3rd Reading and Writing Planning
Oct. 9-13 and Oct. 16-20, 2017
Reading
** Choose Achieve articles. (suggestions)
- Visiting A Volcano
- Volcano Puts on a Show
- Two New Islands
- Where No One Has Gone Before
Oct. 9 -Poetry (last week of the grading period)
3.6 understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support understanding.
3.6 A- describe the characteristics of various forms of poetry and how they create imagery. (narrative, lyrical, humorous and free verse)
Quality Questions:
- What images in your mind were created by reading this poem?
- What can you tell about this poem?
- You can tell from this poem that ____?
- What are the differences in these 2 poems?
- Which type of poetry is the following poem?
Oct. 16 and Oct. 23 - Theme and Genre
LITERARY TEXT: Theme and Genre 3.5 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
3.5 (A) paraphrase the themes and supporting details of □ fables □ legends □ myths □ stories
3.10 (A) identify language that creates a graphic visual experience and appeals to the senses.
Quality Questions:
- What is this fable mostly about?
- The theme of this story is ___?
- What is the overall theme of this legend?
- Which of the following is the best theme of this myth?
Coming Soon:
10/30 and 11/6 Drama
11/13 and 11/27 Expository / DCA review
12/4 (Math and Reading DCA)
12/11 Last week of grading period
Writing 10/9 and 10/16
10/9 and 10/16 Continue Personal Narrative
Write about a time when you were scared
10/23 Writing/Informational Texts Expository —3.20 . Students write expository texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(B) create a brief composition that (i) establish a central idea in a topic sentence (ii) include supporting sentences with simple facts, details, and explanations (iii) contain a concluding statement
Process-3.17 A, B Planning and drafting (Spanish and English same)
Grammar-
- 3.22 (A) use and understand the follow parts of speech in the context of reading, writing, and speaking: (iii) adjectives – (descriptive; limiting [this, that] articles [a, an, the]) (ii) adverbs (time [before, next], manner [carefully, beautifully])
- 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
Social Studies
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Chapter 2-Our Environment: 10/9
(4) Geography. The student understands how humans adapt to variations in the physical environment.
The student is expected to:
4 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.
Chapter 3 Lesson 1 - 10/16 and 10/23
1(A) Describe how individuals, events, and ideas have changed communities, past and present.
1(B) Identify individuals, including Pierre-Charles L’Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities
2(A) Identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
2(B) Identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation. 2(C) Compare ways in which various other communities meet their needs.
3(A) Use vocabulary related to chronology, including past, present, and future times
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.
15(A) Identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage from various communities.
15(B) Explain the significance of various individual writers and artists such as Carmen Lamas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and their examples of cultural heritage to various communities.
Coming Soon:
Lesson 2- 10/30
Lesson 3 - 11/6
Lesson 4 - 11/13
Lesson 5 - 11/27
Lesson 6 - 12/4, 12/11