3rd Reading and Writing Planning
Nov. 27- Dec. 1 and Dec. 4-8, 2017
DCA Training-Nov. 29@ 3:40
Achieve Suggestions
- The Man Who Loved Words
- Remembering Mr. Spock
- Where A President Grew Up
- Lisa Leslie: Standing Tall, Aiming High
- Ricardo Montalban Dies
Reading -Nov. 27 and Dec. 4 (DCA Dec. 6)
Literary Nonfiction: Nov. 27 and Dec. 4
LITERARY TEXT: Literary Nonfiction:
3.9 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from the text to support their understanding.
3.9 (A) explain the difference in point of view between a biography and autobiography. 3.10 (A) identify language that creates a graphic visual experience and appeals to the senses. □ sensory language- picture things or events as they read □ similes- compares two things using the words like or as □ metaphor- compares two things without the use of the words like or as
**Look at MyOn - there are 32 biographies and 5 autobiographies.
Quality Questions:
- 3.9 What can you tell about ___?
- What line in the biography told you that ___ (character) was famous? (inference)
- How did the author tell the story of ____'s (character) life? (structural pattern, chronological order)
- 3.9 A How is the point of view different in ___ from ___?
- Which of the two reading selections is written from a first person point of view?
Test Review
Review main idea and summary:
What is the best summary of the selection?
The selection, ___ is mostly about ---
An important idea presented in this selection is that -----
Inference:
The reader can tell that...
What can the reader conclude about...
Based on the description of ___ what can the reader conclude about ___?
Testing Vocabulary:
Summary
Mostly about
Sequential
Suggests
Selection
Conclude
Prefix
Emphasize
Narrator
Conflict resolved
Coming Soon:
12/6 DCA #1
11/27 and 12/4 - Literary Nonfiction
12/11 -Fiction
Writing
Write From the Beginning-Expository
Genre- Expository
TEKS-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
Mentor Texts for Word Choice:
A Bad Case Of Stripes (Spanish)
Amber on the Mountain
Brave Irene (Spanish)
Canoe Days
Dancing in the Wings
The Lotus Seed
Maniac Magee
Many Luscious Lollipops
Yeh Shen (Spanish)
Wilma Unlimited (Spanish)
The Wolf Who Cried Boy
Dancing in the Wings
Food Fight
The Cowboy and the Black-Eyed Pea
Baloney
Piggy Pie (Spanish)
Chicken Little (Spanish)
Pedro, el valiente
Que Cre'es?
Asi vamos a la escuela
Pollita Pequenita
Social Studies
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Chapter 3 Lesson 4 (11/27) Lesson 5 (12/4) Lesson 6 (12/11)
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.
1(C) describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the create of new 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.
3(A) Use vocabulary related to chronology, including past, present, and future times
3(C) apply the terms year, decade, and century to describe historical times
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.
10(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights
17(B) sequence and categorize information.
Coming Soon: Chapter 3
Lesson 4 - 11/27
Lesson 5 - 12/4
Lesson 6 - 12/11