4th Reading and Writing Planning
Dec. 17-21, 2018 and Jan. 8-11, 2019
Reading
1/8 and 1/14 Theme and Genre
4.3 A summarize and explain the lesson or message of a work of fiction as its theme
4.3 B compare and contrast the adventures or exploits of characters in traditional and classical literature.
Genres on 2018 STAAR (DCA #2):
- Nonfiction-biography
- Fiction
- Paired nonfiction
- Poetry
- Nonfiction with procedural
Coming Soon:
1/21 and 1/28 Poetry (Holiday Jan. 21) (Jan. 31, Writing DCA)
2/4 and 2/11 Nonfiction and Nonfiction with procedural
2/18 and 2/25 Paired Nonfiction (holiday 2/18)
3/4 Week of Reading and Math DCA #2
Writing
- Process- 4.15 A, B Planning and drafting (Spanish and English same)
Genre - 4.18 A create brief compositions that
i - establish a central idea in a topic sentence
ii - include supporting sentences with simple facts, details, and explanations
iii - contain a concluding statement
- Written Conventions
- 4.20 C-use complete simple and complex sentences with correct subject-verb agreement
- 4.21 C Recognize and use punctuation marks including (i) commas in compound sentences (ii) quotation marks
**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 note that there will be a suggested writing blitz framework for 4th Grade coming soon! Pam Baker will publish this right before we go on winter holiday break. This blitz framework will hit the big rocks of the test. Many of you will have your own blitz crafted and planned. We are not suggesting that you drop your plans, but please consider this framework as it is comprehensive of the important targets tested. Please use the framework how you deem fit for your campus.
**Please make sure Mentor text titles and trait lessons are included in your lesson plans.
Social Studies
**There are several videos for this unit in Schoology. They are actually pretty good.
Unit 4-5 weeks (1/8, 1/14, 1/21, 1/28, 2/4)
(1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration.
The student is expected to: 1(C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Yseleta Del Sur Pueblo, AlabamaCoushatta, and Kickapoo.
(3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States.
The student is expected to: 3(C) identify leaders important to the founding of Texas, as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones
3(D) describe the successes, problems and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers.
3(E) explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War.
(4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to:
4(A) describe the impact of the Civil War and Reconstruction on Texas.
4(D) examine the effects upon American Indian life resulting from changes in Texas, including the Red River War, building of U.S. forts and railroads, and loss of buffalo.
(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.
(7) Geography. The student understands the concept of regions. The student is expected to:
7(A) describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from patterns of human activity.
(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 of different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II.
8(B) describe and explain the location and distribution 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.
(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 and North American used to meet their needs and wants such as farming, trading, and hunting.
10(B) explain the economic activities early immigrants to 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, through a subsistence economy and providing goods and services.
12(B) explain how geographic factors such as climate, transportation, and natural resources 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.
(15) Government. The student understands important ideas in historical documents of Texas and the United States.
The student is expected to: 15(A) identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty.
(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, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions.
16(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
(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 such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III,, Wallace Jefferson, and other local individuals.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas.
The student is expected to: 19(A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas.
19(B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio.
19(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe.
Essential Questions
1. Which events led to the annexation of Texas to the United States?
2. What is the importance of the Texas Constitution?
3. What were the effects of immigration on the growth of Texas?
4. What were the causes of the war between Mexico and the United States?
5. What were the effects of the Mexican War on Texas and the U.S.?
6. Why did Texas secede from the Union?
7. What impact did Reconstruction have on Texas? 8. Why did Texans and American Indians fight?
Concepts/Main Idea* (*correlates to the Essential Questions)
- Several events led to the annexation of Texas to the United States.
- The Constitution of 1845 established new laws and rules for the state of Texas.
- Immigrants came to Texas during the 1800s from many different countries.
- Disagreements between the United States and Mexico led to war in the mid-1800s.
- Political and economic differences can lead to conflict.
- When people feel forced to change, making changes becomes more difficult.
- People will fight to protect their beliefs and way of life.
- Winning a war may not resolve a conflict once and for all.