2nd Quarter Curriculum Documentation

Curriculum Documentation

Literature and Language Arts

2^nd Quarter Grades: 5 and 6 Rm. #320

Chicago Framework and Standards:

Reading

SG1A - Students who meet the standard can apply word analysis and vocabulary skills to comprehend selections.

Concepts Covered:

• Use prefixes, suffixes, and root words to understand word meanings.
• Apply knowledge of structural analysis to construct meaning of unfamiliar words.
• Determine the meaning of words in context using denotation and connotation strategies.
• Recall multiple meanings of a word in context and select appropriate meaning.
• Identify and interpret idioms, similes, analogies, and metaphors to express implied meanings.
• Identify the effect of literary devices (e.g., figurative language, description, and dialogue) in text.
• SG1B - Students who meet the standard can apply reading strategies to improve understanding and fluency.
• Use skimming to preview reading materials and scanning to detect major visual patterns and identify text structure before reading.
• Make connections to real world situations or related topics before and during reading.
• Define and analyze information needed to carry out a procedure.
• Demonstrate understanding of structure through the use of graphic organizers and outlining (e.g., mapping, time lines, Venn diagrams).
• Infer and draw conclusions about text supported by textural evidence and experience.
• Analyze how structure contributes to the understanding of text.
• Read aloud fluently (with expression, accuracy, and appropriate speed).
• Apply self-monitoring techniques and adjust rate to increase comprehension.
• Select and read books for recreation.
• SG2B - Students who meet the standard can read and interpret a variety of literary works.
• Respond to fiction using interpretive and evaluative processes.
• Make connections from text to text, text to self, and text to world.
• Interpret nonfiction text and informational materials.
• Sequence information needed to carry out a procedure.
• Distinguish between significant and minor details.
• Extend a literary text (e.g., alternate endings, additional dialog for a character).
• Engage in literary discussions (e.g., conflict, resolutions, relevance, background, effectiveness, realism.)
• Language Arts
• SG3A - Students who meet the standard can use correct grammar, spelling, punctuation, capitalization and structure.
• Develop compositions that include a variety of sentence structures (i.e., simple, compound, complex, compound/complex) and sentence types (i.e., interrogative, exclamatory, imperative, declarative).
• Use transitional words and phrases within and between paragraphs.
• Proofread for correct English conventions.
• Demonstrate appropriate use of the eight parts of speech.
• SG3B - Students who meet the standard can compose well-organized and coherent writing for specific purposes and audiences.
• Use pre-writing strategies.
• Analyze audience and purpose for writing, and choose the appropriate form (e.g., letters, editorials, reviews, poems, reports, narratives).
• Begin to establish a personal voice and style.
• Use an effective and coherent organizational pattern (e.g., sequence, cause/effect, comparison).
• Write using organization (i.e., introduction, body, conclusion) and elaboration (second level support) that demonstrate coherence.

Use figurative language.

• Use appropriate internal (within paragraphs) and external (between/among paragraphs) transitional words, phrases, and devices.
• Edit and revise to maintain a consistent tone and focus throughout a piece of writing.
• Select effective formats for publication of final product.
• Use available technology (e.g., word processing, desktop publishing, electronic dictionary/ glossary, printing).
• SG4A - Students who meet the standard can listen effectively in formal and informal situations.
• Focus attention on speaker as sender of the message.
• Record appropriate notes and rough outlines while listening.
• Decide factors that will impact the message (e.g., dialect, language styles, setting, word choice).
• Use appropriate words to describe elements such as word choice, pitch, volume, posture, tone, facial expressions, gestures, and proximity.
• Determine meaning from speaker's words, voice, and body.
• Differentiate between a speaker's factual and emotional content by analyzing verbal/nonverbal messages.
• Separate main ideas, facts, and supporting details in oral messages.
• Infer and draw conclusions (i.e., "if this is what you are saying, may I correctly conclude that …").
• Synthesize, analyze, and evaluate information.
• Paraphrase and summarize, in both oral and written form, information in formal/informal presentations.
• Ask and respond to relevant questions.
• Follow a multi-step set of instructions to complete a task.
• Modify, control, block out both internal and external distractions.
• 
  

