4th Reading/Writing Planning
Oct. 29, 2019 - Plan for 11/4-8 and 11/11-15, 2019
We will discuss calendar for Module 5.
Reading Planning - Module 4 Les. 5-9 & Module 4 Week 3 Les. 10-14
Module 4 assessment- November 19
Module 5 will start after DCAs on December 5.
Module 4 Week 2: (Lessons 5-9)
- Theme: Rise to the Occasion
- Essential Question: What does it take to meet a challenge?
- Vocabulary
- Essential Skills-
- Text and Graphic Features (4.10C)
- Synthesize (4.6H)
- Text Structure (4.9Diii, 4.10B)
- Ask and Answer Questions (4.6B)
- Elements of Drama (4.9C, 4.10B)
- Foundational Skills:
- Decoding: Regular and Irregular Plurals
- Spelling: Homophones
Module 4 Week 3: (Lessons 10-14)
- Theme: Heroic Feats
- Essential Question: What makes someone a hero?
- Vocabulary
- Essential Skills-
- Figurative Language (4.6D, 4.9B, 4.10D)
- Make Inferences (4.6F)
- Central Idea (4.6 G, 4.9Di)
- Text Structure (4.9Diii, 4.10B)
- Author's Purpose (4.10A)
- Foundational Skills:
- Decoding: Recognize Root Words
- Spelling: Adding -ed or -ing
Writing Planning - Module 3 Week 3 and Module 4 Week 1
- Writing Workshop-Text- Love Will See You Through
- Genre: Narrative
- Focal statement: It takes courage to make a difference.
- Writing TEKS:
5. Draft-Integrating narrative elements
6. Draft-complete final draft
7. Draft-complete final draft
8. Editing-integrate grammar and punctuation
9. Revise-conference
Module 4 Week 3:
- Writing Workshop-Text- Love Will See You Through
- Genre: Narrative
- Focal statement: It takes courage to make a difference
- Writing TEKS:
10. Revise-add transitions
11. Edit-mechanics and spelling
12. Edit-Peer proofreading
13. Publish
14. Publish
Writing
Prewrite-
- Brainstorm with circle map
- Bubble map for describing, using vivid language, characteristics, qualities
- Tree map if they need to sort, categorize, give details
- Flow map-sequence ideas and add details for each paragraph (BME)
- Add introduction and conclusion to flow map.
- Take information from the tree or flow to create paragraphs for the story.
Revise and Edit according to the textbook
Circle map-Brainstorm/Plan
Flow map-Sequence/organize/add details
Tree-organize/add details
Social Studies
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Unit 2: Chapter 4 (4 weeks)
Concepts/Main Idea*
American Indians lived in North America before Europeans colonized the continent.
People migrate and move to new lands for different reasons.
When people move to a place, they may change that place or be changed in many ways.
Many aspects of our present‐day culture come from people who moved here long ago.
European explorers journeyed through areas that became Mexico, Texas, and the southern United States looking for riches and lands to claim.
Spanish settlement and the mixing of Spanish and American Indian cultures resulted in benefits and losses.
Tejanos helped win Mexico’s fight for independence, settling Texas and building frontier communities.
Immigrants from the United States settled in Mexican Texas, bringing their culture with them.
Essential Questions
1.What are the possible origins of the first people to arrive in North America and Texas?
2. How do people adapt to where they live?
3. What was life like in Texas for American Indians?
4. What was life like for American Indians in North America?
5. Why do some people leave their homelands?
6. Why did European explorers come to the Americas?
7. How did Mexico’s independence from Spain affect Texans?
8. What was life like for the new settlers to Texas?
TEKS for Unit 2:
2(C) Compare ways in which various other communities meet their needs.
4(A) Describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards.
4(B) Identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains.
4(C) Describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape.
4(D) Describe the effects of human processes, such as building new homes, conservation, and pollution in shaping the landscape.
4(E) Identify and compare the human characteristics of various regions.
5(C) Identify and use the compass rose, grid system, and symbols to locate places on maps and globes.
5(D) Create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.
12(B) Identify examples of actions individuals and groups can take to improve the community.
12(C) Analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas.
14(A) Compare how various American Indian groups governed themselves.
14(B) Identify and compare characteristics of the Spanish colonial government, the early Mexican governments, and their influence on inhabitants of Texas.
16(A) Explain the meaning of various patriotic symbols and landmarks of Texas.
17(D) Identify the importance of historical figures and important individuals who modeled active participation in the democratic process.
19(C) Summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
20(A) Identify famous inventors and scientists and their contributions.
Unit 3 -5 Weeks
Concepts/Main Idea
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?