Sample Kindergarten Tri-Area Curriculum Map (Houghton …



2nd Grade French DLI Curriculum Map April 2017

| |****First 10 Days Lesson Plans**** |

| |French Literacy |Math | Interconnections |

| |Taoki |French enVision Math 2.0 |Science / Social Studies |

| |(Please refer to the Progression) | | |

|Aug |Semaine 1 | | |

| |Révisions |There are 15 Topics in |UNIT 1: |

| |Thèmes: L’école, Rentrée scolaire, se |enVision Math 2.0 |Navigate My Community |

| |présenter, le vocabulaire de maths, les | | |

| |couleurs | |Essential Question 1: |

| | | |How are people in my community similar and different? |

| | |VOLUME 1 | |

| | |Topic 1 Fluently Add and Subtract Within 20 |School Roles |

| | |Topic 2 Work with Equal Groups |My Story |

| | |Topic 3 Add Within 100 Using Strategies |Cultures in Our Community |

| | |Topic 4 Fluently Add Within 100 |Community Culture Trunk |

| | |Topic 5 Subtract Within 100 Using Strategies |Navigating Maps and Globes |

| | |Topic 6 Fluently Subtract Within 100 | |

| | |Topic 7 More Solving Problems Involving Addition and | |

| | |Subtraction | |

| | |Topic 8 Work with Time and Money | |

| | | | |

| | | | |

| | | | |

| | |VOLUME 2 | |

| | |Topic 9 Numbers to 1,000 | |

| | |Topic 10 Add Within 1,000 Using Models and Strategies| |

| | |Topic 11 Subtract Within 1,000 Using Models and | |

| | |Strategies | |

| | |Topic 12 Measuring Length | |

| | |Topic 13 More Addition, Subtraction, and Length | |

| | |Topic 14 Graphs and Data | |

| | |Topic 15 Shapes and Their Attributes | |

| | | | |

| | | | |

| | |PLEASE FOLLOW THE enVision MATH MAP PROVIDED BY YOUR | |

| | |SCHOOL DISTRICT. | |

| | | | |

| | |+ | |

| | |Every Day Counts Calendar Math | |

| | |+ | |

| | |Math Vocabulary Cards | |

| | | | |

| | |….. ….. ….. …… ….. …… ….. | |

| | |….. ….. ….. ….. | |

|Sept |Semaine 2 | | |

| |Révisions | | |

| |Thèmes: Alphabet, les nombres jusqu’à 120, | | |

| |la date et les saisons, la routine : Poème, | | |

| |la famille | | |

| | | | |

| |Semaine 3 | | |

| |Révisions | | |

| |Thèmes: Les vacances et les loisirs | | |

| | | | |

| |Semaine 4 | | |

| |Sons [bl, cl, fl, gl, pl + voyelle simple] | | |

| |Thèmes: Les vêtements (et la météo) | | |

| | | | |

| |Semaine 5 | | |

| |Son [un] | | |

| |Thème: Le corps et visage | | |

|Oct |Semaine 6 | |Essential Question 2: |

| |Son [on] | |How does geography help us understand our community? |

| |Thème: Les animaux d’Afrique | | |

| | | |Navigating Maps and Globes |

| |Semaine 7 | | |

| |Sons [am, em, im, om] | |Essential Question 3: |

| |Thème: L’automne | |How does location affect living things? |

| | | | |

| |Semaine 8 | |Living Things – part 1 |

| |Sons [br, cr, dr, fr, gr, pr, tr + | |Living Things – part 2 |

| |diagraphe] | |Animal Adaptations: Migration – part 1 |

| |Thème: Halloween (monstres) | | |

| | | | |

| |Semaine 9 | | |

| |Sons [bl, cl, fl, gl, pl + diagraphe] | | |

| |Thème: Halloween (sorcières) | | |

