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# Graded Curriculum Project – Anstey and Elligan – Fall 2007

Respect Leadership Perseverance Stewardship

Integrity Forgiveness Responsibility Patriotism

Mount Liberty Elementary School exists to create a learning environment which fosters academic excellence, stimulates creativity, and promotes critical thinking skills, and to motivate students as they prepare to positively impact their communities.

2nd Grade: Mrs. Kristen Thornton 4th Grade: Miss Miranda Arnold Miss Kristi Finch 5th Grade: Mr. Jason Glass 6th Grade: Miss Stephanie Anstey Miss Carlishia Elligan

Standards Paper – 6th grade Stephanie Anstey and Carlisha Elligan EDUC 410-002

STANDARDS KEY VA MA VA SS VA SCI VA ENG TX MA TX SS TX SCI TX ENG NM NSS NS NL Bennet Math Grade 6 Bennet Social Studies Grade 6 Bennet Science Grade 6 Bennet English Grade 6 SACE MA SACE SS SACE SCI SACE ENG Virginia Standard of Learning- Math Virginia Standard of Learning- Social Studies Virginia Standard of Learning- Science Virginia Standard of Learning- English Texas Essential Knowledge and Skills- Math Texas Essential Knowledge and Skills- Social Studies Texas Essential Knowledge and Skills- Science Texas Essential Knowledge and Skills- English National Standard- Math National Standard- Social Studies National Standard- Science National Standard- English Bennet Grade 6- Math Bennet Grade 6- Math Bennet Grade 6- Math Bennet Grade 6- Math Stephanie Anstey and Carlishia Elligan Standard- Math Stephanie Anstey and Carlishia Elligan Standard- Social Studies Stephanie Anstey and Carlishia Elligan Standard- Science Stephanie Anstey and Carlishia Elligan Standard- English

HISTORIES

State Standards Virginia Standards “In June 1995 the Virginia Board of Education approved standards of learning in four content areas- mathematics, science, English, history, and the social sciences- and in computer technology. In September 1997, the Board of Education establishe new standards for accrediting public schools in Virginia that linked statewide accountability tests to the SOL and hold students, schools, and school divisions accountable for results” (Standards of Learning Resources 2003). The standards of learning put in place by the Virginia Board of Education laid out a framework in order to teach a particular area of learning to each specifc grade level. The Virginia standards of learning fall under the branch of the nationl standards but are more specifc to each content area. The testsassociated with the Virginia SOL’s are high stakes, meaning there are many things dependent on the results. The outcome is usually the determining factor as to whether or not a school can remain accredited. The Virginia SOL’s are in place to keep Virginia schools accountable to high excellence.

Texas Standards In Texas, the Texas State Board of Education adopted what is known as the Texas Essential Knowledge and Skills, or TEKS. Their motivation for establishing these standards are to help ensure that all students will be able to meet the challenges set before

them in the future. The TEKS outlines what each student should be able to accomplish at every grade and in every subject area.

National Standards

Math “The National Council of Teachers of Mathematics Education, providing vision, leadership, and professional development to support teachers in ensuring equitable mathematics learning of the highest quality for all students” (National Council of Teachers of Matematics 2007). The National Council of Teachers of Mathmatics is also known as NCTM. The NCTM was founded in 1976. The NCTM believes that every student should have the right and opportunity to excel in math. The NCTM stands behind both the learning and teaching of mathematics. NCTM’s membership is made up of nearly 100,000 members.

Social Studies The National Center for History in the Schools or NCHS was founded in 1988. It’s mission is “to improve history education in K-12 schools via its challenging, yet easy to use, curricular materials and assisting with the professional development of K-12 history teachers” (National Center for History in the Schools 2004). One of its major goals is to adhere to national education reform. It also strives to aid professional

development and development of curricular materials that will keep students excited about learning history.

Science The National Science Teachers Association, or NSTA, was founded in 1944. It happens to be the largest organization in the world dedicated to science—both teaching and learning. The NSTA’s mission is “to promote excellence and innovation in science teaching and learning for all” (National Science Teachers Association 2007). Membership in this organization numbers over 55,000. Some of the NSTA’s guiding principles include striving to model excellence, providing and expanding professional development, to support standards-based science education, serve as the voice for excellence and innovation science teaching and learning, curriculum and instruction and assessment, and exemplify a dynamic organization that values and practices self-renewal.

English The NCTE, ot National Council of Teachers of English, was established in 1911. Its purpose is to improve both the teaching and learning of English and language arts at any level. The NCTE strives to promote professional growth and provide a forum to discuss issues in the field of teaching English. The development of literacy and the use of English as a tool in society are some aims that the NCTE strives for. Some of the NCTE core values and benefits include devotion to writing, literature, integrated language arts, diversity, knowlegable, caring teachers, and advocacy in public education. Its membership numbers over 60,000 to date.

Bennett Standards What is collectively known as the Bennett standards were written by William James Bennett. Bennett was the Secretary of Education under Ronald Reagan. His standards were published in Education Week on September 7, 1988.

MATH

Math is the foundation to life. Everything is based in math, whether or not people realize it. It could be said that life is “one big word problem.” This is why it is so important to teach math as a core content area. As a nation, math is one of the subjects that keep us on the brink of technology and exploration. Albert Einstein once made the statement, “Pure mathematics is, in its way, the poetry of logical ideas” (Quote Garden 2007) Number and Number Sense VA MA 6.1 TX MA 6.1B NM-NUM.6-8.1 Bennett Math Grade 6 SACE MA 6.1 The student will identify representations of a given percent and describe orally and in writing the equivalence relationships among fractions, decimals, and percents Generate equivalent forms of rational numbers including whole numbers, fractions, and decimals The student will work flexibly with fractions, decimals, and percents to solve problems Story problems involve percentages… The student will work with percents, fractions, and decimals and their equivalency to each other. The student will describe and compare two sets of data, using ratios, and will use appropriate notations, such as a/b, a to b, and a:b. The student is expected to: use ratios to describe proportional situations The student will understand and use ratios and proportions to represent quantitative relationships Story problems involve…ratios. The student will accurately use ratios to express data and relationships between sets of data, and will use the appropriate notations such as a/b, a to b, and a:b.

