Dr



John Drugan K-8 1st-9 Weeks at a Glance

Grade: 6th- 8th ELAR (Instructional Days: 44 (2-½ days)

2017- 2018

Essential Question: How does setting and location affect the characteristics of cultures that are built in environments that influence the way people make choices?

Week of: |Language Arts

Vocabulary

%=STAAR |Language Arts Reading

(Genre & Comprehension Skill)

%=STAAR |ELAR

Fig. 19 etc. |Social Studies

Theme/Topic/ERA/

Connection

|Resources | |Week 1

Aug. 1-5 |Vocabulary:

6.2E Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.

|1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.

6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A

Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 6.13A Explain messages conveyed in various forms of media 6.13B Recognize how various techniques influence viewers' emotions 6.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading p 6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, and compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. personal interests, interviews), and developing a thesis or controlling idea 6.14C Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D Edit drafts for grammar, mechanics, and spelling 6.14E

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience’s 6.15B Write poems using: 6.15B.ipoetic techniques (e.g., alliteration, onomatopoeia 6.15B.iifigurative language (e.g., similes, metaphors) 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 6.19A

Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: 6.19A.i verbs (irregular verbs 6.19A.iiipredicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most 6.19A.prepositions and prepositional phrases to convey location, time, direction, or to provide details 6.19A.vii

Subordinating conjunctions (e.g., while, because, although, if 6.19C Use complete simple and compound sentences with correct subject-verb agreement. 6.20B.icommas in compound sentences .28A Participate in student-led discussions by eliciting and considering suggestions from other group members and by |6.Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6.Fig19BAsk literal, interpretive, evaluative, and universal questions of text

6.Fig19CMonitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions 6.Fig19D

Make inferences about text and use textual evidence to support understanding 6.Fig19E

Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 6.Fig19F

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence.

Targeted TEKS: 6.11a Students analyze , make inferences & draw conclusions about persuasive text and provide evidence from text to support their analysis 57%

6.3 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical and contemporary contexts and provide evidence from the text to support their understanding 66%

6.13 Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts 50%

6.11a Compare/contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence 55%

6.11b identify simply faulty reasoning used in persuasive texts 50% |6.3A Pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?6.3B Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases6.3DCreate thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries 6.4ALocate various contemporary societies on maps and globes using latitude and longitude to determine absolute location.6.4B identify and explain the geographic factors responsible for patterns of p6.4EDraw sketch maps that illustrate various places and regions.opulation in places and regions 6.15ADefine culture and the common traits that unify a culture region 6.15Bidentify and describe common traits that define cultures..16A identify institutions basic to all societies, including government, economic, educational, and religious institutions. 6.19AExplain the relationship among religious ideas, philosophical ideas, and cultures. 6.19B Explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.6.22A Use social studies terminology correctly6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research.6.22EUse standard grammar, spelling, sentence structure, and punctuation.

|Thinking maps

Graphic organizers

Scholastic News

Textbook

ISN

| | Week 2

Aug. 8-12 |Vocabulary:

6.2E Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.

6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words |Author’s Wall Post-Figurative Language Poetry

3 week checkpoint

1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.

6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A

Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 6.13A Explain messages conveyed in various forms of media 6.13B Recognize how various techniques influence viewers' emotions 6.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading p 6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, and compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. personal interests, interviews), and developing a thesis or controlling idea 6.14C Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D Edit drafts for grammar, mechanics, and spelling 6.14E

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience’s 6.15B Write poems using: 6.15B.ipoetic techniques (e.g., alliteration, onomatopoeia 6.15B.iifigurative language (e.g., similes, metaphors) 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 6.19A

Use and understand the function of the following parts of speech in the context of reading writing, and speaking: 6.19A.i verbs (irregular verbs 6.19A.iiipredicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most 6.19A.prepositions and prepositional phrases to convey location, time, direction, or to provide details 6.19A.vii

Subordinating conjunctions (e.g., while, because, although, if 6.19C Use complete simple and compound sentences with correct subject-verb agreement. 6.20B.icommas in compound sentences .28A Participate in student-led discussions by eliciting and considering suggestions from other group members and by |Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6.Fig19BAsk literal, interpretive, evaluative, and universal questions of text

6.Fig19CMonitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions 6.Fig19D

Make inferences about text and use textual evidence to support understanding 6.Fig19E

Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 6.Fig19F

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence.