~ Overhead and Transparencies

~ Dioramas

~ Touch –n- go reading

~ Second City Group Games

~ Book making

~ Presentations, speeches, demonstrations, role plays

~ Powerpoint presentation from Computer Animation

~ Word Wall

~ Graphic organizers, posters

~ Letter writing with SASE

~ Construction paper chains of parts of speech

Instructional Strategies:

- Guided Reading

- Guided Discussions

- Reciprocal Teaching / Cooperative Learning

With Predict, Clarify, Question, Summarize

- Peer tutoring

- Small group instruction and discussion

- Scaffolding

- QAR

- Prepared Notes

- Highlighting

- Diagramming

Text:

- Elements of Literature Illinois Pilot Series

- Elements of Language

- www.studyisland.com

- School House Rock videos

- Safari online video clips (speeches and reading connections)

Supplemental Materials:

- The Writers’ Block

- Literacy Center

- Bulletin Board

- Computers for compositions, fan letters

- Student created posters

- Charts and diagrams

Assessments:

- Class work and homework performance

- Tests

- Self-check and self-grade homework

- Graphic organizers, posters

- Presentations, role plays

Curriculum Communication to Parents:

- Quarterly Communication Letter

- Class website

- Telephone calls, email

- Shared lesson plans

- Midterm and end of term progress reports

Mathematics

2nd Quarter Grades: 6, 7, 8 Rm. #332

Chicago Framework and Standards:

6A - Students who meet the standard can demonstrate knowledge and use of numbers and their many representations in a broad range of theoretical and practical settings. (Representations)

1. Represent any large number using scientific notation.
2. Show relationships between sets of numbers, including rational numbers, whole numbers, natural numbers, and integers.

6B - Students who meet the standard can investigate, represent, and solve problems using number facts, operations and their properties, algorithms, and relationships. (Operations and properties)

1. Write prime factorizations using exponents.
2. Describe relationships between prime factorizations and properties of squares, primes, and composites.
3. Classify numbers according to the number of whole number factors (e.g., square numbers have an odd number of factors).
4. Demonstrate and describe the effects of multiplying or dividing by a fraction less than or greater than one.
5. Simplify arithmetic expressions containing exponents using the field properties and the order of operations.
6. Justify rules of divisibility for 2, 5, and 10.
7. Solve multi-step number sentences and word problems with rational numbers using the four basic operations.

6C - Students who meet the standard can compute and estimate using mental mathematics, paper-and-pencil methods, calculators, and computers. (Choice of method)

1. Select, use, and justify appropriate operations, methods, and tools to compute or estimate with integers and familiar rational numbers. **
2. Develop, use, and explain strategies to compute exact answers mentally with integers and simple rational numbers using a variety of techniques (e.g., estimate and compensate, halve and double, compatible numbers, decomposition and recomposition using the distributive property).
3. Analyze algorithms for computing with rational numbers and develop fluency in their use. **

6D - Students who meet the standard can solve problems using comparison of quantities, ratios, proportions, and percents.

1. Work flexibly with fractions, decimals, and percents to solve number sentences and word problems (e.g., 50% of 10 is the same as 1/2 of 10 is the same as 0.5 x 10). **
2. Create and explain ratios and proportions that represent quantitative relationships.
3. Create and explain a variety of equivalent ratios to represent a given situation.
4. Develop, use, analyze, and explain methods for solving numeric or word problems involving proportions. **

7A - Students who meet the standard can measure and compare quantities using appropriate units, instruments, and methods. (Performance and conversion of measurements)

1. Select and justify the choice of either U.S. customary or metric systems of measurement according to the situation (e.g., measure fabric in yards, measure dry chemicals in grams).
2. Make simple measurements to determine indirect measures (e.g., determining the height of a flagpole using its shadow and similar right triangles).

7B - Students who meet the standard can estimate measurements and determine acceptable levels of accuracy. (Estimation)

1. Estimate angle measure, area, and volume using reasonable units and with acceptable levels of accuracy.
2. Determine and describe acceptable levels of accuracy in estimation situations.

