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Integrated Language Arts Curriculum Guide |
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Objectives |
Core Curr. |
Instructional |
Assessment |
Resources |
GEPA |
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READING - THEME 1 The student will be able to: Read selections about characters to gain a better understanding of themselves. |
3.4 |
Special Education: - Priority seating, tape book, peer tutor, co-op learning groups, Highlight facts, copy story map enlarge materials. Read various selections about characters with emphasis on character traits, goals, feelings, and evidence from the story to support opinions. Guide students with suggested readings to appreciate cultural diversity, i.e., Sarah Plain and Tall, Coming Home. Bulletin board collage with student contributions of items that characterize them, i.e., photos, artwork, momentoes. |
Teacher Observations Student Conferences Oral/written responses to comprehension questions Portfolio Samples Teacher-made Tests Practice Book Reviews Individual and Group Projects |
Literature Works Student Practice Book Trade Books Theme Magazine Transparencies Spelling Source Story Tapes Home Connections Source Bank Home Connections Eng. Language Support Theme Newspaper |
R. I S-9 R. II S-9 |
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Learn strategies to set a reading purpose. |
Use the strategies of preview and prediction to set a purpose for
reading. Construct a story map on theme and for individual stories. Predictions may evolve from discussion. Practice looking for clues to make predictions using passages on transparencies for whole group discussion and individual or paired practice from oral readings or worksheet. |
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READING - THEME 1 The student will be able to: Evaluate the meaning they construct. |
3.3 |
Special Education: - Tape and label stories, verbal vs. written responses, word processing. Record class and individual predictions on charts or in reading journals and revise as needed. Reread passages to clear up questions. Use context clues to define meaning of unfamiliar words. Ask "Does the meaning make sense with the sentence meaning?" |
Teacher Observations Student Conferences Oral/written responses to Comprehension questions Portfolio Samples Teacher-made Tests Practice Book Reviews Individual and Group Projects |
Literature Works Student Practice Book Trade Books Theme Magazine Transparencies Spelling Source Story Tapes Home Connections Source Bank Home Connections Eng. Language Support Theme Newspaper |
S-9 |
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Use knowledge of print and book parts. |
3.5 |
Have students find book parts in a book. Display a model of an index.
Have students find information from transparencies, i.e., #4 Collections. |
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| Read various examples of reading and writing modes. | 3.4 | Ask students to review the dialogue of a particular narrative. Students
can be paired to make up and perform additional scenes, keeping the
dialogue true to the character. Research material for expository writing should be available as students express interest in biographical or factual information. |
W. II | ||
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WRITING - THEME 1 The student will be able to: Learn and practice using the writing process components. |
3.3 |
Special Education :- Peer tutor, word processor for written work and creating charts, highlight and define each task. Practice Book p. 41 can be used to generate story ideas. Peer conferences to review writing checklist for self assessment of writing process (T. 213). |
Teacher Observations Student Conferences Oral/written responses to comprehension questions Portfolio Samples Teacher-made Tests Practice Book Reviews Individual and Group Projects |
Literature Works Student Practice Book Trade Books Theme Magazine Transparencies Spelling Source Story Tapes Home Connections Source Bank Home Connections Eng. Language Support Theme Newspaper |
W. I S-9 |
| Become familiar with the narrative mode of writing. | 3.3 | Gather examples of narratives from books, magazines, newspapers, etc. Have students look for similarities and form a chart for the characteristics of a narrative (T.E. 208). | |||
| Practice making vivid descriptions. | 3.3 |
Discuss the use of adjectives and adverbs and how these speech parts
contribute to the picture readers create. Give examples: cold—a winter
wind, lake water. Develop a class chart for details that describe an interest. Students can write a paragraph, i.e., describe your best friend. |
W. I S-9 |
