2nd Reading and Writing Planning
Oct. 23-27 and Oct. 30-Nov. 3, 2017
Reading
2.8-Drama (10/23 week 2)-Students understand, make inferences, and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
2.8 A-identify the elements of dialogue and use them in informal plays
Quality Questions: What did ___ say?
Why did ___ say ___?
When ___said ___, was he/she talking to someone?
Can you read what ___ said to ___?
INFORMATIONAL TEXT: Expository 2.14 Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding.
2.14 (A) identify the main idea in a text and distinguish it from the topic.
2.14 (B) locate the facts that are clearly stated in a text.
2/14 (C) describe the order of events or ideas in a text
2.14 (D) use text features (e.g. table of contents, index, headings) to locate specific information in text
Quality Questions:
See below
Looking Ahead:
10/30 and 11/6 Expository
11/13 and 11/27 Procedural
12/4 DCA on Wedneday
Writing (continued for 10/23, 10/30, 11/6)
- Genre: Personal Narrative
(A) write brief stories that include a beginning, middle, and end
- Process-2.17 A, B plan and develop draft (Spanish same)
Trait: Word Choice
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
Pedro, el valiente
Que Cre'es?
Asi vamos a la escuela
Pollita Pequenit
Social Studies (10/23 and 10/30) This is just where you should be but continue on from where you are.
Concepts/Main Idea* (*correlates to the Essential Questions)
- People trade goods and services within their communities, with other states, and with other countries.
- Money can be saved to spend at a later time. Some people use banks to save or borrow money.
(7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to:
7(B) describe how natural resources and natural hazards affect activities and settlement patterns.
(9) Economics. The student understands the value of work. The student is expected to: ®9(A) explain how work provides income to purchase goods and services.
9(B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.
(10) Economics. The student understands the roles of producers and consumers in the production of goods and services. The student is expected to:
®10(A) distinguish between producing and consuming.
10(B) identify ways in which people are both producers and consumers.
10(C) examine the development of a product from a natural resource to a finished product.
(11) Government. The student understands the purpose of governments. The student is expected to:
®11(B) identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community.
11(C) describe how governments tax citizens to pay for services
Essential Questions
How do people make choices about spending?
How are people both producers and consumers?
How do service jobs help others?
Why do people save money?