Activities:

- Basic living skills math

- Personalized word problems

- Self-check, self-grade

- Word Wall

- Student 2-d and 3-d measuring demonstrations using our classroom as a scale model

Instructional Strategies/Teaching Models:

- Reciprocal Teaching / Cooperative Learning

- Peer tutoring

- Small group instruction, demonstration, and discussion

- Graphic organizers, posters, flashcards

- Prepared Notes and Note taking

Text:

- 6^th Grade – Math

- 7^th and 8^th Grades – Math Advantage II and III

- www.studyisland.com

- www.coolmath.com

- www.mathisfun.com

Supplemental Materials:

- Math Interest Center

- Computers – online math exercises

- Calculators

Assessments:

- Class work and homework performance

- Self-check and self-grade homework (points and percentage scale)

- Graphic organizers

- Demonstrations

- Tests

Curriculum Communication to Parents:

- Quarterly newsletter

- Class website

- Telephone calls, email

- Shared lesson plans

- Midterm progress reports

- Report card progress reports

Curriculum Documentation

U.S. History

2^nd Quarter Grades: 6, 7, 8 Rm. #332

Chicago Framework and Standards:

14C - Students who meet the standard can understand election processes and responsibilities of citizens.

1. Describe the requirements for candidates for local, state, and national offices.
2. Compare the platforms of two or more political parties during an election to determine differences.
3. Explain the position on a particular issue of a candidate for political office.

14D - Students who meet the standard can understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations.

1. Explain the importance of an individual's responsibility to maintain a democratic, civil society.
2. Evaluate the benefits of highly involved citizens to a society.
3. Identify the reasons for public opinion polls sponsored by political parties, public interest groups, and the media.
4. Describe methods of communication that individuals, groups, and the media use to present information to the public.
5. Interpret political cartoons in terms of captions and images to persuade people to accept political positions on various issues.

14E - Students who meet the standard can understand United States foreign policy as it relates to other nations and international issues.

1. Review the principles the United States has traditionally held in joining international organizations (e.g., the interests and benefits of world peace, open trade over closed markets).
2. Explain an historical event in which the United States played a leading role.
3. Analyze an event or issue that links the people of Illinois to another nation (e.g., issues or negotiations over trade, immigration of ethnic groups).

15A - Students who meet the standard understand how different economic systems operate in the exchange, production, distribution, and consumption of goods and services.

• Explain that consumer demand determines what producers will produce in a market economy.
• Identify the productive resources households sell to businesses and the payments received for those resources.
• Identify the goods and services businesses sell to households and the payments received for those goods and services.
• Identify times when students or adults are consumers and when students or adults are producers.

15B - Students who meet the standard understand that scarcity necessitates choices by consumers.

1. Explain why people are both consumers and producers.
2. Identify markets where buyers and sellers meet face-to-face and markets in which buyers and sellers never meet directly.
3. Explain the benefits to consumers of competition among sellers.
4. Analyze the impact on prices of competition among buyers.

15C - Students who meet the standard understand that scarcity necessitates choices by producers.

1. Analyze how changes in price affect producer behavior.
2. Identify non-price incentives to which people respond in the economy.
3. Explain why people's response to an incentive may vary because of differing values.
4. Predict the impact on supply of a good or service when non-price determinants change (e.g., number of producers; cost of production).

15D - Students who meet the standard understand trade as an exchange of goods or services.

1. Identify exports produced in the local community or state.
2. Explain why countries benefit when they exchange goods and services.
3. Explain how specialization usually increases productivity in an economy.
4. Provide examples of how specialization increases interdependence among consumers and producers.
5. Explain how technological changes have led to new and improved products.
6. Explain how people's incomes reflect choices they have made about education, training, skill development, and careers.

15E - Students who meet the standard understand the impact of government policies and decisions on production and consumption in the economy.

1. Identify laws and government policies that protect property rights, enforce contracts, and maintain competition.
2. Explain why there is a role for government in the economy.
3. Explain how laws and government policies affecting the economy have changed over time.

Activities:

- Presentations, role plays

- enchantedlearning illustrating, labeling and diagramming

- webquests

- Word Wall

- Graphic organizers

- Creating and Interpreting Charts and Graphs

- Revisiting Map Reading Skills

Instructional Strategies:

- Reciprocal Teaching / Cooperative Learning

- Peer tutoring

- Small group instruction and discussion

- Graphic organizers

- Prepared Notes

Text:

- The United States Change and Challenge (Content Area Reader)

- One People, One Land - textbook for 7^th and 8^th grade

- Social Studies – textbook for 6^th grade

- Schoolhouse Rock videos

- Meeting David Wilson

- We the People

- The Bill of Rights

- The Constitution of the United States of America

- www.studyisland.com