VA MA 6.2 TX MA 6.3A NM-NUM.6-8.1 Bennett Math Grade 6 SACE MA 6.2

VA MA 6.3A TX MA 6.1E NM-NUM.6-8.1 Bennett Math Grade 6 SACE MA 6.3

The student will find common multiples and factors, including least common multiple and greatest common factor; Identify factors and multiples including common factors and common multiples The student will use factors, multiples, prime factorization, and relatively prime numbers to solve problems Students learn arithmetic…series. The student will be able to find factors, including the greatest common factor; multiples, including the least common multiple; and will use them to solve problems. The student will identify and describe prime and composite numbers; and identify and describe the characteristics of even and odd integers. (A) compare and order non-negative rational numbers (D) write prime factorizations using exponents The student will develop meaning for integers and represent and compare quantities with them Students learn…the associative, commutative, and distributive properties of numerical expressions; exponents… The student will be able to distinguish and identify characteristics between prime and composite numbers and even and odd numbers. The student will compare and order whole numbers, fractions, and decimals, using concrete materials, drawings or pictures, and mathematical symbols The student will (A)compare and order non-negative rational numbers (B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals The student will compare and order fractions, decimals, and percents efficiently and find their approximate locations on a number line Students learn arithmetic…series; the associative, commutative, and distributive properties of numerical expressions. The student will use a number of different mediums (ie: concrete materials, drawings, mathematical symbols) to compare and order whole numbers, fractions, decimals, and percents. The student will identify, represent, order, and compare integers (A) compare and order non-negative rational numbers The student will develop meaning for integers and represent and

VA MA 6.3B TX MA 6.1A,D NM-NUM.6-8.1 Bennett Math Grade 6 SACE MA 6.4

VA MA 6.4 TX MA 6.1A,B

NM-NUM.6-8.1 Bennett Math Grade 6 SACE MA 6.5

VA MA 6.5 TX MA 6.1A NM-NUM.6-8.1

Bennett Math Grade 6 SACE MA 6.6

compare quantities with them Students learn arithmetic…series. The student will be able to compare, order, identify, and represent integers.

Computation and Estimation VA MA 6.6A The student will solve problems that involve addition, subtraction, multiplication, and/or division with fractions and mixed numbers, with and without regrouping, that include like and unlike denominators of 12 or less, and express their answers in simplest form (B) use addition and subtraction to solve problems involving fractions and decimals (C) use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates The student will understand the meaning and effects of arithmetic operations with fractions, decimals, and integers The student will use the associative and commutative properties of addition and multiplication and the distributive property of multiplication over addition to simplify computations with integers, fractions, and decimals Story problems involve…ratios. The student will solve addition, subtraction, multiplication, and division problems that involve fractions, mixed numbers, decimals, and ratios. The student will find the quotient, given a dividend expressed as a decimal through thousandths and a divisor expressed as a decimal to thousandths with exactly one non-zero digit. N/A N/A N/A The student will find the quotient to a division problem with both a decimal divisor and dividend with exactly one non-zero digit. The student will use estimation strategies to solve multi-step practical problems involving whole numbers, decimals, and fractions (rational numbers) The student will estimate and round to approximate reasonable results

TX MA 6.2B,C

NM-NUM.6-8.2

Bennett Math Grade 6 SACE MA 6.7

VA MA 6.6B TX MA National Bennett Math Grade 6 SACE MA 6.8

VA MA 6.7 TX MA 6.2D

NM-NUM.6-8.3 Bennett Math Grade 6 SACE MA 6.9

and to solve problems where exact answers are not required The student will develop and use strategies to estimate the results of rational-number computations and judge the reasonableness of the results N/A The student will develop and use estimation strategies to solve multi-step problems involving whole numbers, fractions, and decimals and then judge if their results are reasonable. The student will solve multi-step consumer-application problems involving fractions and decimals and present data and conclusions in paragraphs, tables, or graphs. Planning a budget will be included. The student will (C)sketch circle graphs to display data (D) solve problems by collecting, organizing, displaying, and interpreting data. The student will select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots. N/A The student will solve multi-step consumer-application problems involving fractions and decimals and will display conclusions and data on graphs, on tables, or in paragraphs. Planning a budget will be included.

VA MA 6.8 TX MA 6.10C,D

NM-DATA.6-8.1 Bennett Math Grade 6 SACE MA 6.10

Measurement VA MA 6.9A-D The student will compare and convert units of measure for length, area, weight/mass, and volume within the U.S. Customary system and the metric system and estimate conversions between units in each system: a) length — part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers; b) weight/mass — ounces, pounds, tons, grams, and kilograms; c) liquid volume — cups, pints, quarts, gallons, milliliters, and liters; and d) area — square units (A)The student will estimate measurements and evaluate reasonableness of results (D)The student will convert measures within the same measurement

TX MA 6.8A,D

NM-MEA.6-8.1

Bennett Math Grade 6 SACE MA 6.11

system (customary and metric) based on relationships between units. The student will understand both metric and customary systems of measurement. The student will understand relationships among units and convert from one unit to another within the same system. In geometry, topics include the relations among length, area, and volume. The student will compare and convert units of measure (within each system) in the areas of length, weight/mass, liquid volume, and area. The student will estimate and then determine length, weight/mass, area, and liquid volume/capacity, using standard and nonstandard units of measure. The student select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter and circumference), area, time, temperature, capacity, and weight Nonstandard units of measure: N/A The student will select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision In geometry, topics include the relations among length, area, and volume. The student will estimate length, weight/mass, area, and liquid volume and will then determine correct measurements using standard and nonstandard units of measure. The student will determine if a problem situation involving polygons of four or fewer sides represents the application of perimeter or area and apply the appropriate formula. The student will generate formulas to represent relationships involving perimeter, area, volume of a rectangular prism, etc., from a table of data. The student will understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects The student will model construction of the regular polyhedra. The student will determine the difference between area and perimeter in problems involving regular polyhedra with four or fewer sides, and apply the appropriate formula. The student will solve problems involving the circumference and/or area of a circle when given the diameter or radius

VA MA 6.10 TX MA 6.8B

NM-MEA.6-8.2 Bennett Math Grade 6 SACE MA 6.12

VA MA 6.11 TX MA 6.4B NM-GEO.6-8.1 Bennett Math Grade 6 SACE MA 6.13

VA MA 6.12A

TX MA 6.6C

NM-GEO.6-8.1 NM-MEA.6-8.2 Bennett Math Grade 6 SACE MA 6.14

The student will describe the relationship between radius, diameter, and circumference of a circle *Does not mention solving problems involving diameter, radius, or circumference. The student will precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties The student will develop and use formulas to determine the circumference of circles… In geometry, topics include…feature of circles… The student will know characteristics of circumference, diameter, and radius and will solve problems involving each of these in conjunction with the area of a circle.