|Nov |Semaine 10 | |Animal Adaptations: Hibernation – part 2 |

| |Son [oi] | |Animal Adaptations: Hide – part 3 |

| |Thème: Les animaux de la ferme | |Plant Adaptations |

| | | |Changes in the Physical Environment |

| |Semaine 11 | | |

| |Révisions | | |

| |Thème: Les animaux de la forêt | | |

| | | | |

| |Semaine 12 | | |

| |Sons [ai, ei, et] | | |

| |Thème : Action de Grâce (Thanksgiving) | | |

| | | | |

| |Semaine 13 | | |

| |Son [au] | | |

| |Thème: Les émotions | | |

| | | | |

|Dec |Semaine 14 | | |

| |Sons [er, ez] | | |

| |Thème: St Nicolas | | |

| | | | |

| |Semaine 15 | | |

| |Révisions | | |

| |Thème: Noël | | |

|Jan |Semaine 16 | |UNIT 2: Navigate Nature |

| |Sons [q, k, ch] | | |

| |Thème : Galette des Rois | |Essential Question 1: |

| | | |What can we learn about non-living things? |

| |Semaine 17 | |Falling Objects – part 1 |

| |Sons [eu, oeu] | |Falling Objects – part 2 |

| |Thème: L’hiver, Pôle nord/pôle sud | |Physical Changes |

| | | | |

| |Semaine 18 | |Essential Question 2: |

| |Sons [gu, ge] | |How does the natural world change? |

| |Thème: L’hiver suite | |Rockin’ Rocks part 1 |

| | | |Weathering [Rockin’ Rocks part 2] |

|Feb |Semaine 19 | |Navigating the Moon |

| |Sons [ain, ein, aim] | |Stars in the Sky |

| |Thème: Les aliments | |Temperature |

| | | |Weather |

| |Semaine 20 | | |

| |Son [eau] | | |

| |Thème: Les aliments | | |

| | | | |

| |Semaine 21 | | |

| |Son [oin] | | |

| |Thème : Les aliments | | |

| | | | |

| |Semaine 22 | | |

| |Son [s = z] | | |

| |Thème : St Valentin | | |

|Mar |Semaine 23 | |UNIT 3: Navigate the World |

| |Son [ph = f] | | |

| |Thème: Mardi Gras | |Essential Question 1: |

| | | |How do geographic skills help us understand the world? |

| |Semaine 24 | | |

| |Sons [ce, ci, ç] | |Navigate the World 1 |

| |Thème: Le printemps | |Navigate the World 2 |

| | | | |

| |Semaine 25 | | |

| |Son [gn] | | |

| |Thème: Les plantes | | |

| | | | |

| |Semaine 26 | | |

| |Sons [ill, y] | | |

| |Thème: Les métiers | | |

|Apr |Semaine 27 | | |

| |Son [e = è] | |Essential Question 3: |

| |Thème: Le Premier Avril | |How does location affect living things? |

| | | |Give and Take 1 |

| |Semaine 28 | |Give and Take 2 |

| |Révisions | |Paying for Goods and Services |

| |Thème: Les moyens de transports | | |

| | | | |

| |Semaine 29 | | |

| |Sons [ail, eil, aill, eill] | | |

| |Thème: La ville | | |

| | | | |

| |Semaine 30 | | |

| |Sons [euil, euill, ouill] | | |

| |Thème: La maison | | |

|May |Semaine 31 | |Navigating Habitats Around the World -1 |

| |Son [ti = si] | |Navigating Habitats Around the World -2 |

| |Thème: Les contes traditionnels | |Navigating Habitats Around the World -3 |

| | | | |

| |Semaine 32 | | |

| |Son [x] | | |

| |Thème : Les contes traditionnels | | |

| | | | |

| |Semaine 33 | | |

| |Sons [ian, ien, ieu, ion] | | |

| |Thème: L’été | | |

| | | | |

| |Semaine 34 | | |

| |La dernière semaine | | |

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