Targeted TEKS: 6.11a Students analyze , make inferences & draw conclusions about persuasive text and provide evidence from text to support their analysis 57%

6.3 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical and contemporary contexts and provide evidence from the text to support their understanding 66%

6.13 Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts 50%

6.11a Compare/contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence 55%

6.11b identify simply faulty reasoning used in persuasive texts 50% |6.3A Pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?6.3B Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases6.3DCreate thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries 6.4ALocate various contemporary societies on maps and globes using latitude and longitude to determine absolute location.6.4B identify and explain the geographic factors responsible for patterns of p6.4EDraw sketch maps that illustrate various places and regions.opulation in places and regions 6.15ADefine culture and the common traits that unify a culture region 6.15Bidentify and describe common traits that define cultures..16A identify institutions basic to all societies, including government, economic, educational, and religious institutions. 6.19AExplain the relationship among religious ideas, philosophical ideas, and cultures. 6.19B Explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.6.22A Use social studies terminology correctly6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research.6.22EUse standard grammar, spelling, sentence structure, and punctuation.

| | |Week 3

Aug. 15-19 |Vocabulary:

6.2E Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.

6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words |1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.

6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A

Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 6.13A Explain messages conveyed in various forms of media 6.13B Recognize how various techniques influence viewers' emotions 6.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading p 6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, and compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. personal interests, interviews), and developing a thesis or controlling idea 6.14C Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D Edit drafts for grammar, mechanics, and spelling 6.14E

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience’s 6.15B Write poems using: 6.15B.ipoetic techniques (e.g., alliteration, onomatopoeia 6.15B.iifigurative language (e.g., similes, metaphors) 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 6.19A

Use and understand the function of the following parts of speech in the context of reading writing, and speaking: 6.19A.i verbs (irregular verbs 6.19A.iiipredicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most 6.19A.prepositions and prepositional phrases to convey location, time, direction, or to provide details 6.19A.vii

Subordinating conjunctions (e.g., while, because, although, if 6.19C Use complete simple and compound sentences with correct subject-verb agreement. 6.20B.icommas in compound sentences .28A Participate in student-led discussions by eliciting and considering suggestions from other group members and by | Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6.Fig19BAsk literal, interpretive, evaluative, and universal questions of text

6.Fig19CMonitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions 6.Fig19D

Make inferences about text and use textual evidence to support understanding 6.Fig19E

Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 6.Fig19F

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence

Targeted TEKS: 6.11a Students analyze , make inferences & draw conclusions about persuasive text and provide evidence from text to support their analysis 57%

6.3 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical and contemporary contexts and provide evidence from the text to support their understanding 66%

6.13 Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts 50%

6.11a Compare/contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence 55%

6.11b identify simply faulty reasoning used in persuasive texts 50% |

6.3A Pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?6.3B Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases6.3DCreate thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries 6.4ALocate various contemporary societies on maps and globes using latitude and longitude to determine absolute location.6.4B identify and explain the geographic factors responsible for patterns of p6.4EDraw sketch maps that illustrate various places and regions.opulation in places and regions 6.15ADefine culture and the common traits that unify a culture region 6.15Bidentify and describe common traits that define cultures..16A identify institutions basic to all societies, including government, economic, educational, and religious institutions. 6.19AExplain the relationship among religious ideas, philosophical ideas, and cultures. 6.19B Explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.6.22A Use social studies terminology correctly6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research.6.22EUse standard grammar, spelling, sentence structure, and punctuation.

| | |Week 4

Aug. 22-26

|Vocabulary:

6.2E Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.

6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words |1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.

