2nd Reading and Writing Planning
Sept. 17-21 and Sept. 24-28, 2018
SLO Goals
SLO GOALS
What is your goal? Students will show growth by being able to identify the main idea and supporting details in a text.
What are your descriptors?
Well Above Typical-Students will be able to identify the main idea in a text with many supporting details.
Above Typical-Students will be able to identify the main idea in a text with some supporting details.
Typical- Students will be able to identify the main idea in a text.
Below Typical- When given the supporting details, students will be able to identify the main idea.
Well Below Typical- When given the supporting details, students will not be able to identify the main idea.
Reading
Sept. 17 and Sept. 24 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.
- What did ___ learn in this story?
- What did you learn from reading this legend?
Quality Questions: What did ___ say?
Why did ___ say ___?
When ___said ___, was he/she talking to someone?
Can you read what ___ said to ___?
Looking Ahead:
10/1 and 10/8 Nonfiction
10/15 and 10/22 Drama
10/29 and 11/5 Procedural
Writing
Continue with personal narrative-(1st 4 weeks of new grading period)
Process-2.17 A, B plan and develop draft (Spanish same)
Genre-2.18 A Write brief stories that include a beginning, middle, end (Spanish and English same) Using mentor texts for ideas.
- Conventions 2.21 A (i) verbs (ii) nouns, singular and plural
- (iii) adjectives - descriptive: old, wonderful
- (iv)adverbs - time: before, next - manner: carefully, beautifully
- Process-2.17 A, B plan and develop draft (Spanish same)
Social Studies
Pearson link (T ID#) user name and password
Unit 1 (40 Days)
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation.
The student is expected to: 1(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.
(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(B) locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.
(11) Government. The student understands the purpose of governments. The student is expected to:
11(A) identify functions of governments such as establishing order, providing security, and managing conflict.
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.
(12) Government. The student understands the role of public officials.
The student is expected to: 12(A) name current public officials, including mayor, governor, and president.
12(B) compare the roles of public officials, including mayor, governor, and president.
12(C) identify ways that public officials are selected, including election and appointment to office.
12(D) identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them and volunteering to participate in government functions.
(13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals.
The student is expected to: 13(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully hooding public officials to their word, and voting.
13(D) identify ways to actively practice good citizenship, including involvement in community service.
(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(A) identify selected patriotic songs, including “The Star Spangled Banner” and “America the Beautiful.”
14(D) identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom
Essential Questions
1. How do people best cooperate?
2. What are the traits of a good citizen?
3. What are the rights of American citizens?
4. How does the government meet the needs of communities?
5. Why are symbols, mottos, landmarks and monuments important?
6. What are the roles of government leaders in our community, state, and nation?