COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TEACHER: Patricia de Hedrnández
UNIT (number and name): The Midwest.
GOALS: Along this chapter students will be able to identify the Midwest’s climate, landforms, bodies of water, and resources are unique, the Midwest became
a transportation center of the United States, and the Midwest’s farmland and other resources attracted settlers, which also led to the growth of cities and
factories.
CONCEPTUAL
7. The Midwest.
7.1 In the Heart of the Nation.
 Midwestern Land and the Great Rivers.
 The Great Lakes.
 Climate of the Midwest.
 Wildlife of the Midwest.
https://www.youtube.com/watch?v=UCIKNX-
02Gg
STANDARDS
Describe the effect of the United States space
program on Florida’s economy and growth.
TERM PLANNING
SUBJECT: Social Starting date: September 16th
Studies Ending date: September 20th
PROCEDURAL
- Identifying and discussing the major rivers
and bodies of water in the Midwest.
- Describing the weather and climate of the
Midwest and identifies the sources of the
region’s climate patterns.
- Predicting how the way of life in urban
areas of the Midwest, such as Chicago, is
different from the way of life in rural
ACHIEVEMENT INDICATOR
- Identifies and discusses the major rivers
and bodies of water in the Midwest.
- Describes the weather and climate of the
Midwest and identifies the sources of the
region’s climate patterns.
- Gives examples of the plant and animal life
in the Midwest.
Time: 3 hours per week
ATTITUDINAL
- Appreciating his/her classmates’ comments
and opinions.
- Correctly and politely agrees and disagrees on
likes and opinions.
- Creating expectation for further learning
improvement.
https://bmssouthwestus.weebly.com/index.html
METHODOLOGICAL REFERENCES
- Analyze Visuals and introduce the Vocabulary
- Have students create and complete a KWL
chart for the lesson.
- Complete the Envision Activity
- ANALYZE MAPS
- RECOGNIZE CAUSE AND EFFECT
- MAKE COMPARISONS
- Ask pairs of students to
make an initial list of all the animals that they
have read about in the lesson. Then have
students draw pictures of each animal.
https://www.youtube.com/watch?v=hprFVh2FRKM
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hedrnández SUBJECT: Social Studies Starting date: September 23rd Time: 3 hours per week
Ending date: September 27th
UNIT (number and name): The Midwest.
GOALS: Along this chapter students will be able to identify the Midwest’s climate, landforms, bodies of water, and resources are unique, the Midwest
became a transportation center of the United States, and the Midwest’s farmland and other resources attracted settlers, which also led to the growth of
cities and factories.
CONCEPTUAL PROCEDURAL ATTITUDINAL

7.2 Resources and Farming. - Discussing how the Midwest’s land and climate - Cooperating with other students in group
 Farming Resources. make it one of the world’s most productive activities.
 Regions within a Region. agricultural areas.
 Farm Products.
 Other Resources from Lakes and - Identifying nonagricultural natural resources in the - Appreciating his/her classmates’ comments
Rivers. Midwest. and opinions.
- Discussing how the region’s people interact with
and change their environment in order to obtain
resources.

STANDARDS ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES

- Explain how tourism affects Florida’s - Summarize how factors such as soil type and
economy and growth. climate create areas in the Midwest crops thrive.
- Identifies nonagricultural natural resources in the
Midwest
- Discusses how the region’s people interact with
and change their environment in order to obtain
resources.
- Introduce the Vocabulary
- Make a list of the states in which forests are
important and a list of the states in which grazing
is important.
- Make a list of the states in which forests are
important.
- Complete the Envision It! Activity.
- DRAW INFERENCES
- MAIN IDEA AND DETAILS
- RECOGNIZE CAUSE AND EFFECT.
- work in pair to complete the 3-2-1 column chart
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hernández SUBJECT: Social Studies Starting date: September 30th Time: 3 hours per week
Ending date: October 4th
UNIT (number and name): The Southwest.
GOALS: Along this chapter students will be able understand how the Southwest has unique landforms, bodies of water, resources, and wildlife, the people
of the Southwest have adapted to the region’s arid and semiarid warm climate, and the Southwest was home to many Native American groups before
explorers, missionaries, and settlers came to the region.
CONCEPTUAL PROCEDURAL ATTITUDINAL