6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A

Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 6.13A Explain messages conveyed in various forms of media 6.13B Recognize how various techniques influence viewers' emotions 6.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading p 6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, and compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. personal interests, interviews), and developing a thesis or controlling idea 6.14C Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D Edit drafts for grammar, mechanics, and spelling 6.14E

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience’s 6.15B Write poems using: 6.15B.ipoetic techniques (e.g., alliteration, onomatopoeia 6.15B.iifigurative language (e.g., similes, metaphors) 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 6.19A

Use and understand the function of the following parts of speech in the context of reading writing, and speaking: 6.19A.i verbs (irregular verbs 6.19A.iiipredicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most 6.19A.prepositions and prepositional phrases to convey location, time, direction, or to provide details 6.19A.vii

Subordinating conjunctions (e.g., while, because, although, if 6.19C Use complete simple and compound sentences with correct subject-verb agreement. 6.20B.icommas in compound sentences .28A Participate in student-led discussions by eliciting and considering suggestions from other group members and by |Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6.Fig19BAsk literal, interpretive, evaluative, and universal questions of text

6.Fig19CMonitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions 6.Fig19D

Make inferences about text and use textual evidence to support understanding 6.Fig19E

Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 6.Fig19F

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence

Targeted TEKS: 6.11a Students analyze , make inferences & draw conclusions about persuasive text and provide evidence from text to support their analysis 57%

6.3 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical and contemporary contexts and provide evidence from the text to support their understanding 66%

6.13 Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts 50%

6.11a Compare/contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence 55%

6.11b identify simply faulty reasoning used in persuasive texts 50% |6.11A identify and describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited).6.11B

Compare the characteristics of limited and unlimited governments.6.11C

Identify reasons for limiting the power of government 6.21

Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:6.21D

Identify different points of view about an issue or current topic.6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research. |

| |Week 5

Aug. 29- Sept. 2

Early Release- Aug.31 |Vocabulary:

6.2E Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.

6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words |Author’s Wall Post-Student Memoir

6 Week Checkpoint

1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 6.2B

Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words 6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.

6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A

Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 6.13A Explain messages conveyed in various forms of media 6.13B Recognize how various techniques influence viewers' emotions 6.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading p 6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, and compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. personal interests, interviews), and developing a thesis or controlling idea 6.14C Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D Edit drafts for grammar, mechanics, and spelling 6.14E

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience’s 6.15B Write poems using: 6.15B.ipoetic techniques (e.g., alliteration, onomatopoeia 6.15B.iifigurative language (e.g., similes, metaphors) 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 6.19A

Use and understand the function of the following parts of speech in the context of reading writing, and speaking: 6.19A.i verbs (irregular verbs 6.19A.iiipredicate adjectives (She is intelligent.) and their comparative |Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6.Fig19BAsk literal, interpretive, evaluative, and universal questions of text

6.Fig19CMonitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions 6.Fig19D

Make inferences about text and use textual evidence to support understanding 6.Fig19E

Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 6.Fig19F

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence

Targeted TEKS: 6.11a Students analyze , make inferences & draw conclusions about persuasive text and provide evidence from text to support their analysis 57%

6.3 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical and contemporary contexts and provide evidence from the text to support their understanding 66%

6.13 Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts 50%

6.11a Compare/contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence 55%

6.11b identify simply faulty reasoning used in persuasive texts 50% |6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade.6.2A

Identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical Greeks on government and the American Revolution on the French Revolution6.3APose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, pl.3DCreate thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries aces, and environments?.6.4C

Explain ways in which human migration influences the character of places and regions.6.4D

Identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions.6.4E

Draw sketch maps that illustrate various places and regions6.4FIdentify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia. 6.9B

Compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system6.9C

Understand the importance of morality and ethics in maintaining a functional free enterprise system | | |Week 6

Sept. 6-9

Labor Day-No School, Sept.5 |Vocabulary:

6.2E Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.

6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words |1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 6.2B

Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words 6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.

6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A

Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 6.13A Explain messages conveyed in various forms of media 6.13B Recognize how various techniques influence viewers' emotions 6.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading p 6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, and compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. personal interests, interviews), and developing a thesis or controlling idea 6.14C Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D Edit drafts for grammar, mechanics, and spelling 6.14E

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience’s 6.15B Write poems using: 6.15B.ipoetic techniques (e.g., alliteration, onomatopoeia 6.15B.iifigurative language (e.g., similes, metaphors) 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 6.19A

Use and understand the function of the following parts of speech in the context of reading writing, and speaking: 6.19A.i verbs (irregular verbs 6.19A.iiipredicate adjectives (She is intelligent.) and their comparative |Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6.Fig19BAsk literal, interpretive, evaluative, and universal questions of text

6.Fig19CMonitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions 6.Fig19D

Make inferences about text and use textual evidence to support understanding 6.Fig19E

Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 6.Fig19F

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence

Targeted TEKS: 6.11a Students analyze , make inferences & draw conclusions about persuasive text and provide evidence from text to support their analysis 57%

6.3 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical and contemporary contexts and provide evidence from the text to support their understanding 66%

6.13 Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts 50%

6.11a Compare/contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence 55%

6.11b identify simply faulty reasoning used in persuasive texts 50% |..6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade.6.2A

Identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical Greeks on government and the American Revolution on the French Revolution6.3APose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, pl.3DCreate thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries aces, and environments?.6.4C

Explain ways in which human migration influences the character of places and regions.6.4D

Identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions.6.4E

Draw sketch maps that illustrate various places and regions6.4FIdentify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia. 6.9B

Compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system6.9C

Understand the importance of morality and ethics in maintaining a functional free enterprise system | | |Week 7

Sept. 12-16 |Vocabulary:

6.2E Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.

6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words

6.2D Explain the meaning of foreign words and phrases commonly used in written English |1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.

6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A

Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 6.13A Explain messages conveyed in various forms of media 6.13B Recognize how various techniques influence viewers' emotions 6.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading p 6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, and compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. personal interests, interviews), and developing a thesis or controlling idea 6.14C Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D Edit drafts for grammar, mechanics, and spelling 6.14E

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience’s 6.15B Write poems using: 6.15B.ipoetic techniques (e.g., alliteration, onomatopoeia 6.15B.iifigurative language (e.g., similes, metaphors) 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 6.19A

Use and understand the function of the following parts of speech in the context of reading writing, and speaking: 6.19A.i verbs (irregular verbs 6.19A.iiipredicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most 6.19A.prepositions and prepositional phrases to convey location, time, direction, or to provide details 6.19A.vii

Subordinating conjunctions (e.g., while, because, although, if 6.19C Use complete simple and compound sentences with correct subject-verb agreement. 6.20B.icommas in compound sentences .28A Participate in student-led discussions by eliciting and considering suggestions from other group members and by |Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6.Fig19BAsk literal, interpretive, evaluative, and universal questions of text

6.Fig19CMonitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions 6.Fig19D

Make inferences about text and use textual evidence to support understanding 6.Fig19E

Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 6.Fig19F

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence

Targeted TEKS: 6.11a Students analyze , make inferences & draw conclusions about persuasive text and provide evidence from text to support their analysis 57%

6.3 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical and contemporary contexts and provide evidence from the text to support their understanding 66%

6.13 Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts 50%

6.11a Compare/contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence 55%

6.11b identify simply faulty reasoning used in persuasive texts 50% |.6.10ADefine and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries.6.10C

Identify and describe the effects of government regulation and taxation on economic development and business planning.6.11A

Identify and describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited).6.11B

Compare the characteristics of limited and unlimited governments.6.11C

Identify reasons for limiting the power of government.6.12A

Identify and give examples of governments with rule by one, few, or many6.12C

Identify historical origins of democratic forms of government such as Ancient Greece6.13A

Describe roles and responsibilities of citizens in various contemporary societies, including the United States.6.14A

Identify and explain the duty of civic participation in societies with representative gov6.14B

Explain relationships among rights, responsibilities, and duties in societies with representative governments.6.15CDefine a multicultural society and consider both the positive and negative qualities of multiculturalism |

| |Week 8

Sept. 19-23

Celebrate Freedom Week

Constitution Day, Sept.17

|

Vocabulary:

6.2E Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.

6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words

6.2D Explain the meaning of foreign words and phrases commonly used in written English |

1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.

