GRADE/ Name of discipline: eg.

G2/ LINGUA PORTUGUESA

Discipline curriculum map

Tri Content / Output Skills Assessment
(Communication System) (Subject Thinking Processes)
1st TRI
COMPREHENSION: OUTCOMES
A. Cause and Effect: Explicit/Implicit A1. Support in writing how event or series of events A1-A2. 4 Paragraph Response
Evidence impact a character’s life using 3 to 5 explicit (Evaluation: ISAT/6-Trait
Resources evidences Rubric)
--Alejandros’ Gift A2. Summarize in writing implicit main idea of a A1. Cause/ Effect Event T-
--The Armadillo from Amarillo reading passage using 3 textual supports and 2 text-to- Chart (Evaluation: Teacher Ob/
--Cause/Effect Evidence self connections Checklist)
T-Chart using explanation terms: so,
because, therefore, as a result

VOCABULARY DEVELOPMENT II
B. Words in Isolation: Prefixes--bi-, ex-,
geo-, il-, in-, non-, pre-, tri- /Suffixes-- B1. Identify in writing word meaning using word B1-B2. 20 Word Matching/
-able, -al, -ance, -ish structure: base + affix Dictation Quiz
B2. Identify in writing word meaning in using word
structure base + affix
B3. Generate in writing new word meaning by
C. Words in Context: Multiple Sentences changing affix
Resources
--Cloze Worksheets C1. Determine in writing appropriate word to C1. 20 MC/Cloze Test
complete sentence using explicit clues
FLUENCY: POETRY
D. Poetry: Enjambment Poems
Resources
--Playing With Poetry
D1. Differentiate aurally end-stop lines (lines that end D1-D2. FOR Self-Selection
with punctuation) and enjamb lines (lines that break Poem Readings (Evaluation:
with no punctuation and continue reading in same Audio Recording/Self-Critique)

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 Antigo Middle School
Tri Content / Output Skills Assessment
(Communication System) (Subject Thinking Processes)
breath) D3. FOR Self-Selected Theme
D2. Read orally 5- to 10-line enjamb poem Unrhymed Poem (Evaluation:
D3. Compose in writing 5- to 10-line enjamb poem Peer Review/Checklist)

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