4th Reading and Writing Planning

Feb. 8-12 and Feb. 15-19

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Twitter Time

Please come with something to share that you have seen on Twitter recently. We will take about 5-10 minutes to discuss a Tweet of interest to you.

Reading TEKS 4.3 A, Fig. 19 F

4. 3 (A) S Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical and contemporary contexts and provide evidence from text to support their understanding. Students are expected to:

(A). summarize and explain the lesson or message of a work of fiction as its theme (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.


Fig. 19 F connect thematic ideas between and across texts (R)

Paired Passage-Usually a poem and fiction or nonfiction and fiction passage that are compared. Read and answer questions for each genre and be able to compare the theme or commonalities between the two. (Read Works lesson)

Achieve 3000 has paired passages in the Bonus Lessons.



Upcoming:

2/22-Paired passage and review

2/29- (Reading DCA 3/2) Review Monday and Tuesday

Thursday and Friday- Begin Nonfiction-Inferences and conclusions in informational texts.

3/7- Continue inference and conclusion in nonfiction


3/29 Writing STAAR

Writing

Continue with Expository writing and grammar based on DCA results. During PLC Friday we will come up with a plan for each class using the results from the DCA.


TELPAS Writing calendar


Rees TELPAS Calendar 2016

Social Studies TEKS 4.17 D, 4.15 A, B

(17) Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to:

(D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Lorenzo de Zavala, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals;


(15) Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to:

(A) identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty;

(B) identify and explain the basic functions of the three branches of government according to the Texas Constitution;


Texas History Trading Cards

Primary Source Adventures: Texas Revolution

Documents of Early Texas

Thinking Map Connections