2nd Reading/Writing Planning
Feb. 20, 2020 - Plan for 2/24-28 and March 2-6, 2020
Reading Planning - Module 7 lesson 15/assessment and Module 8 lesson 1
Module 7 assessment Feb. 26
Module 8 launch Feb. 28
Week 3 Lessons 15 and Module 8 Lesson 1
- Theme: Time to Grow
- Essential Question: What do plants need to live and grow?
- Vocabulary
- Essential Skills-
- Module launch
- Text features
Foundational Skills:
- Phonics: Vowel Patterns: long oo/; Multisyllabic Words: long oo and short oo
- High-Frequency Words: about, floor, food, group, knew, music, room, school, soon, through
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Week 1 Lessons 2-6:
- Theme: Time to Grow
- Essential Question: What do plants need to live and grow?
- Vocabulary
- Essential Skills-
- Text features
- Evaluate
- Text organization
- Choose and use sources
- Foundational Skills:
- Phonics: Vowel Patterns: long oo/; Multisyllabic Words: long oo and short oo
- High-Frequency Words: about, floor, food, group, knew, music, room, school, soon, through
Writing Planning - Module 7 and 8
Week 3: Feb. 24-28
- Writing Workshop-Text-From Seed to Plant
- Genre:Informational/procedural text
- Focus Statement: Some activities, like caring for a seed happen in the same order every time.
- Grammar: Adjectives
- Writing TEKS:
- Priming the Students
- Priming the Text
- The Read
- Vocabulary
- Prewriting I: Procedural Text
- Writing Workshop-Text-From Seed to Plant
- Genre:Informational/procedural text
- Focus Statement: Some activities, like caring for a seed happen in the same order every time.
- Grammar: Adjectives
- Writing TEKS:
- Prewriting II: Choosing a Topic
- Drafting I: Steps in a Process
- Drafting II: Completing the Draft
- Revising I: Integrating Time-Order Words
- Revising II: Conferencing
Week 1: March 2-6
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 3: 7 weeks
Concepts/Main Idea*
- The world is made up of different physical features, such as landforms and bodies of water, which can be described by their relative location.
- Maps and globes can be used to locate places and features.
- People use Earth’s resources, change their environment, and choose where they live to get what they need and want.
- Communication and transportation connect people around the world.
Essential Questions
1. What is the world like?
2. What is the difference between relative and absolute location?
3. What are the uses of a map?
4. What information can you gather from a globe?
5. How do different kinds of weather affect people animals, and plants?
6. What are ways that people change their environment?
7. How do natural resources affect where people live and activities they can do?
8. Why is it important to conserve natural resources?
9. What are ways that people, things, and ideas are moved?
TEKS for Unit 3:
(5) Geography. The student uses simple geographic tools such as maps and globes. The student is expected to:
5(A) interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys.
5(B) create maps to show places and routes within the home, school, and community.
(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(A) identify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and gloves.
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.
6(C) examine information from various sources about places and regions.
(7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns.
The student is expected to:
7(A) describe how weather patterns and seasonal patterns affect activities and settlement patterns.
7(B) describe how natural resources and natural hazards affect activities and settlement patterns.
7(C) explain how people depend on the physical environment and natural resources to meet basic needs.
7(D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns.
(8) Geography. The student understands how humans use and modify the physical environment. The student is expected to:
8(A) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development and agricultural use, and drilling for oil.
8(B) identify positive and negative consequences of human modification of the physical environment such as the use of irrigation to improve crop yields.
8(C) identify ways people can conserve and replenish natural resources.