3rd Reading and Writing Planning
Jan. 14-18 and Jan. 21-25, 2019
Reading
Jan. 14 Expository
3.13 Students analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their understanding.
3.13 (A) identify the details or facts that support the main idea
3.13 (B) draw conclusions from the facts presented in text and support those assertions with textual evidence
3.13 (C ) identify explicit cause and effect relationships among ideas in text
3.13 (D) use the text features (title, table of contents, illustrations, bold print, captions, key words, italics) to locate information and make and verify predictions about the text.
3.12 (A) identify the topic and explain the author’s purpose in writing about the text.
3.15 Students understand how to glean and use information in procedural texts and documents.
3.15 (A) follow and explain a set of written multi-step directions.
3.15 (B) locate and use specific information in graphic features of text.
3.12 (A) identify the topic and explain the author’s purpose in writing about the text
Jan. 21
Literary Nonfiction 3.9
Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from the text.
3.9 A Explain difference in point of view between biography and autobiography.
3.10 A identify language that creates a graphic visual experience and appeals to the senses
- sensory language-picture things as you read
- similes-compares two things using the words like or as
- metaphor-compares two things without the use of the words like or as
Coming Soon:
1/21 and 1/28 Literary Nonfiction 3.9
2/4 and 2/11 Fiction 3.8
2/18 and 2/25 Poetry and Review for DCA
3/4 DCA Math and Reading, Digital Learning Day 3/7 and Career Day 3/8
Writing
Weeks of 1/8-1/18 Procedural writing
Still using mentor sentences from books you are reading. Make sure they are on your lesson plans.
Process-3.17 A, B Planning, organizing, drafting and final draft (Spanish and English same)
Students write expository and procedural or work-related texts to communicate ideas and information to specific purposes.
Students are expected to: 3.20 (A) create brief compositions that establish a central idea in a topic sentence; include supporting sentences with simple facts, details, and explanations; contain a concluding statement.
- Edit using CUPS (Capitalize, Usage, Punctuation, Spelling)
- Revise using ARMS (Add, Remove, Move, Substitute)
- **There are great grammar lessons in Nearpod and Flocabulary
Grammar:
Students understand the functions and use the conventions so f academic language when speaking and writing.
Students are expected to: (v) prepositions and prepositional phrases (vi) possessive pronouns (vii) coordinating conjunctions -FANBOYS (viii) time order transition words
3.22 (B) use the complete subject and the complete predicate in a sentence
3.22 (C) use complete simple and compound sentences with correct subject-verb agreement.
ORAL AND WRITTEN CONVENTIONS / HANDWRITING, CAPITALIZATION AND PUNCTUATION 3.23 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to: 3.23 (A) write legibly in cursive script with spacing between words in a sentence
3.23 (B) use capitalization (geographical names and places, historical periods, official titles of people)
3.23( C) recognize and use punctuation marks including (apostrophes in contractions, commas in series and dates)
3.23 (D) use correct mechanics including paragraph indentations
Social Studies Unit 3 (Oct. 15-Dec. 21)
There are several videos in Schoology for this unit. They are pretty good. Take a look.
Many resources in Pearson online. Sign in with T then ID# for login and password.
Unit 4 (3 weeks) Jan. 8, 14, and 21
1(A) Describe how individuals, events, and ideas have changed communities, past and present.
2(A) Identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
9(A) Describe the basic structure of government in the local community, state, and nation. 9(B) Identify local, state, and national government officials and explain how they are chosen. 9(C) Identify services commonly provided by local, state and national governments.
9(D) Explain how local, state, and national government services are financed.
10 (A) Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.
10 (B) Describe and explain the importance of the concept of “consent of the governed” as it relates to the functions of local, state, and national government.
Essential Questions
1. Why do we have government?
2. What are the foundational beliefs of the U.S. government?
3. Why were the Declaration of Independence and the U.S. Constitution written?
4. Why does the U.S. have three branches of government?
5. Why does the United States have three levels of government?
Unit 5 (3 weeks) Jan. 28, Feb. 4, and 11
1(A) Describe how individuals, events, and ideas have changed communities, past and present.
9(B) Identify local, state, and national government officials and explain how they are chosen. 9(C) Identify services commonly provided by local, state, and national governments.
10(A) Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.
11(A) Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.
11(B) Identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby Bridges and military and first responders who exemplify good citizenship.
11 (C) Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting.
12(A) Give examples of community changes that result from individual or group decisions. 12(B) Identify examples of actions individuals and groups can take to improve the community. 12(C) Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.
Essential Questions
1. How can I participate?
2. What are the rights and responsibilities of citizens?
3. What actions were taken by historical figures to secure the rights and freedoms of our country’s citizens?
4. What are the contributions that individuals and organizations have made for causes in our country?