6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A

Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 6.13A Explain messages conveyed in various forms of media 6.13B Recognize how various techniques influence viewers' emotions 6.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading p 6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, and compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. personal interests, interviews), and developing a thesis or controlling idea 6.14C Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D Edit drafts for grammar, mechanics, and spelling 6.14E

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience’s 6.15B Write poems using: 6.15B.ipoetic techniques (e.g., alliteration, onomatopoeia 6.15B.iifigurative language (e.g., similes, metaphors) 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 6.19AUse and understand the function of the following parts of speech in the context of reading, writing, and speaking: 6.19A.i verbs (irregular verbs 6.19A.iiipredicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most 6.19A.prepositions and prepositional phrases to convey location, time, direction, or to provide details 6.19A.vii

Subordinating conjunctions (e.g., while, because, although, if 6.19C Use complete simple and compound sentences with correct subject-verb agreement. 6.20B.icommas in compound sentences .28A Participate in student-led discussions by eliciting and considering suggestions from other group members and by |Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6.Fig19BAsk literal, interpretive, evaluative, and universal questions of text

6.Fig19CMonitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions 6.Fig19D

Make inferences about text and use textual evidence to support understanding 6.Fig19E

Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 6.Fig19F

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence

Targeted TEKS: 6.11a Students analyze , make inferences & draw conclusions about persuasive text and provide evidence from text to support their analysis 57%

6.3 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical and contemporary contexts and provide evidence from the text to support their understanding 66%

6.13 Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts 50%

6.11a Compare/contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence 55%

6.11b identify simply faulty reasoning used in persuasive texts 50% |.6.10ADefine and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries.6.10C

Identify and describe the effects of government regulation and taxation on economic development and business planning.6.11A

Identify and describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited).6.11B

Compare the characteristics of limited and unlimited governments.6.11C

Identify reasons for limiting the power of government.6.12A

Identify and give examples of governments with rule by one, few, or many6.12C

Identify historical origins of democratic forms of government such as Ancient Greece6.13A

Describe roles and responsibilities of citizens in various contemporary societies, including the United States.6.14A

Identify and explain the duty of civic participation in societies with representative gov6.14B

Explain relationships among rights, responsibilities, and duties in societies with representative governments.6.15CDefine a multicultural society and consider both the positive and negative qualities of multiculturalism |

| |Week 9

Sept. 26- 28

Early Release- Sept.28 |Vocabulary:

6.2E Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.

6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words

6.2D Explain the meaning of foreign words and phrases commonly used in written English

Author’s Wall:

The Constitution and/or other student’s work |9 Week Checkpoint

1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.

6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A

Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 6.13A Explain messages conveyed in various forms of media 6.13B Recognize how various techniques influence viewers' emotions 6.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading p 6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, and compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. personal interests, interviews), and developing a thesis or controlling idea 6.14C Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D Edit drafts for grammar, mechanics, and spelling 6.14E

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience’s 6.15B Write poems using: 6.15B.ipoetic techniques (e.g., alliteration, onomatopoeia 6.15B.iifigurative language (e.g., similes, metaphors) 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 6.19AUse and understand the function of the following parts of speech in the context of reading, writing, and speaking: 6.19A.i verbs (irregular verbs 6.19A.iiipredicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most 6.19A.prepositions and prepositional phrases to convey location, time, direction, or to provide details 6.19A.vii

Subordinating conjunctions (e.g., while, because, although, if 6.19C Use complete simple and compound sentences with correct subject-verb agreement. 6.20B.icommas in compound sentences .28A Participate in student-led discussions by eliciting and considering suggestions from other group members and by |Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6.Fig19BAsk literal, interpretive, evaluative, and universal questions of text

6.Fig19CMonitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions 6.Fig19D

Make inferences about text and use textual evidence to support understanding 6.Fig19E

Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 6.Fig19F

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence

Targeted TEKS: 6.11a Students analyze , make inferences & draw conclusions about persuasive text and provide evidence from text to support their analysis 57%

6.3 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical and contemporary contexts and provide evidence from the text to support their understanding 66%

6.13 Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts

6.11a Compare/contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence 55%

6.11b identify simply faulty reasoning used in persuasive texts 50% |6.15D Analyze the experiences and evaluate the contributions of diverse groups to multicultural societies6.20A

Give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors that have transcended the boundaries of societies and have shaped the world6.20BExplain how resources, belief systems, economic factors, and political decisions have affected the use of techn6.20C

Make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and t6.21B

Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. .6.21COrganize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.6.22AUse social studies terminology correctly.6.22B

Incorporate main and supporting ideas in verbal and written communication based on research.6.22D

Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research | | | Take Home Project: ELAR figurative language Powerpoint and/or poster.

Technology Plan: Thinking like a geographer/research different types of maps, choose a specific map and the type of geospatial technologies that are available to locate information on it.

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