VA MA 6.12B

TX MA National Bennett Math Grade 6 SACE MA 6.15

The student will derive approximations for pi (π) from measurements for circumference and diameter, using concrete materials or computer models. N/A N/A The geometry, topics include…feature of circles… *Makes no mention of pi. The student will find approximations of pi after measuring circumference and diameter, using either computer models or concrete materials. The student will estimate angle measures, using 45°, 90°, and 180° as referents, and use the appropriate tools to measure the given angles The student will measure angles. The student will understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects In geometry, topics include…the Pythagorean theorem and the anglesum theorem. The student will estimate (using 45°, 90°, and 180°) and then use appropriate tools to measure given angles and understand the relationships between given angles. The student will measure and draw right, acute, and obtuse angles and triangles The student will use angle measurements to classify angles as acute, obtuse, or right The student will understand relationships among the angles In geometry, topics include…the Pythagorean theorem and the angle-

VA MA 6.13A TX MA 6.8C NM-GEO.6-8.1 Bennett Math Grade 6 SACE MA 6.16

VA MA 6.13B TX MA 6.6A NM-GEO.6-8.1 Bennett Math

Grade 6 SACE MA 6.17

sum theorem. The student will measure, draw, and classify right, obtuse, and acute angles.

Geometry VA MA 6.14 TX MA NM-GEO.6-8.1 Bennett Math Grade 6 SACE MA 6.18 The student will identify, classify, and describe the characteristics of plane figures, describing their similarities, differences, and defining properties N/A The student will understand relationships among… similar objects In geometry, topics include…model construction of the regular polyhedra. The student will identify and be able to differentiate between plane figures and describe their similarities and differences. The student will determine congruence of segments, angles, and polygons by direct comparison, given their attributes. Examples of noncongruent and congruent figures will be included. The student will identify relationships involving angles in triangles and quadrilaterals The student will understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects The student will create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship. In geometry, topics include…the Pythagorean theorem and the anglesum theorem. The student will be able to differentiate between congruent and noncongruent figures, angles, and segments by direct comparison, and will understand the relationships between them. The student will construct the perpendicular bisector of a line segment and an angle bisector. N/A N/A N/A The student will be able to construct bisectors of angles and lines segments. The student will sketch, construct models of, and classify solid

VA MA 6.15 TX MA 6.6B NM-GEO.6-8.1

Bennett Math Grade 6 SACE MA 6.19

VA MA 6.16 TX MA National Bennett Math Grade 6 SACE MA 6.20

VA MA 6.17

TX MA 6.6 NM-GEO.6-8.2 Bennett Math Grade 6 SACE MA 6.21

figures (rectangular prism, cone, cylinder, and pyramid). The student uses geometric vocabulary to describe angles, polygons, and circles. The student will use coordinate geometry to represent and examine the properties of geometric shapes In geometry, topics include…features of circles, cylinders, spheres, and cones…and model construction of the regular polyhedra. The student will classify (using geometric vocabulary) and construct models of solid polygons, including prisms, cones, cylinders, spheres, and pyramids.

Probability and Statistics VA MA 6.18 The student, given a problem situation, will collect, analyze, display, and interpret data in a variety of graphical methods, including a) line, bar, and circle graphs; b) stem-and-leaf plots; and c) box-and-whisker plots. Circle graphs will be limited to halves, fourths, and eighths. (A) draw and compare different graphical representations of the same data (C) sketch circle graphs to display data *Not specific on what types of graphs the students must use The student will select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots. The student will discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatterplots. N/A The student will be able to present and interpret data using: a) line, bar, and circle graphs; b) stem-and-leaf plots; c) box-and-whisker plots; and d) scatterplots. The student will describe the mean, median, and mode as measures of central tendency, describe the range, and determine their meaning for a set of data. The student will use median, mode, and range to describe data The student will find, use, and interpret measures of center and spread, including mean and interquartile range.

TX MA 6.10A,C

NM-DATA.6-8.1 NM-DATA.6-8.2

Bennett Math Grade 6 SACE MA 6.22

VA MA 6.19 TX MA 6.10B NM-DATA.6-8.2

Bennett Math Grade 6 SACE MA 6.23

N/A The student will be able to identify mean, median, mode, and range and determine them in a set of data. The student will make a sample space for selected experiments and represent it in the form of a list, chart, picture, or tree diagram The student will construct sample spaces using lists, tree diagrams, and combinations The student will compute probabilities for simple compound events, using such methods as organized lists, tree diagrams, and area models. N/A The student will represent sample spaces in the form of lists, tree diagrams, charts, pictures, or combinations. The student will determine and interpret the probability of an event occurring from a given sample space and represent the probability as a ratio, decimal or percent, as appropriate for the given situation The student will find the probabilities of a simple event and its complement and describe the relationship between the two. The student will compute probabilities for simple compound events, using such methods as organized lists, tree diagrams, and area models. The student will understand and use ratios and proportions to represent quantitative relationships Story problems involve percentages, ratios… The student will determine probability based on a given sample space and then represent it in a ratio, decimal or percent, and in a list, tree diagram, or area model.

VA MA 6.20A TX MA 6.9A NM-DATA.6-8.4 Bennett Math Grade 6 SACE MA 6.24

VA MA 6.20B TX MA 6.9B NM-DATA.6-8.4 NM-NUM.6-8.1 Bennett Math Grade 6 SACE MA 6.25

Patterns, Functions, and Algebra VA MA 6.21 TX MA 6.5 NM-ALG.6-8.1 The student will investigate, describe, and extend numerical and geometric patterns, including triangular numbers, patterns formed by powers of 10, and arithmetic sequences. The student uses letters to represent an unknown in an equation. The student is expected to formulate an equation from a problem situation. The student will represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules

Bennett Math Grade 6 SACE MA 6.26

Story problems involve…simple equations with variables. The student will understand and be able to extend both numerical and geometric patterns and will be able to represent and analyze said patterns with tables, graphs, and words. The student will investigate and describe concepts of positive exponents, perfect squares, square roots, and, for numbers greater than 10, scientific notation. Calculators will be used to develop exponential patterns N/A The student will understand about finding square roots to simplify computations and solve problems. Students learn…the associative, commutative, and distributice properties of numerical expressions; exponents; square- and cuberoot concepts; and basic function relationships. The student will understand concepts of positive exponents, squares, square roots, and scientific notation and will solve problems involving these concepts. The student will a) model and solve algebraic equations, using concrete materials; b) solve one-step linear equations in one variable, involving whole number coefficients and positive rational solutions; and c) use the following algebraic terms appropriately: variable, coefficient, term, and equation The student uses letters to represent an unknown in an equation. The student is expected to formulate an equation from a problem situation. The student will identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. The student will recognize and generate equivalent forms for simple algebraic expressions and solve linear equations. Story problems involve…simple equations with variables. The student will solve and model simple equations with one variable and will use algebraic terms appropriately. N/A N/A N/A Story problems include…negative numbers.

VA MA 6.22

TX MA NM-NUM.6-8.2 Bennett Math Grade 6 SACE MA 6.27

VA MA 6.23A-C

TX MA 6.5 NM-ALG.6-8.1 NM-ALG.6-8.2 Bennett Math Grade 6 SACE MA 6.28

VA MA TX MA NM Bennett Math

Grade 6 SACE MA 6.29

The student will solve word problems involving negative numbers.