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| Learn to write standardized English | 3.3 | Practice distinguishing simple and compound subjects/predicates using Practice Book exercises on page 29. Write sentences using subjects and predicates. Use of comma may be practiced. Practice Book p. 38. |
W. I W. II S-9 |
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WRITING - THEME 1 Spell words correctly using short and long vowel clues. |
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- Break down material into manageable chunks, computer programs to reinforce skills, peer work, spelling ® computer program with authorization feature. Students construct charts with vowels. Put words under proper headings. Spelling Source, Theme I for practice. |
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W. I |
| LISTENING/SPEAKING/VIEWING THEME 1 Respond to their reading through various modes. |
3.1 3.2 3.3 |
Special Education: - Tape journal entries, enlarge worksheets, analyze assignments. Students form flexible reading response groups to share comments recorded in personal journals. Role play a particular scene from a selection. Practice Book p. 22. Create a time capsule containing descriptive items from students (T.E. 214). Use suggestions from Theme Magazine. Insights, p. 16. Game to explore ourselves. Video: Sarah, Plain and Tall |
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CROSS CURRICULAR CONNECTIONS The student will be able to: Expand on reading comprehension through inter-disciplinary activities. |
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Special Education :- Peer tutoring, co-op learning group, clearly define each task into manageable segments, use computer graphics, word processor. ART: Students can create their own self portrait using several mediums. SCIENCE: Make a food pyramid. Write a menu for lunch. Record what you eat for a week. MATH: Cook a recipe and double it, adapting the measurements. |
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Trade Books Theme Magazine Transparencies Spelling Source Story Tapes Home Connections Source Bank Home Connections Eng. Language Support Theme Newspaper |
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3.5 |
SOCIAL STUDIES :Research a country or group with reference materials. Develop a tour guide service for that area. |
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READING - THEME 2 Use learned strategies to construct and enhance meaning. - Visualization review. - Predictions reinforcement. - Cause and effect intro. - Main idea and details |
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Special Education :- Use computer graphics, tape responses, peer tutor, copy transparencies, outline notes and highlight facts. Pretend you are looking through a camera. Model or draw what you visualize the rain forest to look like (T. 239). Predict and recheck throughout. Use a graphic organizer to demonstrate cause and effect (T. 244). Transparency # 23. Transparency # 32. Practice Book p. 66. Use newspaper articles for main idea and topic sentence. |
Informal Assessment: |
Literature Works I |
R. II
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| Use graphic aids. |
3.5 |
Using a graphic transparency (# 24), guide students how to read and interpret the map. Have students list all the places where rain forests are. | S-9 | ||
| Build vocabulary skills through syllabication, Greek and Latin roots and specialized vocabulary. |
3.4 |
Using transparency # 25, discuss the three rules for syllabication. In pairs or small groups, have students look through a content book for three syllable words. Divide and check using the dictionary. Practice Book p. 60. | S-9 | ||
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READING - THEME 2 Build vocabulary skills through syllabication, Greek and Latin roots and specialized vocabulary. (Continued.) |
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Special Education :- Peer tutor, outline lesson, task analyze, copy transparency, limit tasks to manageable amounts. Circle root words on chalkboard and define, i.e., transport, from Latin word "to carry." Transparency # 33. Use of context clues to define specialized meanings. Use of glossary and/or dictionary. Practice Book p. 78. |
Special Education :- Word processor for note taking. Informal Assessment: Student Conferences Student Self-assessment - Portfolio evaluation - Assess project contributions Anecdotal Records Formal Assessment: Practice Book Exercises (p. 82) Teacher Made Tests Portfolio Assessment (T. 433) Research Report |
Literature Works I |
S-9 |
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Be familiar with story elements. |
3.4 |
Plot may be introduced as a whole class lesson using Transparency # 29.