The Southwest. - Identifying the states and major landforms and Cooperating with other students in group
8.1 Southwestern Land and Water. rivers of the Southwest. activities
 The Land
 Rivers and the Gulf - Analyzing the effects of erosion in the formation of - Being interested in classmates’ participation.
 The Remarkable Grand Canyon. the Grand Canyon and other landforms of the
 The Work of Erosion. Southwest. - Recognizing the importance of stress and
 Natural Resources intonation in the exchange of information or
- Identifying and describing important natural ideas.
resources in the Southwest.

STANDARDS ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES

- Explain Florida’s role in the national and - Identifies the states and major landforms and - K-W-L chart before reading the lesson. Ask
international economy and conditions that rivers of the Southwest. them to complete the Know column with details
attract businesses to the state. that they already know about the geography of
- Analyzes the effects of erosion in the formation of the Southwest.
the Grand Canyon and other landforms of the - Introduce the Vocabulary
Southwest. - MAKE COMPARISONS How is the eastern
side of the Southwest different from the western
- Locates and describes important resources in the side?
- SUMMARIZE ACTIVITY
Southwest.
- CAUSE AND EFFECT
- ANALYZE MAPS
- Facts and Opinion
- Written Quiz
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hedrnández SUBJECT: Social Studies Starting date: October 7th Time: 3 hours per week
Ending date: October 11th
UNIT (number and name): The Southeast.
GOALS: Along this chapter students will be able understand how the Southwest has unique landforms, bodies of water, resources, and wildlife, the
people of the Southwest have adapted to the region’s arid and semiarid warm climate, and the Southwest was home to many Native American groups
before explorers, missionaries, and settlers came to the region.
CONCEPTUAL PROCEDURAL ATTITUDINAL

8.2 Climate of the Southwest.
 A Range of Climates
 Climate and Vegetation.
 Animals in the Southwest.
- Analyzing how climate helps determine the types - Correctly identifies sequences of events in
of plant and animal life in the Southwest. Discussing different written texts.
the effect of elevation on climate in the Southwest.-
Categorizing group of animals of the Southwest into - Correctly and politely agrees and disagrees on
the following categories: desert animals, prairie and likes and opinions.
grassland animals, forest animals, and coastal - Accurately recognizes words according to the
animals context in readings.

STANDARDS ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES

- Describe the contributions of significant - Correctly identifies sequences of events in - Analyze Visuals
individuals to Florida. different written texts. - Show students the map of Tornado Alley in the
worktext. Ask them what the arrows reveal about
- Describe the economic development of - Correctly and politely agrees and disagrees on the climate in the Southwest.
Florida’s major industries. likes and opinions. - Introduce the Vocabulary
- MAKE COMPARISONS How are the climates
- Accurately recognizes words according to the of Arizona and the Texas coast alike and
context in readings. different?
- RECOGNIZE CAUSE AND EFFECT What
causes tornadoes to form in Tornado Alley?
- Climate and Vegetation COMPARE-AND-
CONTRAST ACTIVITY
- design a trip that will take them through all the
climates in the Southwest. Have them draw
connections between climate and elevation.
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hedrnández SUBJECT: Social Studies Starting date: October 14th Time: 3 hours per week
Ending date: October 18th
UNIT (number and name): The Southeast.
GOALS: Along this chapter students will be able identify and describe the West has a variety of landforms, climates, and unique resources that have shaped
the way of life of people in the region, and the West has many ports and trades with countries that border the Pacific Ocean.
CONCEPTUAL PROCEDURAL ATTITUDINAL

9. The West. - Analyzing the physical processes that result in
9.1 A Varied Land. volcanic activity, earthquakes, hot springs and
 Mountains of the west. geysers, and the formation of islands in the West.
 The Long Coast.
 Volcanoes and Earthquakes - Understanding that the West has many lakes and
 Rivers and Lakes of the West. rivers, and compare them.
- Recognizing cause and effect what causes the
Great Salt Lake become saltier and saltier.
- Cooperating with other students in group
activities.
- Being interested in classmates’ participation.
.
- Recognizing the importance of stress and
intonation in the exchange of information or
ideas.