SOCIAL STUDIES It is very important for society to know and understand the past. The teaching of social studies in school enables a student to remember where he or she came from, what mistakes to avoid, and what to strive beyond for the future. Without knowing the past, society can never fully move on to the future. Pearl Buck made the statement, “If you want to understand today, you have to search yesterday” (Quote Garden 2007). Skills VA US 6.1A-H The student will demonstrate skills for historical and geographical analysis, including the ability to a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1877 to the present; b) make connections between past and present; c) sequence events in United States history from 1877 to the present; d) interpret ideas and events from different historical perspectives; e) evaluate and debate issues orally and in writing; f) analyze and interpret maps that include major physical features; g) use parallels of latitude and meridians of longitude to describe hemispheric location; h) interpret patriotic slogans and excerpts from notable speeches and documents. The student will analyze the historical background of selected contemporary societies to evaluate relationships between past conflicts and current conditions. The student will explain the significance of individuals or groups from selected societies, past and present. The student uses maps, globes, graphs, charts, models, and databases to answer geographic questions. The student will understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective Bennett’s Standards call for the study of pre-historic times to Middle Ages, not U.S. History; therefore, none of the standards for Bennett match the standards for Virginia Standards of Learning. The student will be able too a) analyze primary and secondary sources from 1877 to the present b) sequence events from post-Civil War America to the present

TX SS 6.1B TX SS 6.2A TX SS 6.3 NSS-G.K-12.1 Bennett Social Studies Grade 6 SACE SS 6.1

c) analyze maps that show major physical features d) work with longitude and latitude e) interpret patriotic slogans and speeches f) evaluate connections between the past and the present Geography VA US 6.2A-C The student will use maps, globes, photographs, pictures, and tables for a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after 1877; c) locating the 50 states and the cities most significant to the historical development of the United States. The student will identify and explain the geographic factors responsible for patterns of population in places and regions. The student will explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies. *Nothing on US Geography N/A Bennett’s Standards call for the study of pre-historic times to Middle Ages, not U.S. History; therefore, none of the standards for Bennett match the standards for Virginia Standards of Learning. The student will use maps, globes, pictures, and tables to explain a) how physical characteristics effected westward expansion b) how physical characteristics shaped transportation and industrial development after 1877 c) significant cities in the development of the U.S. and the location of the 50 states

TX SS 6.4B TX SS 6.5A

National Bennett Social Studies Grade 6 SACE SS 6.2

Reshaping the Nation and the Emergence of Modern America: 1877 - Early 1900s VA US 6.3A-E The student will demonstrate knowledge of how life changed after the Civil War by a) identifying the reasons for westward expansion; b) explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion; c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans in the post-Reconstruction South;

d) explaining the rise of big business, the growth of industry, and life on American farms; e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement. TX SS 6.7C The student will describe ways in which technology influences human capacity to modify the physical environment. TX SS 6.8A The student will compare ways in which various societies organize the production and distribution of goods and services. TX SS 6.14B The student will explain relationships among rights and responsibilities in democratic societies. *Nothing about Post-Civil War United States. NSS-USH.5-12.5 The student will understand the course and character of the Civil War and its effects on the American people. The student will understand how various reconstruction plans succeeded or failed. NSS-USH.5-12.6 The student will understand how the rise of corporations, heavy industry, and mechanized farming transformed the American people. The student will understand massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity. The student will understand the rise of the American labor movement and how political issues reflected social and economic changes. Bennett Social Bennett’s Standards call for the study of pre-historic times to Middle Studies Grade 6 Ages, not U.S. History; therefore, none of the standards for Bennett match the standards for Virginia Standards of Learning. SACE SS 6.3 The student will be able to explain why life changed after the Civil War in reference to: a) westward expansion and immigration b) racial segregation c) rise of big business d) Progressive Movement and child labor Turmoil and Change: 1890s to 1945 VA US 6.4A-B The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by a) explaining the reasons for and results of the Spanish American War; b) explaining the reasons for the United States’ involvement in World War I and its leadership role at the conclusion of the war. TX SS N/A NSS-USH.5-12.7 The student will understand the changing role of the United States in

Bennett Social Studies Grade 6 SACE SS 6.4

world affairs through World War I. Bennett’s Standards call for the study of pre-historic times to Middle Ages, not U.S. History; therefore, none of the standards for Bennett match the standards for Virginia Standards of Learning. The student will be able to explain the United States’ changing role up until World War I by: a) explaining reasons for the Spanish American War b) results of the Spanish American War c) the United States’ role in World War I The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by a) explaining how developments in transportation (including the use of the automobile), communication, and rural electrification changed American life; b) describing the social changes that took place, including prohibition, and the Great Migration north; c) examining art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O’Keeffe and including the Harlem Renaissance; d) identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.

VA US 6.5A-D

TX SS 6.5A

The student will explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies. TX SS 6.19 The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them NSS-USH.5-12.8 The student will understand the causes of the Great Depression and how it affected American society. The student will understand how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state. *Nothing about arts, music or literature of the time period. Bennett Social Bennett’s Standards call for the study of pre-historic times to Middle Studies Grade 6 Ages, not U.S. History; therefore, none of the standards for Bennett match the Virginia Standards of Learning. SACE SS 6.5 The student will be able to explain social, economic, and technological changes in America in relation to: a) development of transportation and communication b) Great Migration north c) Relationship of the society of the 1920’s and 1930’s with

the music, art and literature produced during those two decades d) Causes and effects of the Great Depression e) The New Deal VA US 6.6A-C The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor; b) describing the major events and turning points of the war in Europe and the Pacific; c) describing the impact of World War II on the homefront. TX SS N/A NSS-USH.5-12.8 The student will understand the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs Bennett Social Bennett’s Standards call for the study of pre-historic times to Middle Studies Grade 6 Ages, not U.S. History; therefore, none of the standards for Bennett match the standards for Virginia Standards of Learning. SACE SS 6.6 The student will know about America’s involvement in World War II including: a) the causes that led America into the war, including Pearl Harbor b) the effects of WWII in America c) major events of the war in Europe and the Pacific The United States since World War II VA US 6.7 The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations; b) describing the conversion from a wartime to a peacetime economy; c) identifying the role of America’s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges; d) describing the changing patterns of society, including

expanded educational and economic opportunities for military veterans, women, and minorities. TX SS 6.1A The student will analyze the historical background of selected contemporary societies to evaluate relationships between past conflicts and current conditions TX SS 6.2A-B The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. The student is expected to: a) explain the significance of individuals or groups from selected societies, past and present; and b) describe the influence of individual and group achievement on selected historical or contemporary societies TX SS 6.10 The student understands categories of economic activities and the means used to measure a society's economic level. NSS-USH.5-12.9 The student will understand the economic boom and social transformation of postwar United States. The student will understand how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics. The student will understand the struggle for racial and gender equality and the extension of civil liberties. Bennett Social Bennett’s Standards call for the study of pre-historic times to Middle Studies Grade 6 Ages, not U.S. History; therefore, none of the standards for Bennett match the standards for Virginia Standards of Learning. SACE SS 6.7 The student will demonstrate knowledge of social, economic, and political changes in America from the end of World War II to the present in relation to: a) the rebuilding of Europe and Japan b) America’s switch from a wartime to peace time economy c) the wars in Korea, Vietnam, and the Cold War d) changing patterns concerning women in the workplace, military veterans, and minorities VA US 6.8 The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by a) examining the Civil Rights Movement and the changing role of women; b) describing the development of new technologies and their impact on American life. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. The student is expected to a) explain the significance of individuals or groups from selected societies, past and present; b) describe the influence of individual and group

TX SS 6.2A-B

achievement on selected historical or contemporary societies TX SS 6.7C The student will describe ways in which technology influences human capacity to modify the physical environment. NSS-USH.5-12.9 The student will understand the struggle for racial and gender equality and the extension of civil liberties. NSS-USH.9The student will understand economic, social, and cultural 12.10 developments in contemporary United States. Bennett Social Bennett’s Standards call for the study of pre-historic times to Middle Studies Grade 6 Ages, not U.S. History; therefore, none of the standards for Bennett match the standards for Virginia Standards of Learning. SACE SS 6.8 The student will discuss key domestic issues of the second half of the 20th century involving: a) the Civil Rights Movement and the changing role of women and their significance b) the impact of new technology on everyday American life Bennett Social Studies Grade 6 Major topics in world history and geography from prehistoric times to the Middle Ages, taught through story and textbook readings. Students study early man; ancient civilizations of the Near East, India, and China; classical Greece and Rome; the growth of Judaism and Christianity; the Byzantine Empire; Charlemagne; the rise of Islam; and early civilizations in Latin America and Africa. Map work traces the growth and decline of civilizations in the ancient world and follows the sea and land trade routes that facilitated the spread of civilization and contact among cultures. Work in civics explores the roots of democracy in the Greek city-state and their contemporary application to American government. The student will learn about prehistoric times to the Middle Ages in conjunction with early civilizations of the Near East, India, China, Greece, Rome, Latin America, and Africa. The student will map the growth and decline of these civilizations and map the land and sea trade routes that were prevalent and that connected the civilizations to each other. The student will also study early Greek government and its application in American government today.

SACE SS 6.9

SCIENCE Science is another important core subject area. In society, science complements math in keeping up with the technology curve. Isaac Asimob once said, “There is a single light of science, and to brighten it anywhere is to brighten it everywhere” (Wisdom Quotes 2006). Scientific knowledge can open new doors to new opportunities that may not have been opened otherwise. Scientific Investigation, Reasoning, and Logic VA SCI 6.1 The student will plan and conduct investigations in which a) observations are made involving fine discrimination between similar objects and organisms; b) a classification system is developed based on multiple attributes; c) precise and approximate measurements are recorded; d) scale models are used to estimate distance, volume, and quantity; e) hypotheses are stated in ways that identify the independent (manipulated) and dependent (responding) variables; f) a method is devised to test the validity of predictions and inferences; g) one variable is manipulated over time, using many repeated trials; h) data are collected, recorded, analyzed, and reported using appropriate metric measurements; i) data are organized and communicated through graphical representation (graphs, charts, and diagrams); j) models are designed to explain a sequence; and k) an understanding of the nature of science is developed and reinforced. TX SCI 6.2 Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect data by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (D) communicate valid conclusions; and

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data. NS.5-8.1 As a result of activities in grades 5-8, all students should develop-• •

Abilities necessary to do scientific inquiry Understandings about scientific inquiry

Bennet Science Grade 6 SACE SCI 6.1

Topics may include… relations among weight, volume, and density; The student will conduct investigations involving: a) classifications of similar organisms b) recording and scale modeling measurements involving distance, volume, and quantity c) hypothesis are stated with respect to independent and dependent variables, which are then manipulated over many trials d) data is collected, organized, and analyzed through appropriate metric measurements and then represented using graphs

Force, Motion, and Energy VA SCI 6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include a) potential and kinetic energy; b) the role of the sun in the formation of most energy sources on Earth; c) nonrenewable energy sources (fossil fuels including petroleum, natural gas, and coal); d) renewable energy sources (wood, wind, hydro, geothermal, tidal, and solar); and e) energy transformations (heat/light to mechanical, chemical, and electrical energy). Science concepts. The student knows that obtaining, transforming, and distributing energy affects the environment. The student is expected to: (A) identify energy transformations occurring during the production of energy for human use such as electrical energy

TX SCI 6.9

to heat energy or heat energy to electrical energy; (B) compare methods used for transforming energy in devices such as water heaters, cooling systems, or hydroelectric and wind power plants; and (C) research and describe energy types from their source to their use and determine if the type is renewable, nonrenewable, or inexhaustible. NS.5-8.2 Bennet Science Grade 6 SACE SCI 6.2 As a result of their activities in grades 5-8, all students should develop an understanding of properties and changes of properties in matter, motions and forces, transfer of energy N/A The student will understand basic concepts of energy including: a) kinetic and potential energy b) renewable vs nonrenewable resources c) energy transformations

VA SCI 6.3 The student will investigate and understand the role of solar energy in driving most natural processes within the atmosphere, the hydrosphere, and on the Earth’s surface. Key concepts include a) the Earth’s energy budget; b) the role of radiation and convection in the distribution of energy; c) the motion of the atmosphere and the oceans; d) cloud formation; and e) the role of heat energy in weather-related phenomena including thunderstorms and hurricanes. TX SCI NS Bennet Science Grade 6 SACE SCI 6.3 N/A N/A Topics may include the atomic theory of matter; state of matter (solid, liquid, and gas); conservation of matter The student will understand the role of solar energy in the natural process that occur on Earth and in Earth’s atmosphere such as: a) the energy budget b) theories of matter c) motion of the atmosphere and the oceans and cloud formations d) the role of energy in weather-related phenomena

Matter VA SCI 6.4 The student will investigate and understand that all matter is made up of atoms. Key concepts include a) atoms are made up of electrons, protons, and neutrons; b) atoms of any element are alike but are different from atoms of other elements; c) elements may be represented by chemical symbols; d) two or more atoms may be chemically combined; e) compounds may be represented by chemical formulas; f) chemical equations can be used to model chemical changes; and g) a limited number of elements comprise the largest portion of the solid Earth, living matter, the oceans, and the atmosphere. Science concepts. The student knows that substances have physical and chemical properties. The student is expected to: (A) demonstrate that new substances can be made when two or more substances are chemically combined and compare the properties of the new substances to the original substances; and (B) classify substances by their physical and chemical properties. NS.5-8.2 As a result of their activities in grades 5-8, all students should develop an understanding