Use a previously read story and point out plot - characters setting. Make
story maps. |
R. I S-9 |
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WRITING - THEME 2 - Main idea sentence. - Details supporting the main idea. |
3.3 |
Introduce topic sentences by showing and discussing Transparency # 35. Use of newspaper articles - highlight topic sentence of several stories. Practice Book p. 70. |
W. I W. II S-9 |
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| Learn and practice persuasive writing. | 3.3 | Transparency # 39. Practice Book p. 79. Write a commercial persuading the class to use a product or support an idea. |
W. I S-9 |
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WRITING - THEME 2 Give personal responses in written form. Learn and use the proper forms for singular and plural nouns, subject and object pronouns and common and proper nouns and verbs. Learn variant vowel sounds ("r controlled", "ou", "ow", "oi", "oo", "yoo", etc.) |
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Special Education :- Peer tutor, outline lesson, task analyze, limit tasks to manageable amounts, word box, flash cards, computer program with authorization, write out loud. Students will respond in a personal journal to ideas suggested or questions posed: i.e., what can people do to protect animals? Practice Book pp. 53, 62-63, 71-72, 80-81. Spelling Source pp. 21-26. Have students categorize spelling lists by different headings, i.e., person, place, thing; vowel sound heard; sizes, etc. |
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Literature Works I |
W. I |
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LISTENING/SPEAKING/VIEWING Explore the dynamics of oral communication.
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3.1 |
Special Education :- Tape story, peer tutor, tape opinions, co-op learning group. Use story "The Great Kapok Tree." Identify purpose of the animals’ speeches. Examine each and model one of the speeches. Look for opinions, facts to support the speakers purpose. |
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LISTENING/SPEAKING/VIEWING THEME 2 The student will be able to: Explore the dynamics of oral communication. (Continued.) |
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Special Education :- Peer tutor, co-op learning group, computer research using encyclopedia and atlas, computer graphics. Have students share opinions in peer groups to practice stating ideas and opinions, supported by facts, i.e., Do you feel your school is helping the environment? Prepare a petition about something the class feels that needs improvement. Role play reasons (T. 310). |
Informal Assessment: |
Literature Works I |
S-9 |
| Use visual aids to clarify confusing parts. | 3.5 | Ask students to choose a book or magazine and show how they use visual aids. | |||
| Evaluate the mode of group discussion as a problem solving technique. | 3.5 | Model a group discussion with class. Establish procedures. Pose a problem. Challenge groups to have problem solving discussions. | |||
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CROSS CURRICULAR CONNECTIONS THEME 2 Enhance use of reference materials and visual aids. |
3.5 | SOCIAL STUDIES: After using various reference materials, have students create a map of the United States and a color-coded key to mark the locations of endangered species (T. 400). Students can research people or a culture and report back in panel discussion. (T. 270.) |
S-9 | ||
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CROSS CURRICULAR CONNECTIONS The student will be able to: Explore the world around him/her for a better understanding of the Earth. Apply prior knowledge to create a better understanding of the Earth. Practice connecting the visual with written expression. |
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Special Education :- Peer tutor, co-op learning group, computer research using encyclopedia and atlas, computer graphics, tape passage for repeating. SCIENCE: Students create trading cards of rain forest animals with illustrations and descriptions. They can trade or collect the cards for quick reference. (T. 271.) MATH: Make a "Population Graph" by constructing a line graph. (T. 400.) Plot a garden using the formula for area. ARTS: Students can close their eyes and visualize vivid mental pictures. After a passage is read, have students illustrate. (T. 270.) Illustrate animal trading cards. |
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READING - THEME 3 Use his/her knowledge of text structure to construct meaning. - Identify theme. - Compare and contrast. - Recognize and discuss story structure. |
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Special Education :- Tape all stories, guided practice, word processor or note taker. Read aloud A Fairy Tale Life (a story about Hans Christian Anderson) by Joann Burch, and The Story Teller, by Joan Weisman. Students can gain insight into storytelling through Characterization - Transparency # 44. Practice Book p. 90. Write a character sketch about a made-up character, listing qualities they would like a character to have. Use story "If You Say So Claude" and compare/contrast characters. Construct a Venn Diagram - compare classmates. Practice Book p. 118. |