STANDARDS ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES

- Distinguish between state (governor,†state - Describes the varied lands of the West, especially
representative, or senator) and local its major landforms.
government (mayor, city commissioner).
- Analyzes the physical processes that result in
volcanic activity, earthquakes, hot springs and
geysers, and the formation of islands in the West.
- Recognizes that the West has many lakes and
rivers, and compare them.
- Categorize the resources of the region.
- Use a map of the region to label the resources
on it.
- Main idea and details why the Southeast is a
great region for farming.
- Make comparison with the main crops of every
state of the region.
- Write a list of the places are used as a tourism.
- Oral Speeches.
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hedrnández SUBJECT: Social Studies Starting date: October 21st Time: 3 hours per week
Ending date: October 25th
UNIT (number and name): The Southeast.
GOALS: Along this chapter students will be able identify and describe the West has a variety of landforms, climates, and unique resources that have
shaped the way of life of people in the region, and the West has many ports and trades with countries that border the Pacific Ocean.
CONCEPTUAL PROCEDURAL ATTITUDINAL

9.2 Climate of the West.
 Extreme Heat and Cold.
 The Rain shadow effect
 Wildlife of the Western Plains and
deserts.
 Wild Life of Hawaii and Alaska.
- Describing the wide variety of climates found in
the West, including the hottest and coldest areas
and areas with more moderate climates.
- Analyzing the physical processes that are
responsible for the rain shadow effect.
- Inferring how would living in Alaska`s southern
climate zone be different from living on the Tundra.
- Cooperating with other students in group
activities.
- Appreciating his/her
classmates’ comments and opinions.
- Using his/her imagination and creativity to
perform specific tasks.

STANDARDS ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES

- Describes the wide variety of climates found in the - Analyze Visuals

- Identify ways citizens work together to West, including the hottest and coldest areas and - Show students the diagram of the rain shadow
influence government and help solve areas with more moderate climates. effect in the worktext. Ask them what the effect of
community and state problems. the rain shadow is on
- Compares areas of high and low precipitation in each side of the mountain.
the West. - Introduce the Vocabulary
- MAIN IDEA AND DETAILS
- Differentiates the physical processes that are - COMPARE AND CONTRAST
- RECOGNIZE CAUSE AND EFFECT
responsible for the rain shadow effect.
- ANALYZE DIAGRAMS
- Analyzes and compares the relationship between - Have students take the master animal list and
categorize each animal as a bird, fish, mammal,
climate and the carried plant and animal life of the or reptile.
West. - Ask them to write each animal’s name in the
correct category on the chart, draw a picture of
each animal, and write a short description for
each animal.
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hedrnández SUBJECT: Social Studies Starting date: October 23rd Time: 3 hours per week
Ending date: October 27th
UNIT (number and name): The Southeast.

GOALS: Along this chapter students will be able

IV – PERIOD INTEGRATED ACTIVITY

 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

ASSESSMENT DATE ACHIEVEMENT ASSESSMENT ASSESSMENT TOOLS

INDICATORS TECHNIQUES/
STRATEGIES
Asks and answers
Sept. 1st questions about Brainstorm ideas
DIAGNOSTIC previous knowledge.

Creates a mini-poster Elaborate a mini-poster to - Forest mini poster.

With a map to represent a rain forest. - Oral discussion
FORMATIVE Sept. 29th represent the resources
in the Southeast.

Oct. 2nd Present oral speeches Prepare a speech about - Oral Speeches.
places to visit in the - Section two assessments.
southeast..
Oct. 9th Reviews Reading Written Quiz Questions and answers
SUMMATIVE comprehension to
answer the questions.

Represents illustrated Picture Dictionary - Vocabulary mening.

picture dictonary.
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING