
(6) Geography. The student uses geographic tools to collect, analyze, and interpret data.
The student is expected to: 6(B) translate geographic data, population distribution, and natural resources into a variety of formats.
(8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:
8(A) identify and explain clusters and patterns of settlement in Texas at different periods of time.
8(B) describe the location of various towns and cities in Texas, past and present.
8(C) explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present.
(9) Geography. The student understands how people adapt to and modify their environment.
The student is expected to: 9(A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams.
9(B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities.
(10) Economics. The student understands the basic economic activities of early societies in Texas and North America.
The student is expected to: 10(A) explain the economic activities various early American Indian groups in Texas used to meet their needs and wants.
(12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: 12(A) explain how people in different regions of Texas earn their living, past and present.
12(B) explain how geographic factors have influenced the location of economic activities in Texas.
12(C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas.
(14) Government. The student understands how people organized governments in different ways during the early development of Texas.
The student is expected to: 14(A) compare how various American Indian groups governed themselves;
14(B) identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants of Texas.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas.
The student is expected to: 16(A) explain the meaning of various patriotic symbols and landmarks of Texas.
(17) Citizenship. The student understands the importance of active individual participation in the democratic process.
The student is expected to: 17(D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas.
The student is expected to: 19(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
(20) Science, technology, and society. The student understands the impact of science and technology on life in Texas.
The student is expected to: 20(A) identify famous inventors and scientists and their contributions.
- European explorers journeyed through areas that became Mexico, Texas, and the southern United States looking for riches and lands to claim.
- Spanish settlement and the mixing of Spanish and American Indian cultures resulted in benefits and losses.
- Tejanos helped win Mexico’s fight for independence, settling Texas and building frontier communities.
- Immigrants from the United States settled in Mexican Texas, bringing their culture
Essential Questions
1. What are the possible origins of the first people to arrive in North America and Texas?
2. How do people adapt to where they live?
3. What was life like in Texas for American Indians?
4. What was life like for American Indians in North America?
5. Why do some people leave their homelands?
6. Why did European explorers come to the Americas?
7. How did Mexico’s independence from Spain affect Texans?
8. What was life like for the new settlers to Texas?
Coming Soon:
Unit 2-Chapter 4 (1st 4 weeks of 2nd grading period)