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| Make inferences within and beyond text to construct meaning by making
predictions and drawing conclusions. |
3.4 |
Read Mufaro’s Beautiful Daughters to review making and
revising predictions and conclusions. |
S-9 |
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| Use his/her knowledge of story elements to give a concise, meaningful summary. | 3.4 | Retell a story from character’s point of view. Students may retell a story after reading. Storytelling techniques in the Theme Magazine, Tale Zone. Literature Links p. 241, "Sleeping Ugly." | S-9 | ||
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READING - THEME 3 Learn word meanings to construct understanding. |
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Special Education :- Copy transparency, tape story, highlight important words, limit focus. Prefixes - Use Somewhere Else Transparency # 45. Practice Book pp. 93, 111. Use Think Aloud Technique (T. 472). Multiple Meaning Transparency # 50. Practice Book p. 101. Figurative Language - Personification, Practice Book p. 108. Onomatopoeic Words - Practice Book p. 110. Read "Why Mosquitoes Buzz in People’s Ears," p. 266. |
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| Use genre and literary structures for understanding. |
3.4 |
Create a file on a topic of interest, gathering pictures, articles, maps, etc. Students can update a folk or fairy tale giving a different ending. | S-9 | ||
| Learn and appreciate the literary qualities of narrative, expository and poetic texts. | 3.4 | Read aloud, use story tapes or have pairs of students read cooperatively Mufaro’s Beautiful Daughters, Paul Bunyon, The Storyteller. | |||
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WRITING - THEME 3 Respond in narrative text using appropriate syntax and semantic meanings while using dialogue. |
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Special Education :- Copy transparency, tape key words, tape stories, peer tutor, limit focus on syllables. Transparency # 46 - Write dialogue for summarized statements. Practice Book pp. 94-96. Humorous Characterization - Transparency # 51. Practice Book p. 102. Brainstorm humorous details about characters in familiar fairy tales, i.e., Three Little Pigs...own a hot-dog stand. Story elements - Transparency # 54, Using Beginning, Middle, End. Introduce the setting with p. 283 "The Tiger, the Persimmon and the Rabbit’s Tail." Follow with Transparency # 57. Practice Book p. 119 - Webbing. Quotation marks and punctuation for exact words. Practice Book pp. 95-96. Collect and display a variety of short narrative fiction. Discuss characteristics of fictional stories. List and display. Practice Book pp. 123-126. |
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WRITING - THEME 3 Use strategies to spell multi-syllabic words. |
3.3 |
Special Education :- Enlarge sheets, use compare/contrast diagrams, peer tutor. Use of Syllables - Prefixes - "un", "re", "dis" (T. 479). Inflectional endings - "ed", "ing" -Spelling Source pp. 35-36 "oo", "o" words, "aw", "al" -Spelling Source pp. 33-34. |
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W. I |
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LISTENING/SPEAKING/VIEWING THEME 3 Practice storytelling in an effective manner, modeling learned techniques. |
3.1 | Special Education: - Task analyze, tape record stories, guided practice. Listen to recordings of stories from several cultures point out guidelines for effect storytelling. Chart for group. Have students practice storytelling by relating stories from their culture or family tradition following guidelines. Give guidelines for Choral Reading and have students practice parts in "Pourquoi Tales." (T. 616.) |
R. V | ||
| Realize and monitor listening as a challenging activity, requiring real effort. | 3.2 | Supply students with basic listening tips (T. 562). In pairs, take turns reading aloud while other listens and then summarize. Monitor listening with words concentrate, picture, predict, ask and summarize (T. 562). | |||
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CROSS CURRICULAR CONNECTIONS The student will be able to: Incorporate cross curricular activities as a reinforcement and extension of the Language Arts program. |
