2nd Reading/Writing Planning
Sept. 5, 2019 - Plan for Sept. 9-13 and Sept. 16-20, 2019
Reading Growth Measure (iRead)
Module Testing
Planning - Module 2 Weeks 1&2
Module 2 Week 1: (Lessons 1-5)
- Theme: Look Around and Explore
- Essential Question: How does exploring help us understand the world around us?
- Vocabulary
- Essential Skills-
TEKS: (Lessons 2) Central Idea: 2.9 D(i) ELPS 4D, 4F
TEKS: (Lesson 3) Make Inferences: 2.6 F, 2.7 C ELPS 4D, 4F
TEKS: (Lesson 4) Content area words: 2.3B ELPS 4D, 4F
TEKS: (Lesson 5) Select a topic: 2.13 B ELPS 4F
- Week At A Glance
- Literacy Centers-Reading, writing, teacher
- Writing Workshop-Text- Uncommon Traveler
- Genre: Informational text/Descriptive essay
- Focal statement: There are many ways to explore the world.
- Writing TEKS:
Prime the student
Prime the text
Vocabulary
Prewrite 1-Identify topic and add ideas to circle map
Module 2 Week 2: (Lessons 6-10)
- Theme: Look Around and Explore
- Essential Question: How does exploring help us understand the world around us?
- Vocabulary
- Essential Skills-
TEKS: (Lesson 7)Make Connections 2.6 E, 2.7 A ELPS 4D, 4F
TEKS: (Lesson 8) Connect Text/Visuals 2.9 F, 2.10 C ELPS 4D, 4F
TEKS: (Lesson 9) Create Mental Images 2.6 D, ELPS 4D, 4F
TEKS: (Lesson 10) Elements of Poetry 2.9 B, 2.10 D ELPS 4D, 4F
- Week At A Glance
- Literacy Centers-Reading, writing, teacher
- Writing Workshop-Text- Uncommon Traveler
- Genre: Informational text/Descriptive essay
- Focal statement: There are many ways to explore the world.
- Writing TEKS:
Organize-flow map-paragraphs
Draft 1-Elements of informational text
Draft 2-Completed draft
Revise 1- Sentence StructureRevise 2-Conference
Writing
Informational text: Descriptive
- Description gives details, descriptions, or examples about one topic at a time
- introduction introduces the topic or main idea
- body contains paragraphs that support the main idea
- conclusion retells a topic using information in the body
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
- Add introduction and conclusion to flow map.
- Take information from the tree or flow to create paragraphs for the writing piece.
Revise and Edit according to the textbook
Circle map-Brainstorm/Plan
Flow map-Sequence/organize/add details
Tree-organize/add details
Social Studies
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Unit 1: My Community, My Country (8 weeks)
1. We are Good Citizens
2. Our Rights as Citizens
3. We Follow Rules and Laws
4. Our Government
5. Our Leaders
6. Our Country’s Symbols
Essential Questions:
1. What do you want students to know and understand?
2. How will you know if they do?
3. What will you do if they do not?
4. What will you do if they do?
TEKS for Unit 1:
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: 1(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.
(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(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.
(11) Government. The student understands the purpose of governments. The student is expected to: 11(A) identify functions of governments such as establishing order, providing security, and managing conflict.
11(B) identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community.
11(C) describe how governments tax citizens to pay for services.
(12) Government. The student understands the role of public officials. The student is expected to: 12(A) name current public officials, including mayor, governor, and president. 12(B) compare the roles of public officials, including mayor, governor, and president.
12(C) identify ways that public officials are selected, including election and appointment to office.
12(D) identify how citizens participate in their own governance through staying informed of
what public officials are doing, providing input to them and volunteering to participate in government functions.
(13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: 13(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully hooding public officials to their word, and voting.
13(D) identify ways to actively practice good citizenship, including involvement in community service.
(14) Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to: 14(A) identify selected patriotic songs, including “The Star Spangled Banner” and “America the Beautiful.”
14(D) identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.