3rd Reading/Writing Planning
Jan. 27, 2020 Plan for Feb. 3-7 and Feb. 10-14
Module 7 Weeks 1-2
Feb. 3-7
Module 7 Week 1 Lessons 1-5
- Theme: Make A Difference
- Essential Question: How can one person make a meaningful difference in their local or global community?
- Vocabulary
- Essential Skills-
- Author’s Purpose
- Make and Confirm Predictions
- Text Structure
- Point of View
- Foundational Skills:
- Decoding: Compound Words and Abbreviations
- Spelling: Compound Words and Abbreviations
- Fluency: Phrasing
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Jan. 27-29
Module 7 Week Lessons 6-10
- Theme: Make A Difference
- Essential Question: How can one person make a meaningful difference in their local or global community?
- Vocabulary
- Essential Skills-
- Make Inferences
- Text Structure
- Point of View
- Text and Graphic Features
- Foundational Skills:
- Decoding: Irregular Plurals
- Spelling: Irregular Plurals
Writing Planning - Module 7 Week 1
- Writing Workshop-Text- What if Everybody Did That?
- Genre: Argument
- Focal statement: Making good choices helps everyone be their best.
- Writing Objectives:
- Introducing the Focal Text
- Vocabulary
- Prewriting I: Preparing to Write
- Prewriting II: Choosing Support
- Drafting I: Beginning the Draft
2/10-14 Module 7 Week 2-Lessons 6-10
- Writing Workshop-Text-What if Everybody Did That?
- Genre: Argument
- Focal statement:Making good choices helps everyone be their best.
- Writing Objectives:
- 1. Drafting II: Writing the body
- 2.Drafting III: Completing the Draft
- 3.Revising I: Integrating Persuasive Language
- 4.Revising II: Conferencing
- 5.Revising III: Strong Support
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
Many resources in Pearson online. Sign in with T then ID# for login and password.
Unit 4: Lessons 1-3 (3 weeks)
Concepts/Main Idea* (*correlates to the Essential Questions)
- The U.S. government was founded on democratic principles and beliefs.
- The form of the U.S. government is a constitutional republic.
- The three branches of government were established to limit each branch’s power and to protect the rights of citizens.
- · Local, state, and national government make and enforce laws and provide different kinds of services to meet the needs of citizens.
Essential Questions
1. Why do we have government?
2. What are the foundational beliefs of the U.S. government?
3. Why were the Declaration of Independence and the U.S. Constitution written?
4. Why does the U.S. have three branches of government?
5. Why does the United States have three levels of government?
TEKS for Unit 4: ( 3 weeks)
(1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
1(A) describe how individuals, events, and ideas have changed communities, past and present.
(2) History. The student understands common characteristics of communities, past and present. The student is expected to:
2(A) identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
(9) Government. The student understands the basic structure and functions of various levels of government. The student is expected to:
9 (A) describe the basic structure of government in the local community, state, and nation.
9(B) identify local, state, and national government officials and explain how they are chosen.
9(C) identify services commonly provided by local, state, and national governments.
(10) Government. The student understands important ideas in historical documents at various levels of government. The student is expected to:
10(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.
10(B) describe and explain the importance of the concept of “consent of the governed” as it relates to the functions of local, state, and national government
Unit 5 Lessons 1-3 (3 weeks)
Essential Questions
1. How can I participate?
2. What are the rights and responsibilities of citizens?
3. What actions were taken by historical figures to secure the rights and freedoms of our country’s citizens?
4. What are the contributions that individuals and organizations have made for causes in our country?
Concepts/Main Idea*
Good citizens participate in their communities and work for the common good.
· Many American heroes have taken risks and overcome obstacles to help others.
· Civic organizations and individuals in our country and around the world have made contributions to important causes that benefit the common good.
TEKS Unit 5
1(A) Describe how individuals, events, and ideas have changed communities, past and present.
9(B) Identify local, state, and national government officials and explain how they are chosen.
9(C) Identify services commonly provided by local, state, and national governments.
10(A) Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.
11(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 holding public officials to their word, and voting.
11(B) Identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby Bridges and military and first responders who exemplify good citizenship.
11 (C) Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting.
12(A) Give examples of community changes that result from individual or group decisions.
12(B) Identify examples of actions individuals and groups can take to improve the community.
12(C) Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.