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Special Education :- Co-op learning, peer tutors, computer graphics, word processor. SOCIAL STUDIES: Read various map legends of U.S. Choose an era, draw a map and legend and report on culture. Have students research report on a tale and its origin. SCIENCE: Students can research facts about unusual animals and write brief summaries. MATH: Problem solve with students using characters or events from stories (T. 619). Formulate a population table on a particular area, i.e., school, community, NJ. ART: Students can create "petroglyphs" (rock carvings) from clay (T. 480). Character masks can be created and stories recreated (T. 527). Theme Project: A Storytelling Festival. Incorporating all subject areas across the curriculum (T.E. 646). |
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READING - THEME 4 Use strategies to improve understanding as they read. - Drawing conclusions. - Making and revising predictions. - Choosing appropriate reference sources. |
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Special Education :- Co-op learning, peer tutors, limit activity, enlarge articles, word processor. Use a Think Aloud Strategy to model drawing conclusions. Practice Book p. 131. Use of the telephone directory: organization of white and yellow sections. Provide directories and have groups look up people and places. (T. 705.) Reading the newspaper. Have students explore parts and use 5 W’s and 1 H. (T. 779.) |
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| Use knowledge of text structure to construct meaning. - Character development. - Setting. |
3.4 |
Practice Book p. 140. |
R. V |
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READING - THEME 4 Be able to assess alternative interpretations by considering - author’s point of view. - fact and opinion. |
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Special Education :- Tape stories, copy transparency, peer tutors. Find examples in literature that show a story is written from the first person point of view, i.e., "The Chicken Coop Monster," p. 300 in text. Transparency # 62. Practice book p. 130. Read a passage from a selection and use the Think Aloud to model identifying fact and opinion (T.E. 826). Transparency # 74. Practice Book p. 159. Students may choose a topic and write a paragraph of fact and opinion. Have them include a list of sources used to obtain facts. |
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| Use the knowledge of word meanings to construct meaning through homophones, structural analysis and homographs. | 3.4 |
Homophones - Read aloud homophones from selection passages, "The
Boy Who Drew Cats" by A. Levine (T.E. 746). Practice Book p. 142.
Auditory Activity - Have students guess homophones after listening to
clues, i.e., "A horse with laryngitis = hoarse horse." (T. 746.) |
R. V S-9 |
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READING - THEME 4 Use the knowledge of word meanings to construct meaning through homophones, structural analysis and homographs. (Continued.) |
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| WRITING - THEME 4 Use comparisons to turn the ordinary into the unusual. - Similes. - Metaphors. |
3.3 |
Use Transparency # 67. Students will find comparisons, name the two
things compared and decide if the comparison is a simile or metaphor. Students may write similes and metaphors. Practice Book p. 144. |
W. I | ||
| Learn and use time order words. | 3.3 |
Read aloud sentences from Garrett Morgan and point out time order words
(once, while). Transparency # 72 - Time/Space Order. Practice Book p. 154. |
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WRITING - THEME 4 Write summaries in paragraph form, including a main idea and important details. - Develop a topic sentence. |
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| Use verbs to describe the action in their writing. - Main verbs/helping verbs. - Linking verbs. |
3.3 |
Transparency # 63. Practice Book pp. 134-136, 145-146. |
W. I S-9 |
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| Use the correct subject-verb agreement and use the correct form of the
irregular verb |
3.3 |
Give students nouns and/or verbs and have them write sentences that
show agreement. Share sentences. (T.E. 785.) Practice Book pp. 155-156, 164-165. |
W. I S-9 |
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| Spell and use the proper homophone in a sentence. | 3.3 |
Model "foul-fowl" from the story "The Chicken Coop
Monster." Have students write sentences for the homophone list provided. (T.E. 711.) Spelling Source p. 43-44. |
W. I S-9 |
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WRITING - THEME 4 Understand and spell words with suffixes, i.e., "ful", "less", "ment", "ly." Learn the sounds of "j" and long vowels and apply knowledge to spelling. LISTENING/SPEAKING/VIEWING THEME 4 Identify mood. Listen carefully to directions. Practice the presentation of oral informative talks keeping the audience in mind. |
3.3 |
Point out root words and suffix in word list (T.E. 753). Explain
meaning when suffix is added. |
Informal Assessment: |
Theme Wrap-up, T.E. |
S-9 |
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LISTENING/SPEAKING/VIEWING The student will be able to: Respond to an oral presentation with relevant questions or additional information.
