4th Reading and Writing
Nov. 6-10 and Nov. 13-17, 2017
Achieve Article Suggestions
- European Expansion: Did Weather Change History?
- Westward Expansion
- Honeybee Hotel (Cause/effect)
- Ringling Closes Down (cause/effect)
Reading
- Procedural (11/6 and 11/13)
INFORMATIONAL TEXT: Procedural Text
4.13 Students understand how to glean and use information in procedural texts and documents. Students are expected to:
4.13 (A) S determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); and
4.13 (B) S explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).
Coming Soon:
11/27 DCA Review
12/4 Review and DCA (Math Tuesday and Reading Wednesday)
12/11
Quality Questions:
4.13 A – Sequence of activities---Secuencia de actividades Al hacer este experimento de ciencias, ¿qué haces después de _____?
Al hacer este experimento de ciencias, ¿qué haces antes de _____?
¿Qué equipo necesitamos para este experimento de ciencias?
Al hacer ________, ¿cuál es el último paso que debes seguir?
Completa esta tarea siguiendo estos pasos.
4.13 B – Information presented graphically—
Hechos que se presenta gráficamente ¿ Cuál es una conlusión que se puede haer con la informacción en esta gráfica?
¿Qué puedes concluir sobre _______ de este cuadro?
Writing
- Process- 4.15 A, B Planning and drafting (Spanish and English same)
- Genre- EXPOSITORY TEXT- Students write expository and procedural or work related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
- 4.18 (A) create brief compositions that: (i) establish a central idea in a topic sentence
- (ii) include supporting sentences with simple facts, details, and explanations; and (iii)contain a concluding statement
**Please make sure Mentor text titles and trait lessons are included in your lesson plans.
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 Pequenita
Social Studies
Unit 2, Chapter 4 should be starting on Oct. 16 and continue through the week of 11/6.
Chapter 4 Lesson 4 (11/6) Chapter 5 Lesson 1 (11/13)
2(E) Identify the accomplishments and explain the economic motivations and impact of significant empresarios.
8(A) Identify and explain clusters and patterns of settlement in Texas at different periods of time.
8(B) describe the location 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.
12(B) explain how geographic factors 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.
20(A) identify famous inventors and scientists and their contributions
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 22(D) create written and visual material.
Chapter 5 Lesson 1-
(3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States.
The student is expected to: ®3(A)analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto.
3(B) summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress and Sidney Sherman; Tejanos Joan Antonio Padilla, Carlos Expalier, Juan N. Segúin, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dikinson and Enrique Esparza.
3(C) identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston Mirabeau Lamar, and Anson Jones.
3(D) describe the successes, problems and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers
Coming Soon:
Chapter 5-11/13, 11/27, 12/4, 12/11