3rd Reading and Writing Planning
Oct. 23-27 and Oct. 30-Nov. 3, 2017
Reading -Oct.23 and Oct. 30
Theme and Genre: Oct. 16 and Oct. 23
3.5A paraphrase the themes and supporting details of fables, legends, myths, and stories
3.5B compare and contrast the settings in myths and traditional folktales.
Quality Questions:
- What is the fable mostly about?
- The theme of this story is _____.
- What is the overall theme of this legend?
- Which of the following is the best theme of this myth?
- What was different about where the story took place in the 2 folktales?
- How were the settings of these 2 myths alike?
- 3.5 (A) ¿De qué se trata principalmente esta fábula? El tema de esta historia es ________. ¿Cuál es el tema general en esta leyenda?
- ¿Cuál de los siguientes es el mejor tema de este mito?
- 3.5 (B) ¿Qué fue diferente sobre donde tomaron lugar estos dos cuentos populares?
- ¿En qué se parecen los escenarios de estos dos mitos?
- 3.10 (A) ¿Cómo te sentiste cuando leíste _______?
- ¿Cuál oración en esta historia te hizo tener una imagen mental de flores?
- ¿Cuáles palabras en esta historia te Hicieron sentir que casi podías (oler, oír, ver) ____?
Drama: Oct. 30
3.7 Students understand and make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
3.7 A explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written or performed.
Quality Questions:
- What could you tell from what ___ said to ___? (conflict)
- Why did ___ express ___?
- Was ____'s dialogue consistent with the overall plot? Why? or Why not?
- ¿Qué puedes concluir d elo que ___ le dijo a ___? (conflicto)
- ¿ Por qué expresó ___ (personaje) ___ (declaración)?
- ¿Fue consistente el dialog de ___ con el argumetno general?
- ¿Por qué sí o por qué no?
- 3.10 (A) ¿Cómo te sentiste cuando leíste ___?
- ¿Cuál oración en esta historia te hizo tener una imagen mental de flores?
- ¿Cuáles palabras en esta historia te hicieron sentir que casi podías (oler, oír, ver) ___?
Coming Soon:
11/6 and 11/13 -Expository
11/27 and 12/4 - Literary Nonfiction
12/11 -Fiction
Writing
Write From the Beginning-Expository
Genre- Expository
TEKS-Writing/Informational Texts Expository —
3.20 . Students write expository texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to: (B) create a brief composition that (i) establish a central idea in a topic sentence (ii) include supporting sentences with simple facts, details, and explanations (iii) contain a concluding statement
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 (Spanish)
Chicken Little (Spanish)
Pedro, el valiente
Que Cre'es?
Asi vamos a la escuela
Pollita Pequenita
Social Studies
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Chapter 3 Lesson 1 - 10/23 and 10/30
1(A) Describe how individuals, events, and ideas have changed communities, past and present.
1(B) Identify individuals, including Pierre-Charles L’Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities
2(A) Identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
2(B) Identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation. 2(C) Compare ways in which various other communities meet their needs.
3(A) Use vocabulary related to chronology, including past, present, and future times
4(B) Identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains.
15(A) Identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage from various communities.
15(B) Explain the significance of various individual writers and artists such as Carmen Lamas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and their examples of cultural heritage to various communities.
Coming Soon: Chapter 3
Lesson 1-10/23 and 10/30
Lesson 2-11/6
Lesson 3 - 11/13
Lesson 4 - 11/27
Lesson 5 - 12/4
Lesson 6 - 12/11