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| CROSS CURRICULAR CONNECTIONS THEME 4 Research natural scientific phenomena. |
3.4 3.5 |
Using various references, have groups research issues such as thunder,
lightning and related areas. (T.E. 712.) Research animal behavior and how it relates to environment. (T.E. 754.) Small groups can put together illustrated fact booklets about inventors and inventions. (T.E. 788.) |
R. II | ||
| Construct and read maps. |
Students may research a country using encyclopedia and an almanac and
illustrate an original map with symbols and key. Construct a chart illustrating rainfall in Japan and rice paddies. (T.E. 754.) Map animal migrations and patterns using world map and string for directionality. (T.E. 838.) |
R. II | |||
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CROSS CURRICULAR CONNECTIONS The student will be able to: Calculate averages, distance and time measurements. |
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| Design original artwork. |
3.5 |
Have students redraw a common invention and explain how it works and
special features. In pairs, students can make a monster and display in a monster museum, p. 713. |
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| Appreciate musical forms. |
3.2 |
Listen to whale songs (Paul Winter and Bernie Krause). (T.E. 839.) |
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| Work cooperatively towards a common goal. | 3.5 | Discuss and plan a Theme Project (Holding an Invention Fair, T.E. p. 866). Students create inventions and display their finished products at a designated fairground. | |||
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READING - THEME 5 Use the literature connection to strengthen reading strategies. - Plot. - Evaluating. - Characterization. |
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| Use knowledge of word meanings to construct understanding by
awareness of - Synonyms/antonyms. - Connotation/denotation. - Analogies. |
3.4 |
Show students how to determine whether words are synonyms or antonyms. (T.E. 912.) Transparency # 82. Practice Book p. 175. Students can skim "The Gold Coin" for words they would like to find a synonym or antonym. (Thesaurus and dictionary.) |
S-9 | ||
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READING - THEME 5 Use knowledge of word meanings to construct understanding by awareness of - Synonyms/antonyms. - Connotation/denotation. - Analogies. (Continued.) |
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WRITING - THEME 5 - Sensory words. - Compare/contrast. - Vivid details to describe characters. - Use synonyms to enhance writing. |
3.3 |
Transparency # 83. Identify sensory words. Play a guessing game using
sensory words. (T.E. 917.) Practice Book p. 178. |
W. I |
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WRITING - THEME 5 Develop a piece of descriptive writing using - Sensory words. - Compare/contrast. - Vivid details to describe characters. - Use synonyms to enhance writing. (Continued.) |
3.3 |
Demonstrate the use of thesaurus. Transparency # 93. Assign group lists
of words and students should find two synonyms for each word using
brainstorming, thesaurus, dictionary. Practice Book p. 205. |
Student Conferences |
Literature Works, Silver Burdett Ginn |
W. I
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| Learn and use appropriate parts of speech to clarify writing, i.e., pronouns, adjectives, adverbs, adverbs in comparison. | 3.3 |
Have students write sentences using two adjectives for each noun listed
on board. Practice Book pp. 189-190. |
W. I S-9 |
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WRITING - THEME 5 Use the knowledge of words as an aid in spelling accuracy. - Silent consonants. - VCCV-VCV patterns. - "S", "kw", "k" sounds. - Final "e." |
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| LISTENING/SPEAKING/VIEWING THEME 5 Learn and practice solving problems. - Conflict resolution strategies. |
3.1 3.2 3.3 |
Give various examples of the "schwa" syllable and vowel sound (T.E. 1057). Spelling Source pp. 61-62. Use example of "Buffalo Woman" to point out conflict and resolution. (T.E. 920.) Students may give own examples from new stories - individual and/or group. Students may give newscaster reports about a conflict and the resolution. |
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LISTENING/SPEAKING/VIEWING The student will be able to: Learn to actively take part in group discussions. |
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| Learn strategies for giving an oral report (informative speaking). . |
3.1 |
Suggest some tips for students to keep in mind when giving an oral
report (T.E. 1056). Have students prepare a report on a favorite subject
and speak to the group. |
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| Learn to speak in a manner to entertain listeners. |
3.1 |
Have guidelines on the board (T.E. 964). Model the beginning of a brief
speech about a pet. Pretend you are a guest on a TV talk show. Think of an exciting moment to share. |
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| CROSS CURRICULAR CONNECTIONS THEME 5 Appreciate cultural diversity/multi-lingualism |
3.3 3.5 |
