2nd Reading/Writing Planning
Nov. 14, 2019 - Plan for 11/18-22 & 12/2-12/6, 2019
Reading Planning - Module 4 testing and Module 5 Week 1
Module 4 assessment- November 20 (1 hours)
Test Review-Monday/Tuesday
- Chronology
- Multiple meaning words
- Suffix-ful
- sequence
- Italics and parentheses
- work meaning about a character
- figurative language
- OER-complete sentences-use rubric to score
***Test will be scored in DMAC per district requirement
***Use rubric for OER
November 18-22
Use the rest of Wednesday to catch up on writing if needed.
Thursday and Friday should be structured but fun. I have a writing activity if needed.
Module 5 Week 1: (Lessons 1-2) Dec. 5-6
Monday-review for DCA
Tuesday -Math DCA (1.5 hours) 9:45-11:15
Wednesday-Reading DCA (1.5 hours) 9:45-11:15 (students who get ET can continue until lunch time and then they should have another 30 minutes when you return from recess.)
Thursday Lesson 1
Friday Lesson 2
- Theme: Lead the Way
- Essential Question: What are the qualities of a good leader?
- Vocabulary
- Essential Skills-
- Ideas and Support
- Figurative Language
- Foundational Skills:
- Phonics: Long o Patterns; Multisyllabic
- Words: Long o
Writing Planning - Module 4 and Module 5 Week 1
Finish up module 4 composition
Fun writing activities
Week 1: 12/2-12/6
- Writing Workshop-Text- Stand Tall, Molly Lou Melon
- Genre: Personal essay
- Focus Statement: Every person has unique characteristics
- Grammar:
- Writing TEKS:
2. The Read
3. Vocabulary
4. Prewriting-character traits
5. Prewriting-identify the central idea
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 2: (7 weeks) ( 11/4, 11/11, 11/18, 12/2)
Concepts/Main Idea*
(*correlates to the Essential Questions)
Maps and globes are used to locate places, physical features such as landforms and bodies of water, and features made by humans.
· The environment (including weather, climate, and natural resources) varies from one place to another and influences how and where people, plants, and animals live.
· Humans’ use of natural resources affects people, plants, animals, and the environment.
Essential Questions
1. How do we interact with our planet?
2. What are the similarities and differences of regional characteristics?
3. How do weather and climate affect how and where people, plants and animals live?
4. How does the use of natural resources affect the environment?
5. How and why do people protect the environment?
TEKS for Unit 2:
2(C) Compare ways in which various other communities meet their needs.
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.
4(C) Describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape.
4(D) Describe the effects of human processes, such as building new homes, conservation, and pollution in shaping the landscape.
4(E) Identify and compare the human characteristics of various regions.
5(C) Identify and use the compass rose, grid system, and symbols to locate places on maps and globes.
5(D) Create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.
12(B) Identify examples of actions individuals and groups can take to improve the community.