• • •

TX SCI 6.7

Properties and changes of properties in matter Motions and forces Transfer of energy

Bennet Science Grade 6 SACE SCI 6.4

Topics may include the atomic theory of matter; state of matter (solid, liquid, and gas); conservation of matter The student will understand basic aspects of matter and atoms including: a) electrons, protons, and neutrons b) atoms of like elements are alike, but are different than atoms from different elements c) elements may be represented by chemical symbols and compounds can be represented by chemical formulas d) atoms may be chemically combined, and chemical formulas can

model these changes

VA SCI 6.5 The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include a) water as the universal solvent; b) the properties of water in all three states; c) the action of water in physical and chemical weathering; d) the ability of large bodies of water to store heat and moderate climate; e) the origin and occurrence of water on Earth; f) the importance of water for agriculture, power generation, and public health; and g) the importance of protecting and maintaining water resources. TX SCI NS Bennet Science Grade 6 SACE SCI 6.5 N/A N/A Topics may include the atomic theory of matter; state of matter (solid, liquid, and gas); Students explore, record, and graph boiling and freezing points of common substances The student will investigate the properties of water and its role in the environment, including: a) the three states of water b) weathering, both physical and chemical c) the importance of maintaining water resources d) occurrence and properties of water on earth e) importance of water in relation to agriculture, power, and health

VA SCI 6.6 The student will investigate and understand the properties of air and the structure and dynamics of the Earth’s atmosphere. Key concepts include a) air as a mixture of gaseous elements and compounds; b) air pressure, temperature, and humidity; c) how the atmosphere changes with altitude; d) natural and human-caused changes to the atmosphere; e) the relationship of atmospheric measures and weather conditions; f) basic information from weather maps including fronts, systems, and basic measurements; and g) the importance of protecting and maintaining air quality. TX SCI N/A

NS Bennet Science Grade 6 SACE SCI 6.6

N/A A special emphasis on the physical sciences. The student will investigate properties of air and the Earth’s atmosphere, including: a) importance of maintaining air quality b) air pressure, temperature, and humidity c) basic weather information, such as fronts, systems, and measurements, and weather conditions in relation to atmospheric measures d) air as a mixture of elements and compounds

Living Systems VA SCI 6.7 The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include a) the health of ecosystems and the abiotic factors of a watershed; b) the location and structure of Virginia’s regional watershed systems; c) divides, tributaries, river systems, and river and stream processes; d) wetlands; e) estuaries; f) major conservation, health, and safety issues associated with watersheds; and g) water monitoring and analysis using field equipment including hand-held technology. TX SCI NS.5-8.3 N/A As a result of their activities in grades 5-8, all students should develop understanding

• • • • •

Structure and function in living systems Reproduction and heredity Regulation and behavior Populations and ecosystems Diversity and adaptations of organisms

Bennet Science Grade 6 SACE

N/A The student will investigate human interactions and natural

SCI 6.7

interactions that affect watershed systems including: a) divides, tributaries, river systems, rivers, wetlands, estuaries, and streams b) health of ecosystems and the factors of a watershed c) conservation and safety issues of watersheds d) water monitoring and analysis

Interrelationships in Earth/ Space Systems VA SCI 6.8 The student will investigate and understand the organization of the solar system and the relationships among the various bodies that comprise it. Key concepts include a) the sun, moon, Earth, other planets and their moons, meteors, asteroids, and comets; b) relative size of and distance between planets; c) the role of gravity; d) revolution and rotation; e) the mechanics of day and night and the phases of the moon; f) the unique properties of Earth as a planet; g) the relationship of the Earth’s tilt and the seasons; h) the cause of tides; and i) the history and technology of space exploration. TX SCI Science concepts. The student knows components of our solar system. The student is expected to: (A) identify characteristics of objects in our solar system including the Sun, planets, meteorites, comets, asteroids, and moons; and (B) describe types of equipment and transportation needed for space travel. NS.5-8.4 As a result of their activities in grades 5-8, all students should develop an understanding

• • •

Structure of the earth system Earth's history Earth in the solar system

Bennet Science

Additional topics from the life and earth sciences may include the structure of the Earth's crust and plate tectonics

Grade 6 SACE SCI 6.8

The student will investigate the solar system with respect to a) b) c) d) the planets, the sun, moon, meteors, asteroids, and comets terms such as gravity, revolution, and rotation unique properties of Earth cause of the tides and the mechanics of day and night in relation to the moon e) relative size of and distance between the planets f) history and technology of space exploration

Resources VA SCI 6.9 The student will investigate and understand public policy decisions relating to the environment. Key concepts include a) management of renewable resources (water, air, soil, plant life, animal life); b) management of nonrenewable resources (coal, oil, natural gas, nuclear power, mineral resources); c) the mitigation of land-use and environmental hazards through preventive measures; and d) cost/benefit tradeoffs in conservation policies. Science concepts. The student knows that obtaining, transforming, and distributing energy affects the environment. The student is expected to: (C) research and describe energy types from their source to their use and determine if the type is renewable, non-renewable, or inexhaustible. As a result of activities in grades 5-8, all students should develop understanding

• • • • •

TX SCI 6.9

NS.5-8.6

Personal health Populations, resources, and environments Natural hazards Risks and benefits Science and technology in society

Bennet Science Grade 6 SACE SCI 6.9

N/A The student will investigate environmental policies including: a) management of renewable and nonrenewable resources b) mitigation of land-use and environmental hazards through

preventive measures c) conservation policies and their costs and benefits VA SCI TX SCI NS Bennet Science Grade 6 SACE SCI 6.10 VA SCI TX SCI NS SCI Bennet Science Grade 6 SACE SCI 6.11 N/A N/A N/A Distinctions between living and nonliving things; The student will be able to distinguish between living and nonliving things. N/A N/A N/A Examine light filtered through a prism; and explore the reflection and refraction of light rays by mirrors and through lenses. The student will examine light filtered through a prism and will understand the concepts of reflection and refraction by mirrors and lenses.

ENGLISH The learning of the branches of English promotes literacy in society. English taught in school has the opportunity enter everyday society through the students. Oliver Wendel Holmes said the following about English as a whole: “Language is the blood of the soul into which thoughts run and out of which they grow” (Quote Garden 2007) Oral Language VA ENG 6.1 TX ENG NL- ENG K12.4 Bennett English Grade 6 SACE ENG 6.1 VA ENG 6.1 TX ENG The student will analyze oral participation in small-group activities. N/A Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes Speaking exercises require students to memorize and recite selected short poems. The student will analyze and communicate effectively in a group activity

a) Communicate as leader and contributor. b) Evaluate own contributions to discussions.

