4th Reading/Writing Planning
Oct. 1, 2019 - Plan for 10/7-10/11 & 10/14-10/18, 2019
Lead Teacher Share Time-Language Arts
SLO Goal
Grading
Reading Planning - Module 3 Weeks 1&2
Module 2 assessment- October 4
Module 3 Week 1: (Lessons 1-5) Oct. 7-11
- Theme: Rise to the Occasion
- Essential Question: What does it take to meet a challenge?
- Vocabulary
- Essential Skills-
- Identify Claim (4.6G, 4.9E(i), 4.9E(ii)
- Synthesize (4.6E, 4.6H)
- Author’s Craft (4.10F, 4.10G)
- Plot (4.8C, 4.8D, 4.10B)
- Theme (4.8A, 4.10A)
- Foundational Skills: Decoding: Vowel Sounds -short oo and long oo
Module 3 Week 2: (Lessons 6-9) ) Oct. 15-18
- Theme: Rise to the Occasion
- Essential Question: What does it take to meet a challenge?
- Vocabulary
- Essential Skills-
- Visualize (4.6D, 4.10E)
- Point of view (4.9D(ii), 4.10E)
- Elements of Drama (4.9C; E)
- Idioms, Adages and Proverbs (4.10D)
- Foundational Skills: Vowel sounds, ou and o
Writing Planning - Module 3 Weeks 1 and 2
- Writing Workshop-Text- Kite Fighters
- Genre: Argument/opinion essay
- Focal statement: Friends can work together to overcome challenges
- Writing TEKS:
1. Introduce focal text and vocabulary
2. Preparing to write-circle map
3. Organize-Flow map/tree map
4. Drafting: Rough draft
5. Drafting/revise- Integrate persuasive language
Week 2:
- Writing Workshop-Text- Kite Fighters
- Genre: Argument/opinion essay
- Focal statement: Friends can work together to overcome challenges
- Writing TEKS:
6.Drafting II: Complete draft
7. Drafting III: Complete draft
8. Revise: Punctuation for effect
9. Revising II: Conferencing
10. Revising II: Conferencing
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: Lessons 1-4 (4 weeks)
Concepts/Main Idea*
(*correlates to the Essential Questions)
Maps and globes are used to locate places, physical features such as landforms and bodies of water, and features made by humans.
· The environment (including weather, climate, and natural resources) varies from one place to another and influences how and where people, plants, and animals live.
· Humans’ use of natural resources affects people, plants, animals, and the environment.
Essential Questions
1. How do we interact with our planet?
2. What are the similarities and differences of regional characteristics?
3. How do weather and climate affect how and where people, plants and animals live?
4. How does the use of natural resources affect the environment?
5. How and why do people protect the environment?
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.