SCIENCE: Make a rock display (T.E. 1058.) SOCIAL STUDIES: Learn about sculptures and research five types of sculptures. ART: Carve clay figures as a model of sculptures from long ago. |
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CROSS CURRICULAR CONNECTIONS The student will be able to: Recognize human-animal interdependence. |
Compare sizes of elephants (T.E. 1059). |
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READING - THEME 6 Use strategies to improve comprehension. - Skim and scan a text to locate information. - Summarize readings. - Use SQ3R strategy. - Outline information. - Make use of visual literacy. |
3.2 |
Give students a page number and find a fact, i.e., page 504: find the
normal boiling point of water. Practice Book p. 230. |
Informal Assessment: |
Literature Works |
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READING - THEME 6 Use strategies to improve comprehension. - Skim and scan a text to locate information. - Summarize readings. - Use SQ3R strategy. - Outline information. - Make use of visual literacy. (Continued.) |
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| Use word knowledge to construct meaning. - Structural analysis for determining word meaning and pronunciation. - Use knowledge of suffixes. - Use the dictionary and glossary to clarify word meaning. |
3.4 |
Use Think Aloud to model the skill of using word parts to determine
word meaning and pronunciation. Give examples (T.E. 1261). Practice Book
p. 247. Write words on board such as nourishment and identify base word and suffix. Practice Book p. 228. Encourage students to look through their books for examples and make a list. Explain the use of guide words in the dictionary and glossary. Discuss the meanings, pronunciations and spellings. Have students look up underlined words in sentences for practice. (T.E. 1132.) Practice Book p. 218. |
S-9 | ||
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WRITING - THEME 6 Plan and research a report. |
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| Discuss fact from opinion and apply to persuasive writing. |
3.3
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Discuss qualities of factual statements and opinion. (T.E. 1176.) Transparency # 102. Practice Book p. 231. Encourage students to write a persuasive paragraph on a topic of their choice using revising tips. |
W. I S-9 |
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| Learn the advantages of note taking and practice guidelines for note
taking. |
3.3 |
Read passages from "Thinking Like a Beaver" and review notes
on Transparency # 106. Discuss and set guidelines for note taking. Model a section for note taking identifying main idea and details. In pairs have students take notes of an assigned passage. Practice Book p. 241. |
S-9 |
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| Learn to write with a purpose and audience in mind. | 3.3 | Construct a chart with guidelines for audience and purpose T.E. 1265. Transparency # 109. Practice Book p. 249. | W. I | ||
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WRITING - THEME 6 Learn the standard use of articles, prepositions and the mechanics of capitals and commas and colons in letter writing. |
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| Learn patterns in words to facilitate correct spelling. | 3.3 |
Point out usual vowel or consonant patterns with "Dark Depth"
words. (T.E. 1139.) Home Connections Letter. |
W. I S-9 |
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WRITING - THEME 6 Learn patterns in words to facilitate correct spelling.
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| LISTENING/SPEAKING/VIEWING THEME 6 Learn to recognize similarities and differences. |
3.4
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Read passages from "Dark Depths" and find comparisons. Share
in groups or class. Construct guidelines (T.E. 1138). Compare two sea creatures in "Dark Depths" and present to the class. Review the use of the Venn Diagram. . |
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| Learn following emergency procedures. |
3.5 |
Discuss guidelines for emergency procedures. Use fire drill procedures as an example. Practice rules set for a simulated emergency exit | S-9 | ||
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LISTENING/SPEAKING/VIEWING The student will be able to: Learn to use visual aids to make speaking and listening more effective. Learn the method of effective interviewing. |
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| CROSS CURRICULAR CONNECTIONS THEME 6 Research and report using visual aids. |
3.1 3.3 |
Challenge students to use reference materials to explore the affects of
geographical location on lifestyles. (T.E. 1140, 1182.) Students may do a biographical stretch of conservationists, such as John Audubon, Rachel Carson, etc. (T.E. 1228.) Illustrations and/or a mural may accompany student reports. |
W. I R. II |
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CROSS CURRICULAR The student will be able to: Research and report using visual aids. (Continued.) |
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NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.
what's going on at Polk Elementary School.
OUR SCHOOLS:
Abraham Clark High School |
Harrison Elementary |
Wilday Middle School |
L.V.M. Middle School |
Washington Elementary