4th Reading/Writing Planning
Sept. 3, 2019 - Plan for Sept. 9-13 and Sept. 16-20, 2019
Reading Growth Measure
Module Testing
Planning - Module 2 Weeks 1&2
Module 2 Week 1: (Lessons 1-5)
- Theme: Come to your Senses
- Essential Question: How do people and animals use their senses to navigate the world?
- Vocabulary
- Essential Skills-
TEKS: (Lessons 2) Summarize 4.6G, 4.7D ELPS 4D
TEKS: (Lesson 3) Text and graphic features 4.10C ELPS 4F
TEKS: (Lesson 4) Text structure 4.9D (iii), 4.10 B ELPS 1E, 2C, 4F
TEKS: (Lesson 5) Content Area Words 4.3A, 4.3B ELPS 1C, 1E, 4F
- Week At A Glance
- Literacy Centers-Reading, writing, teacher
- Writing Workshop-Text- Apex Predators
- Genre: Informational text writing
- Focal statement: Amazing creatures live in this world.
- Writing TEKS:
Organize using flow map for paragraphs
Draft -11B
Revise- grammar,11C, 11D
Module 2 Week 2: (Lessons 6-10)
- Theme: Come to your Senses
- Essential Question: How do people and animals use their senses to navigate the world?
- Vocabulary
- Essential Skills-
TEKS: (Lesson 7)Media Techniques 4.6F ELPS 2C, 2F
TEKS: (Lesson 9) Figurative Language 4.10 D ELPS 1E
TEKS: (Lesson 10) Text Structure 4.10 B ELPS 2C, 2E
- Week At A Glance
- Literacy Centers-Reading, writing, teacher
- Writing Workshop-Text- Apex Predators
- Genre: Informational text writing
- Focal statement: Amazing creatures live in this world.
- Writing TEKS:
Revise-adjectives as details 11D (iv)
Edit-peer proofread 11D
Publish 11E
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 1: Geography and Regions of Texas (5weeks) 8/19-9/20
Essential Questions
1. How does geography affect how Texans live?
2. What are some reasons that people have adapted to and modified their environment?
3. What are the positive and negative consequences of modifying the environment?
4. How does climate affect how Texans live?
5. What are the characteristics of each region of Texas?
TEKS for Unit 1:
(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: 6(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.
6(B) translate geographic data, population distribution, and natural resources into a variety of formats.
(7) Geography. The student understands the concept of regions. The student is expected to: 7(A) describe a variety of regions in Texas and the US such as political, population, and economic regions that result from patterns of human activity.
7(B) identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, coastal Plains), including their landforms, climate, and vegetation.
7(C) compare the geographic regions of Texas with regions of the United States and other parts of the world.
(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(B) describe and explain the location and distribution of various towns and cities in Texas, past and present.
8(C) explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present.
(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 reasons 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.
9(C) compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as economic development and the impact on habitats and wildlife as well as air and water quality.
(12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: 12(B) explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas.
12(C) analyze the effects of exploration, immigration, migration, and limited resources 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(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.
13(C) explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world.