NL- ENG Bennett English Grade 6 SACE ENG 6.2

(B) demonstrate effective communication skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (D) generate criteria to evaluate his/her own oral presentations and the presentations of others (6-8); N/A Speaking exercises require students to memorize and recite selected short poems. The student will contribute to group activities by demonstrating leadership and evaluating their own contributions to the discussions c) d) Summarize and evaluate group activities. Analyze the effectiveness of participant interactions.

VA ENG 6.1 TX ENG

(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);

NL- ENG K12.4 Bennett English Grade 6 SACE ENG 6.3 VA ENG 6.2 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.4 VA ENG 6.2 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.5 VA ENG 6.2 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.6

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes N/A The student will effectively summarize and analyze participation and interaction in small group activities. The student will listen critically and express opinions in oral presentations. N/A N/A N/A The student will express opinions during oral presentations and listen with critical intent.

a) Distinguish between fact and opinion.

(C) distinguish between the speaker's opinion and verifiable fact (4-8); N/A N/A The student will be able to differentiate between opinion and fact

b) Compare and contrast viewpoints.

(E) compare his/her own perception of a spoken message with the perception of others (6-8); and N/A N/A The student will be able to compare and contrast different and similar viewpoints.

VA ENG 6.2 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.7 VA ENG 6.2 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.8 VA ENG 6.2 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.9 Reading VA ENG 6.3 TX ENG NL- ENG

c) Present a convincing argument.

(B) identify and analyze a speaker's persuasive techniques such as selling, convincing, and using propaganda (6); N/A The student will be able to present a convincing argument and analyze the persuasive techniques of other presentations.

d) Paraphrase what is heard. e) Summarize what is heard.

(D) listen to learn by taking notes, organizing, and summarizing spoken ideas (6-8). N/A Speaking exercises require students to memorize and recite selected short poems. The student will paraphrase and summarize after listening to an oral passage.

f) Use grammatically correct language and vocabulary appropriate

to audience, topic, and purpose (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); N/A Topics in grammar include irregular verbs and the subjunctive mood. The student will use correct grammar and vocabulary dependant upon audience, topic, and purpose

The student will read and learn the meanings of unfamiliar words and phrases. (A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8); Students apply knowledge of language structure, language conventions

K-12.6

(e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews The student will read and use techniques to learn the meanings of unfamiliar words and phrases.

a) Identify word origins, derivations, and inflections.

Bennett English Grade 6 SACE ENG 6.10 VA ENG 6.3 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.11 VA ENG 6.3 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.12

N/A N/A A review of reading skills developed in the early grades and an introduction to classical mythology and simple lyric, narrative, and dramatic poetry The student will identify word origins and derivations.

b) Identify analogies and figurative language. c) Use context and sentence structure to determine meanings and

differentiate among multiple meanings of words. N/A N/A Topics in grammar include irregular verbs and the subjunctive mood. The students will be able to identify analogies and figurative language and use context to determine and differentiate between multiple meanings of words.

d) Use word-reference materials.

VA ENG 6.3 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.13

(C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8). N/A Students hone library skills (bibliographies and note-taking) during preparation of a research project The student will be able to locate meanings of words, pronunciations, and derivations of unfamiliar words using word-reference materials.

VA ENG 6.4 TX ENG NL- ENG K-12.3

The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry. N/A Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). A review of reading skills developed in the early grades and an introduction to classical mythology and simple lyric, narrative, and dramatic poetry. The student will demonstrate reading comprehension through the reading of a variety of text including fiction, poetry, and narrative nonfiction.

a) Identify the elements of narrative structure, including setting,

Bennett English Grade 6 SACE ENG 6.14

VA ENG 6.4 TX ENG

character, plot, conflict, and theme. (F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8); (G) recognize and analyze story plot, setting, and problem resolution (4-8); N/A A review of reading skills developed in the early grades and an introduction to classical mythology and simple lyric, narrative, and dramatic poetry. The student will be able to identify elements of narrative structure including characters, plot, conflict, and theme.

b) Use knowledge of narrative and poetic structures to aid

NL- ENG Bennett English Grade 6 SACE ENG 6.15 VA ENG 6.4 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.16

comprehension and predict outcomes. N/A N/A Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews The student will use their knowledge of narrative structure to predicte outcome and aid in comprehension.

VA ENG 6.4 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.17 VA ENG 6.4 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.18 VA ENG 6.4 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.19 VA ENG 6.4 TX ENG NL- ENG Bennett

c) Describe the images created by language. d) Describe how word choice and imagery contribute to the

meaning of a text. (D) describe mental images that text descriptions evoke (4-8); N/A Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews The student will comprehend the concept of words evoking images and explain how imagery contributes to text.

e) Describe cause-effect relationships and their impact on plot.

(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8); N/A Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews The student will describe cause and effect and its impact on the plot of a story.

f) Use information stated explicitly in the text to draw conclusions

and make inferences. (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); N/A Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews The student will be able to infer information from the text and draw conclusions and judgments from those inferences.

g) Explain how character and plot development are used in a

selection to support a central conflict or story line. N/A N/A Reading selections serve as subjects for a variety of writing assignments,

English Grade 6 SACE ENG 6.20 VA ENG 6.4 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.21 VA ENG 6.5 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.22 VA ENG 6.5

including short essays, narratives, letters, and book reviews The student will discuss the importance of character and plot development in relation to the story line through their readings.

h) Paraphrase and summarize the main points in the text.

(G) paraphrase and summarize text to recall, inform, or organize ideas (48); N/A Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews The student will be able to summarize and paraphrase a written text.

The student will read and demonstrate comprehension of a variety of informational selections. a) Identify questions to be answered. N/A N/A Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews The student will be able demonstrate comprehension through identify questions about informational selections.

b) Make, confirm, or revise predictions. c) Use context to determine meanings of unfamiliar words and

technical vocabulary. d) Draw conclusions and make inferences based on explicit and implied information. e) Organize the main idea and details to form a summary. g) Select informational sources appropriate for a given purpose. TX ENG NL- ENG Bennett English Grade 6 (A) form and revise questions for investigations, including questions arising from readings, assignments, and units of study (6-8); N/A Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews… Students hone library skills (bibliographies and note-taking) during preparation of a research project

SACE ENG 6.23

The student will be able to: a) form and revise predictions b) draw conclusions based on both explicit and implied information of a passage c) organize main ideas and supporting details and form summaries d) choose informational sources with respect to purpose

f) Compare and contrast information about one topic contained in

VA ENG 6.5 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.24 Writing VA ENG 6.6

different selections. (D) connect, compare, and contrast ideas, themes, and issues across text (48). N/A Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews. Independent reading and writing are a significant part of each day. The student will compare and contrast two different selections with similar ideas, themes, and issues.

