4th Reading and Writing Planning
Dec. 3-7 and Dec. 10-14, 2018
Reading DCA - Dec. 5
Reading
WRITING/PLAN RESEARCH (4.23) Students ask open-ended research questions and develop a plan for answering them.
Students are expected to: 4.23 (A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and
4.23 (B) generate a research plan for gathering relevant information about the major research question.
WRITING/RESEARCH-GATHERING SOURCES (4.24) Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
Students are expected to: 4.24 (A) follow the research plan to collect data from a range resources
4.24 (B) differentiate between primary and secondary sources;
4.24 (C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;
4.24 (D) identify the source of notes (e.g., author, title, page number) and record bibliographic information
4.24 (E) differentiate between paraphrasing and plagiarism
WRITING/RESEACH-SYNTHESIZING INFORMATION (4.25) Students clarify research questions and evaluate and synthesize collected information.
WRITING/RESEARCH-ORGANIZING AND PRESENTING IDEAS (4.26) Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
4.26 (A) compiles important information from multiple sources;
4.26 (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;
4.26 (C) presents the findings in a consistent format; and
DCA Review: Fig. 19 D questions stems:
- Which sentence does the author use to suggest that the _______ has experienced ________?
- Which sentence from the story shows that the ______ is successful at building a good _________?
- The author includes sensory language and vivid details in paragraph 15 to illustrate how —
- How was _____career at the oil company similar to his military career?
- The author included the information about _____ becoming a father to explain —
- The photographs of ________ after paragraph 3 are included most likely to —
- The author organizes the selection by —
- Which sentence from the selection best shows that______was a daring person?
- The author wrote this article most likely to —
- The reader can conclude that _________ most likely —
- The author included paragraph 4 of the selection to —
- What is the message of this poem?
- How is line 21 important to the poem?
- The first stanza is important to the poem because it —
- The photograph under paragraph 1 suggests that —
- The author includes paragraph 6 most likely to —
Coming Soon:
12/3 Review for DCA and DCA Math (Tues) and Reading (Wed)
12/10
12/17
Writing CCA-Nov. 28-29 (Comp only)
Writing PLC - Dec. 7 @ 1:30-3:30
Writing
- Holiday Research or Creative Writing
- Process- 4.15 A, B Planning and drafting (Spanish and English same)
WRITING/PLAN RESEARCH (4.23) Students ask open-ended research questions and develop a plan for answering them.
Students are expected to: 4.23 (A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and
4.23 (B) generate a research plan for gathering relevant information about the major research question.
WRITING/RESEARCH-GATHERING SOURCES (4.24) Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
Students are expected to: 4.24 (A) follow the research plan to collect data from a range resources
4.24 (B) differentiate between primary and secondary sources;
4.24 (C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;
4.24 (D) identify the source of notes (e.g., author, title, page number) and record bibliographic information
4.24 (E) differentiate between paraphrasing and plagiarism
WRITING/RESEACH-SYNTHESIZING INFORMATION (4.25) Students clarify research questions and evaluate and synthesize collected information.
WRITING/RESEARCH-ORGANIZING AND PRESENTING IDEAS (4.26) Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
4.26 (A) compiles important information from multiple sources;
4.26 (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;
4.26 (C) presents the findings in a consistent format; and
- 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.
Social Studies
**There are several videos for this unit in Schoology. They are actually pretty good.
Chapter 5 will be the last 4 weeks of the 2nd grading period.
(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(A)analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto.
3(B) summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress and Sidney Sherman; Tejanos Joan Antonio Padilla, Carlos Espalier, Juan N. Segúin, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dikinson and Enrique Esparza.
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.
(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
6(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.
(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 US such as political, population, and economic regions that result from patterns of human activity.
(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(A) identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll. 17(B) explain how individuals can participate voluntarily in civic affairs of state and local levels through activities such as holding public officials to their word, writing letters, and participating in historic preservation and service projects.
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..
(18) Citizenship. The student understands the importance of effective leadership in a constitutional republic.
The student is expected to: 18(B) identify leadership qualities of state and local leaders, past and present
- Texas became a republic after a revolution and rebellion against Mexico.
- Many Texans and Tejanos fought for the independence of Texas.
- Many individuals contributed to the democratic process during the Republic of Texas.
- Significant political and economic, challenges faced the new republic.
Essential Questions
1. How and why did the Texas colonies gain independence from Mexico?
2. What were the significant events and battles of the revolution?
3. Who were the individuals that contributed to the Texas Revolution?
4. What were the successes and challenges of the Texas Republic?
5. How did political leaders contribute the founding of the Texas Republic?