3rd Reading and Writing Planning
Jan. 28-Feb. 1, Feb. 4-8 and Feb. 11-15, 2019
TELPAS CPC week of Feb. 4
Reading
Jan. 28 and Feb. 4
3.14 A identify what the author is trying to persuade the reader to think or do.
Feb. 11 and Feb. 18
Fiction 3.8 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support understanding.
3.8A sequence and summarize the plot's main events and explain their influence on future events.
3.8B describe the interaction of characters including their relationships and the changes they undergo
3.8C identify whether the narrator or speaker of story is first or third person
Coming Soon:
2/25 Poetry and Review for DCA
3/4 DCA Math and Reading, Digital Learning Day 3/7 and Career Day 3/8
Writing
Weeks of 1/28 and 2/4 Persuasive Writing
3.21 A -write persuasive essays for appropriate audiences that establish a position and use supporting details.
Still using mentor sentences from books you are reading. Make sure they are on your lesson plans.
Books to model persuasive writing:
Hey, Little Ant!
I Wanna Iguana (and other I Wanna books)
All the Pigeon books
The True Story of the 3 Little Pigs
My Teacher for President
The Great KApok Tree
Dear Mr. Blueberry
Earrings
The Day the Crayons Quit
Dear Mrs. LaRue
Duck! Rabbit!
Click Clack Moo (other click clack books)
Love That Dog
The Perfect Pet
Green Eggs and Ham
The Bee Tree
Otto Runs for President
Stephanie's Ponytail
Emily's Runaway Imagination
But, Excuse Me, That is my Book
Old Henry
Process-3.17 A, B Planning, organizing, drafting and final draft (Spanish and English same)
Students write expository and procedural or work-related texts to communicate ideas and information to specific purposes.
Students are expected to: 3.20 (A) create brief compositions that establish a central idea in a topic sentence; include supporting sentences with simple facts, details, and explanations; contain a concluding statement.
- Edit using CUPS (Capitalize, Usage, Punctuation, Spelling)
- Revise using ARMS (Add, Remove, Move, Substitute)
- **There are great grammar lessons in Nearpod and Flocabulary
Grammar:
Students understand the functions and use the conventions of academic language when speaking and writing.
Students are expected to: (v) prepositions and prepositional phrases (vi) possessive pronouns (vii) coordinating conjunctions -FANBOYS (viii) time order transition words
3.22 (B) use the complete subject and the complete predicate in a sentence
3.22 (C) use complete simple and compound sentences with correct subject-verb agreement.
ORAL AND WRITTEN CONVENTIONS / HANDWRITING, CAPITALIZATION AND PUNCTUATION 3.23 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to: 3.23 (A) write legibly in cursive script with spacing between words in a sentence
3.23 (B) use capitalization (geographical names and places, historical periods, official titles of people)
3.23( C) recognize and use punctuation marks including (apostrophes in contractions, commas in series and dates)
3.23 (D) use correct mechanics including paragraph indentations
Social Studies Unit 4
There are several videos in Schoology for this unit. They are pretty good. Take a look.
Many resources in Pearson online. Sign in with T then ID# for login and password.
Unit 5 (3 weeks) Jan. 28, Feb. 4, and 11
1(A) Describe how individuals, events, and ideas have changed communities, past and present.
9(B) Identify local, state, and national government officials and explain how they are chosen. 9(C) Identify services commonly provided by local, state, and national governments.
10(A) Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.
11(A) Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.
11(B) Identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby Bridges and military and first responders who exemplify good citizenship.
11 (C) Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting.
12(A) Give examples of community changes that result from individual or group decisions. 12(B) Identify examples of actions individuals and groups can take to improve the community. 12(C) Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.
Essential Questions
1. How can I participate?
2. What are the rights and responsibilities of citizens?
3. What actions were taken by historical figures to secure the rights and freedoms of our country’s citizens?
4. What are the contributions that individuals and organizations have made for causes in our country?