2nd Reading and Writing Planning
April 15-19 and April 22-26, 2019
Last CPC - Monday, April 29
SLO Goal Evidence uploaded by April 23 @ 3:30
May DCA #2 (test is 1.5 hours)
DCA Review:
23 questions, 8 word work questions, paired passage 5 questions, poem 4 questions, biography 5 questions (2 OER on Spanish test)
Fig. 19 D-inference
2.14 A Main Idea
2.6 Theme and Genre-setting
2.6 Retell important events in theme and genre
2.6 B compare in theme and genre
2.5 A Vocabulary prefixes
2.7 Rhyming
2.5 Context clues
This is what we got last year. We do not have any information for this year's test yet.
Reading (Field Day, Wed. and Thurs., Friday, April 19 holiday)
4/15 and 4/22
2.6 A Theme and Genre- identify moral lessons as themes in well-known fables, legends, myths or stories
2.6 B- compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings and plot.
Last grading period:
4/29, 5/6, 5/13, 5/20 Expository-Research
Writing
4/15 and 4/22
There is a chapter in Write Source that teaches Expository letter writing. (pgs. 102-129)
Process-2.17 A, B, C D, E Plan and organize, develop drafts, edit, revise and publish
- Conventions: 2.21 (B) use complete sentences with correct subject-verb agreement
Genre: 2.19 A Expository
Write brief compositions about topics of interest to the students
2.19 B write short letters that put ideas in chronological or logical sequence and use appropriate conventions.
Edit for end punctuation, capitals, spelling grade appropriate sight words.
Last Grading period:
Expository Letter writing 2 weeks
Research 4 weeks
**Make sure that your mentor sentences are coming from books you are reading in class and that the title is posted in your lesson plans.
Social Studies
**There are several videos for this unit in Schoology under Digital Resources. Some of them are kind of long but they are good.
Pearson link (T ID#) user name and password
Unit 5 (8 weeks-April 1, 8, 15, 22, 29, May 6, 13, 20)
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
1(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving.
1(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.
(2) History. The student understands the concepts of time and chronology. The student is expected to:
2(A) describe the order of events by using designations of time periods such as historical and present times.
2(B) apply vocabulary related to chronology, including past, present, and future.
2 (C) create and interpret timelines for events in the past and present.
(3) History. The student understands how various sources provide information about the past and present. The student is expected to:
3(A) identify several sources of information about a given period or event such as reference materials, biographies, newspapers, and electronic sources.
3(B) describe various evidence of the same time period using primary sources such as photographs, journals, and interviews.
(4) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:
4(A) identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock and Theodore Roosevelt, who have influenced the community, state, and nation.
4(B) identify historical figures such as Amelia Earhart, E.E.B. DuBois, Robert Fulton, and George Washington Carver who have exhibited individualism and inventiveness.
4(C) explain how people and events have influenced local community history.
(5) Geography. The student uses simple geographic tools such as maps and globes. The student is expected to:
5(A) interpret information on maps and gloves using basic map elements such as title, orientation, and legend/map keys.
(7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to:
7(C) explain how people depend on the physical environment and natural resources to meet basic needs.
7(D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns.
(13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
13(B) identify historical figures such as Paul Revere, Abigail Adams, World War II women Air Force Service Pilots (WASPS) and Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship.
13(C) identify other individuals who exemplify good citizenship.
(15) Culture. The student understands the significance of works of art in the local community. The student is expected to:
15(A) identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage.
15(B) explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage.
(17) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to:
17(A) describe how science and technology change communication, transportation, and recreation.
17(B) explain how science and technology change the ways in which people meet basic needs
Essential Questions
1. How does life change throughout history?
2. How do communities change over time?
3. How do primary and secondary sources help us to understand the past?
4. What are the similarities and differences in the cultures of the first Americans?
5. How did the arrival of European settlers contribute to the founding of America?
6. How do science and technology change the way people live?
7. How can individuals affect history?
Concepts/Main Idea* (*correlates to the Essential Questions)
- Over time, some things change, and some things remain the same.
- Over time, communities grow and change.
- We can identify and use historical resources to understand the past.
- Developments in technology affect the way people live.
- The actions of individuals can affect history.