3rd Reading and Writing Planning
Dec. 3-7, Dec. 10-14 and Dec. 17-21, 2018
Social Studies Coordinator Visit Dec. 3 @ 1:30-3:00
Reading DCA - Dec. 5
Achieve Suggestions
- Every Flag Has A Story
- Age of Revolution-Cinco de Mayo
- Happy Birthday, Dr. King
Reading
Dec. 6-7, Dec. 10-14 and Dec. 17-20
Research holidays, presentation of product created and composition written
Many lessons in Nearpod. Some are saved in Nearpod school library.
Reading TEKS :Fig. 19 B ask literal interpretive and evaluative questions of text
Fig. 19 D Make inferences about text and use textual evidence to support understanding
Fig. 19 E summarize information in text, maintaining meaning and logical order
Social Studies TEKS:
(13) Culture. The student understands ethnic and/or cultural celebrations of the local community and other communities.
The student is expected to: 13(A) explain the significance of various ethnic and/or cultural celebrations in the local community and other communities.
13 (B) compare ethnic and/or cultural celebrations in the local community with other communities.
Link to Researching American Holidays
Link to Holidays Around the World
https://images.epals.com/holidays/Holidays%20Around%20the%20World%20Unit%20Plan.pdf
Link to Holidays and Special Days
https://www.educationworld.com/holidays/
DCA Review:
Fig. 19 D questions stems:
- Read paragraph 8 from the story. So I mumbled something like, “Oh, it was nothing.” Which was a mistake. Why does ____ think he’s made a mistake?
- What does _____mean when he says he is “saved by the bell”?
- What is the best summary of the story?
- The purpose of the questions in paragraph 2 is to —
- The subheadings in the selection support the main idea that —
- Which statement describes one of Mrs. Baird’s business challenges?
- What is the theme of the selection?
- The author wrote this selection most likely to —
- What is the best summary of the section titled _______?
Most tested TEKS:
3.4 B
3.13 A
3.13 B
3.2 B
3.9
Fig. 19 D
Coming Soon:
12/3 DCA Review and DCA Dec. 5
12/10 and 12/17 Holiday Research
Writing
12/3, 12/10, 12/17 continue expository (Research)
Process-3.17 A, B Planning and drafting (Spanish and English same)
RESEARCH 3.25 3.25 (A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topics.
3.25 (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question
3.26 (A ) follow the research plan to collect information from multiple sources of information, oral and written.
3.26 (C) take simple notes and sort evidence into categories or an organizer
- Edit using CUPS (Capitalize, Usage, Punctuation, Spelling)
- Revise using ARMS (Add, Remove, Move, Substitute)
- **There are great grammar lessons in Nearpod and Flocabulary
Social Studies Unit 3 (Oct. 15-Dec. 21)
There are several videos in Schoology for this unit. They are pretty good. Take a look.
Many resources in Pearson online. Sign in with T then ID# for login and password.
Unit 3- Communities Build A Nation (9 weeks)
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.
1(C) describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the create of new communities.
(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.
2(B) identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
2(C) compare ways in which various other communities meet their needs.
(3) History. The student understands the concepts of time and chronology. The student is expected to:
3(A) use vocabulary related to chronology, including past, present, and future times.
3(B) create and interpret timelines.
3(C) apply the terms year, decade, and century to describe historical times.
(4) Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to:
4(A) describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards.
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.
(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
(14) Culture. The student understands the role of heroes in shaping the culture of