2nd Reading and Writing Planning
Feb.Feb. 26-Mar. 2 and March 5-9, 2018
TELPAS Collection Dates
2/19/18 Personal Narrative
2/20/18 Academic Science
2/23/18 Past event / past tense
2/26/18 Academic Social Studies.
2/27/18 Free choiceReading
2/26 and 3/5 Theme and Genre:
2.6 A identify moral lessons as themes in well-known fables, legends, myths or stories.
2.6 B compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plots.
3/5- Career Day on Friday. Integrate career information into lessons this week.
You can use the Expository TEKS for these activities.
2.14 A-D
- identify the main idea
- locate facts that are stated
- describe order of events
- text features
Looking Ahead:
2/26 and 3/5 Theme and Genre
Last Grading Period:
Fiction (3/19, 3/26)
Literary Nonfiction (4/2, 4/9)
Poetry (4/16, 4/23)
Expository Research (4/30, 5/7, 5/14, 5/21)
** DCA #2 May 2
Writing (Fiction 1/22, 1/29) (Persuasive Letters and texts 2/5, 2/12, 2/19, 2/26)
- Process-2.17 A, B plan and develop draft (Spanish same)
- WRITING/PERSUASIVE LETTERS 2.20 Writing/Persuasive Texts. (2 wks texts, 2 wks letters)
- Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.
- 2.19 (B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing)
- 2.19 (C) write brief comments on literary or informational texts
- ORAL AND WRITTEN CONVENTIONS/CONVENTIONS 2.21 Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
- 2.1 A Distinguish features of a sentence
- commas
- quotations marks
- 2.21 (B) use complete sentences with correct subject verb agreement
- ORAL AND WRITTEN CONVENTIONS/HANDWRITING, CAPITALIZATION AND PUNCTUATION 2.22
Trait: Sentence Fluency
Mentor Texts for Sentence Fluency
The Napping House
The Important Book
Henry's Freedom Box
Dog Team
Home
Wonderful Alexander and the Catwings
Wombat Diving
Flower Garden
Casey at the Bat
Harlem
I Swim an Ocean in my Sleep
Market Day
The Sign of the Seahorse
The Big Box
Wild Child
Water Dance
Slugs
A River Dream
The Table Where Rich People Sit
The Pooh Story Bookl
Old Black Fly
Polka Bats
Night Noises
Nappy Hair
My ManBlue
My Little Sister Ate One Hare
DBQ Ideas-American culture/folktales
Social Studies
Concepts/Main Idea* (*correlates to the Essential Questions)
- By joining together to meet their needs, people create a culture.
- Many different cultures combine to make the culture of the United States.
- Our national holidays and celebrations reflect our national culture.
- Stories, songs, and art help us to preserve and pass on culture.
- Cultural elements such as food, clothing, and language are found throughout the world.
- Celebrations are a part of our cultural heritage.
Unit 4 Lessons 2-3
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
1(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving.
(4) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
The student is expected to: 4(A) identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock and Theodore Roosevelt, who have influenced the community, state, and nation.
(6) Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. The student is expected to:
6(C) examine information from various sources about places and regions.
(13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals.
The student is expected to: 13(B) identify historical figures such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPS) and Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship.
(14) Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:
14(D) identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.
(15) Culture. The student understands the significance of works of art in the local community.
The student is expected to: 15(A) identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage.
15(B) explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage.
(16) Culture. The student understands ethnic and/or cultural celebrations. The student is expected to:
Essential Questions
- What are the components of culture?
- 2. How is culture shared?
- 3. How does diversity contribute to the richness of American culture?
- 4. Why are national holidays important?
- 5. How do folk tales demonstrate America’s culture?
- 6. How can we compare the similarities and differences of cultures around the world?
Coming Soon:
3/19 Unit 4 Lesson 4
3/26 Unit 4 Lesson 5
4/2 Unit 5 Lesson 1
4/9 Unit 5 Lesson 2
4/16 Unit 5 Lesson 3
4/23 Unit 5 Lesson 4
4/30 Unit 5 Lesson 5
5/7 Unit 5 Lesson 6
5/14 Unit 6 Lesson 7