3rd Reading/Writing Planning
Nov. 11, 2019 - Plan for 11/18-22 and Dec. 2-6, 2019
DCA Schedule
8:15 Read directions
8:30 Begin math testing
10:30 Testing ends
10:30 until block time ?
After lunch/recess-review for the reading test (maybe some rotations with small group for your lower readers) Half time with one class and half with the other.
Wednesday:
8:15 Read directions
8:30 Begin Reading testing
10:30 Testing ends
10:30 until block time ?
After lunch/recess- (Suggestions ?)
Reading Planning - Module 4 Assessment, DCAs and Module 5 Week 1
Module 4 Assessment: November 19
Module 5 will not start until after DCAs on December 5.
Module 4 Assessment Review
- How to read a play like a story
- Main conflict in a story-define conflict
- Answering OER in complete sentences
- the meaning of a setting in a story
- parentheses and italics
- questions with 2 answers
- figurative language about characters
- Vocab word meaning
- character actions
- root words-vision to visible
- narrator-meaning
- Theme
Module 5 Week 1: (Lessons 1-2) ) Dec. 2-6
Monday-DCA Review
Tuesday- Math DCA-2 hours
Wednesday-Reading DCA -2 hours
Thursday and Friday Module 5
- Theme: Teamwork
- Essential Question: What can sports teach us about working together?
- Vocabulary
- Essential Skills-
- Text and Graphic Features (3.9Dii, 3.10C)
- Ask and answer questions (3.6B)
- Foundational Skills:
- Decoding: Vowel diphthongs, -oi, -oy
- Spelling: -oi sound
Writing Planning - Module 5 Week 1
Finish up Module 4 composition
Fun Thanksgiving writing-suggestion, Turkey Trouble or Save the Turkey (handout)
- Writing Workshop-Text-
- Genre:
- Focal statement:
- Writing TEKS:
12/2-6
- Writing Workshop-Text-Don't Feed the Geckos!
- Genre: Argument writing-persuasive letter
- Focal statement: Words and actions define friendship.
- Writing TEKS:
Tuesday-Math DCA / Reading review
Wednesday-Reading DCA / Read Focal text / Adding -s and -es to verbs. (Lesson 2)
Thursday- Vocabulary / singular and plural subjects (Lesson 3)
Friday- Review focal text and introduce the prompt / Writing quotations(Lesson 4)
Writing
Prewrite-
- Brainstorm with circle map
- Bubble map for describing, using vivid language, characteristics, qualities
- Tree map if they need to sort, categorize, give details
- Flow map-sequence ideas and add details for each paragraph (BME)
- Add introduction and conclusion to flow map.
- Take information from the tree or flow to create paragraphs for the story.
Revise and Edit according to the textbook
Circle map-Brainstorm/Plan
Flow map-Sequence/organize/add details
Tree-organize/add details
Social Studies
Many resources in Pearson online. Sign in with T then ID# for login and password.
Unit 3: Lessons 1-6
Concepts/Main Idea* (*correlates to the Essential Questions)
People form communities to meet the needs of the group.
Communities change over time.
Geography influenced where Native Americans settled.
European exploration and colonization shaped the culture of North America.
Conflicts sometimes arise over resources.
American colonists rebelled against British rule and set up an independent government.
Our nation has been shaped by events and actions of the past.
Understand that the actions of individuals can affect history.
Essential Questions
1. How does our past affect our present?
2. What are the similarities and differences in how communities meet their needs for government, education, communication, transportation, and recreation?
3. What were the effects of European exploration in North America?
4. How do people in different communities adapt to or modify the physical environment in which they live?
5. What are the causes and effects of the American Revolution
TEKS for Unit 3: ( through end of 2nd grading period)
(1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
1(A) describe how individuals, events, and ideas have changed communities, past and present.
1(B) identify individuals, including Pierre-Charles L’Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities.
1(C) describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the create of new communities.
(2) History. The student understands common characteristics of communities, past and present. The student is expected to:
2(A) identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
2(B) identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
2(C) compare ways in which various other communities meet their needs.
(3) History. The student understands the concepts of time and chronology. The student is expected to:
3(A) use vocabulary related to chronology, including past, present, and future times.
3(B) create and interpret timelines.
3(C) apply the terms year, decade, and century to describe historical times.
(4) Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to:
4(A) describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards.
4(B) identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains.
(10) Government. The student understands important ideas in historical documents at various levels of government. The student is expected to:
10(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights
(14) Culture. The student understands the role of heroes in shaping the culture of communities, the state, and the nation. The student is expected to:
14(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, Jon “Danny” Olivas, and other contemporary heroes.
(15) Culture. The student understands the importance of writers and artists to the cultural heritage of communities. The student is expected to:
15(A) identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage from various communities.
15(B) explain the significance of various individual writers and artists such as Carmen Lamas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and their examples of cultural heritage to various communities.