4th Reading and Writing Planning
April 1-5 and April 8-12, 2019
Reading
April 1 and April 8
Reading Blitz-(2 weeks) Close reading, vocabulary, coding, quiz
**After Writing STAAR, Reading times will change.
1 hour 45 minutes (take 15 from writing or social studies)
Tyler (8:05-9:50 / 12:50-2:35)
Carbajal (8:05-9:50 / 1:15-3:00)
Castillo and Bouchelkia (8:05-9:50)
Coming Soon:
Reading Blitz-30 min whole group, 2- 30 min small groups, 15 min strategy practice, quiz
4/15 and 4/22 Reading Blitz- (2 weeks) STAAR passages, see schedule
4/29 and 5/6 Reading Blitz (2 weeks) Monitor, clarify and reteach. Coaching specific students.
5/13-5/14 Reading/Math STAAR
Writing STAAR is Coming...
Writing Blitz : April 1-5
- Writing STAAR April 9
- Review Monday April 8
- 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)
Tyler, Castillo, Bouchelkia - Reading 8:05-9:20 / Writing 9:20-10:30
Carbajal - Reading 8:05-9:15 / Writing 9:15-10:20 / Writing 12:45-1:40 / Reading 1:40-3:00
Hajek - same as usual
- Process- 4.15 A, B Planning and drafting (Spanish and English same)
Genre - 4.18 A create brief compositions 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
- Written Conventions
- Based on DCA data
- 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 5, Ch. 9-4 weeks (3/18, 3/25, 4/1, 4/8)
(4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to:
4(B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson.
4(C) identify the impact of railroads on life in Texas, including changes to cities and major industries.
4(D) examine the effects upon American Indian life resulting from changes in Texas, including the Red River War, building of U.S. forts and railroads, and loss of buffalo.
(5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:
5(A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II.
5(B) explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins.
5(C) identify the accomplishments of notable individuals.
(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 at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II.
(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:
9(A) describe ways 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 reason why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities.
(11) Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:
11(A) describe the development of the free enterprise system in Texas.
11(B) describe how the free enterprise system works, including supply and demand
11(C) give examples of the benefits of the free enterprise system.
(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(D) describe the impact of mass production, specialization, division of labor on the economic growth of Texas.
12(E) explain how developments in transportation and communication have influenced economic activities in Texas.
12(F) explain the impact of American ideas and progress and equality of opportunity on the economic development and growth of 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(A) identify ways in which technological changes in areas such as transportation and communication have resulted in increased interdependence amount Texas, the United States, and the world.
13(B) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world.
(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(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.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
19(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe.
(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.
Essential Questions Unit 5
1. How does economic growth provide opportunity?
2. How did cattle ranching provide economic opportunities in Texas?
3. What was the economic impact of railroads in Texas?
4. How did the oil and gas industries provide economic opportunities in Texas?
5. How did life in the United States change during and after World War I?
6. How did the Great Depression and the Dust Bowl affect Texans?
7. How did World War II affect Texas and the U.S.?
8. How has Texas and the United States changed since World War II?
Concepts/Main Idea* (*correlates to the Essential Questions)
- Several events led to the annexation of Texas to the United States.
- The Constitution of 1845 established new laws and rules for the state of Texas.
- Immigrants came to Texas during the 1800s from many different countries.
- Disagreements between the United States and Mexico led to war in the mid-1800s.
- Political and economic differences can lead to conflict.
- When people feel forced to change, making changes becomes more difficult.
- People will fight to protect their beliefs and way of life.
- Winning a war may not resolve a conflict once and for all.