2nd Reading and Writing Planning
Feb. 25-March 1 and March 4-8, 2019
Lead Teacher Share
Reading Feb. 25 and March 4
2/25
2.7 A Poetry:
describe how rhyme, rhythm, and repetition interact to create images in poetry.
Coming Soon:
2/25: Poetry 2.7
3/4: (Last week before SB) March 7-Digi Day, March 8-Career Day
Last grading period:
3/18 and 3/25 Fiction
4/1 and 4/8 Literary Nonfiction
4/15 and 4/22 Theme and Genre
4/29, 5/6, 5/13, 5/20 Expository-Research
Writing
Jan. 28 and Feb. 4
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: 3.18 A write imaginative stories that build the plot to a climax and contain details about the characters and setting
2.18 B write short poems that convey sensory details.
Edit for end punctuation, capitals, spelling grade appropriate sight words.
Last Grading period:
Poetry 4 weeks ???
Research
**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. Some of them are kind of long but they are good.
Pearson link (T ID#) user name and password
Unit 4 (10 days) Lessons 1-3 Feb. 28 and March 4, 2019
(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.
(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.
(6) Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. The student is expected to:
6(C) examine information from various sources about places and regions.
(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 Airforce Service Pilots (WASPS) and Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship.
(14) Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:
14(D) identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.
(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.
(16) Culture. The student understands ethnic and/or cultural celebrations. The student is expected to:
16(A) identify the significance of various ethnic and/or cultural celebrations.
16(B) compare ethnic and /or cultural celebrations.