4th Reading and Writing Planning
April 15-19 and April 22-26, 2019
Last CPC- Wednesday, April 24
SLO Goal Evidence uploaded by April 23
Reading
April 15 and April 22
Reading Blitz-(2 weeks) Close reading, vocabulary, coding, quiz
4/15 and 4/22 Reading Blitz- (2 weeks) STAAR passages, see schedule
Coming Soon:
Reading Blitz-30 min whole group, 2- 30 min small groups, 15 min strategy practice, quiz
4/29 and 5/6 Reading Blitz (2 weeks) Monitor, clarify and reteach. Coaching specific students.
5/13-5/14 Reading/Math STAAR
Writing
- April 10-12 Back to regular writing time (Reading teachers steal 15 minutes from writing to add to reading)
- April 10-12 and April 15-19- Something fun...maybe imaginative writing (4.16A)
- Process- 4.15 A, B Planning and drafting (Spanish and English same)
- Written Conventions
- 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.
Unit 6, Ch. 10, 11 -6 weeks (4/15, 4/22, 4/29, 5/6, 5/13, 5/20)
(5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:
5(C) identify the accomplishments of notable individuals such as Joh Tower, Scott Joplin, Audie Murphy, Cleto Rodŕiguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzalez Jr., and other local notable individuals.
(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 from 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 a 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.
(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:
9(A) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production and construction of dams.
9(B) identify reasons why people have adapted to and such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities.
9(C) compare the positive and negative consequences of human modification of the environment in Texas.
(11) Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:
11(C) give examples of the benefits of the free enterprise system such as choice and opportunity.
(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.
12(E) explain how developments in transportation and communication have influenced economic activities in Texas.
(13) Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to:
13(B) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the U.S. and around the world.
(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 purpose and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty.
15(B) identify and explain the basic functions of the three branches of government according to the Texas Constitution.
15(C) identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights.
(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.
17(B) explain how individuals can participate voluntarily in civic affairs at state and local levels through activities.
17(C) explain the duty of the individual in state and local elections such as being informed and voting.
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(A) identify leaders in state, local, and national governments.
18(B) identify leadership qualities of state and local leaders, past and present.
(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.
(20) Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to:
20(A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions.
20(B) describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas.
20(C) predict how future scientific discoveries and technological innovations might affect life in Texas.
Essential Questions Unit 6
Essential Questions
1. What are the major industries and products of Texas?
2. How does innovation and interdependence affect the Texas economy?
3. What are the similarities and differences in the customs and traditions of the various groups in Texas?
4. What are the positive and negative consequences of economic development in Texas?
5. What are the basic functions of the three branches of government?
6. How can individuals participate in civic affairs?
7. What goals should we set for our state?
Concepts/Main Idea* (*correlates to the Essential Questions)
- Concepts/Main Idea* (*correlates to the Essential Questions)
- A strong economy involves many interdependent and innovative industries.
- The rich culture of Texas includes the languages, customs, celebrations, and beliefs of people from many different places.
- Urbanization brings challenges to the environment that many Texans are working to meet.
- Local, state, and national government each have roles and responsibilities