The student will write narratives, descriptions, and explanations. a) Use a variety of planning strategies to generate and organize ideas. b) Establish central idea, organization, elaboration, and unity. c) Select vocabulary and information to enhance the central idea, tone, and voice. d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. N/A Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Independent reading and writing are a significant part of each day. Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews. The students will use a wide range of strategies while they write, including: a) planning and organizing strategies b) elaboration, unity, and central ideas c) enhancing vocabulary d) modifiers

TX ENG NL- ENG K-12.5 Bennett English Grade 6 SACE ENG 6.25

VA ENG 6.6 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.26 VA ENG 6.7 TX ENG NL- ENG K-12.6 Bennett English Grade 6 SACE ENG 6.27 VA ENG 6.7 TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.28 VA ENG 6.7 TX ENG NL- ENG

e) Revise writing for clarity.

(D) revise drafts for coherence, progression, and logical support of ideas (4-8); N/A Independent reading and writing are a significant part of each day. Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews. The student will revise their own writing for clarity, coherence, and logical support. The student will edit writing for correct grammar, capitalization, punctuation, spelling, and sentence structure. N/A Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. N/A The student will evaluate and edit their own writing for correct grammar, spelling, punctuation, structure, and figurative language. Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. (A) generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs (4-8); N/A Independent reading and writing are a significant part of each day. Reading selections serve as subjects for a variety of writing assignments, including short essays, narratives, letters, and book reviews. The student will use graphic organizers, notes, and logs to improve sentence formation, paragraph structure, and writing in general. Use subject-verb agreement with intervening phrases and clauses. (G) use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8); N/A

Bennett English Grade 6 SACE ENG 6.29 VA ENG 6.7

Topics in grammar include irregular verbs and the subjunctive mood. The student will use appropriate subject-verb agreement in all aspects of the sentence. Use pronoun-antecedent agreement to include indefinite pronouns. Maintain consistent tense inflections across paragraphs. Choose adverbs to describe verbs, adjectives, and other adverbs. Use correct spelling for frequently used words. N/A N/A N/A The student will use: a) pronoun-antecedent agreement and maintain tense throughout paragraphs b) correct spelling c) adverbs to modify verbs, adjectives, and other adverbs

TX ENG NL- ENG Bennett English Grade 6 SACE ENG 6.30

Conclusion Standards are what keep schools accountable for what they are teaching students, who will are the leaders and participants of tomorrow. The four core subject areas enable students to think crictically as individuals. Proverbs 9:9 says, “Instruct a wise man and he will be wiser still; teach a righteous man and he will add to his learning.” Whether in a public school or in a Christian school, this principle can be implemented. It it the job of teachers everywhere to prepare their students as completely and as thoroughly as possible. This can be done by teaching the four content areas.

MATH

Week 1 1 2 3 4 5 SACE MA 6.1 Fraction, Percents, and Decimals

ENGLISH

SACE ENG 6.2 Contributing to Groups Orally SACE ENG 6.9* Correct Grammar Usage SACE ENG 6.29* Subject-Verb Agreement SACE ENG 6.11 Vocab SACE ENG 6.1 Effective Oral Communication

SCIENCE

SOCIAL STUDIES

SACE SS 6.1 Skills – Map, Primary Sources, latitude and longitude, etc.

Week 2

Week 3

Week 4

Week 5

Week 6

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

SACE MA 6.2 Ratios

SACE ENG 6.3 Oral Participation

SACE SCI 6.10 Living and Nonliving Things

SACE ENG 6.11 Vocab SACE ENG 6.4 Oral Expression SACE MA 6.3 Factors and Multiples SACE ENG 6.5 Opinion and Fact

SACE SCI 6.1 Investigation, Reasoning, and Logic SACE SS 6.2 Geography – effect of physical characteristics

SACE MA 6.4 Prime and Composite

SACE ENG 6.11 Vocab SACE ENG 6.6 Compare and Contrast Viewpoints

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

SACE MA 6.5 Comparing

SACE ENG 6.7 Persuasive Presentations

SACE SCI 6.2 Basic Concepts of Energy

SACE MA 6.6 Compare, Orders, Identify SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

SACE ENG 6.11 Vocab

SACE ENG 6.8 Oral Summarization

SACE SS 6.3 Reshaping the Nation and the Emergence of Modern America: 1877 – early 1900’s

SACE ENG 6.11 Vocab SACE ENG 6.25 Writing Strategies SACE MA 6.8 Division with Decimals SACE SCI 6.3 Energy and the Earth

SACE MA 6.9 Estimation

Week 13

SACE MA 6.10 Multi-step problems, Planning a budget

SACE ENG 6.11 Vocab SACE ENG 6.10 Dealing with unfamiliar words and phrases SACE ENG 6.12 Analogies and Figurative language

SACE SS 6.4 Turmoil and Change: 1890’s - WWI

Week 14

SACE ENG 6.11 Vocab SACE ENG 6.13 Using Word Reference Material

Week 15

1 2 3 4 5

SACE MA SACE ENG 6.26 6.10 Revision Planning a Budget SACE MA 6.29 Word Problems with Negative Numbers SACE MA 6.11 Measurements SACE ENG 6.11 Vocab SACE ENG 6.27 Editing SACE ENG 6.28 Organizational methods

SACE SCI 6.4 Matter and Atoms

Week 16

Week 17

Week 18

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

SACE MA 6.12 Estimation with Measurements

SACE SS 6.5 Turmoil and Change: WWI – The New Deal

Week 19

Week 20

SACE MA 6.13 Perimeter and Area of Polyhedra SACE MA 6.14 Characteristics of a Circle 1 SACE MA 2 6.15 3 Pi 4 5 1 SACE MA 2 6.16 3 Estimation 4 with Angles 5 SACE MA 6.17 Types of Angles

SACE ENG 6.11 Vocab SACE ENG 6.14 Reading Comprehension

SACE SCI 6.5 Properties of Water

SACE ENG 6.11 Vocab SACE ENG 6.15 Narrative Structure

SACE SCI 6.7 Watershed System

Week 21

Week 22

Week 23

Week 24

Week 25

Week 26

Week 27

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

SACE MA 6.18 Plane Figures

SACE ENG 6.15 Same as above

SACE SS 6.6 Turmoil and Change: United States involvement in WWII

SACE MA 6.19 Congruence

SACE ENG 6.11 Vocab SACE ENG 6.16 Prediction of Outcome SACE ENG 6.30 Grammar SACE SCI 6.6 Air and Atmosphere

SACE MA 6.21 Geometric Classification SACE MA 6.22 Graphs

SACE ENG 6.11 Vocab SACE ENG 6.17 Imagery SACE ENG 6.18 Cause and Effect SACE SS 6.7 The United States since WWII

SACE MA 6.20 Bisecting angles and line segments SACE MA 6.23 Mean, Median, Mode

SACE ENG 6.11 Vocab SACE ENG 6.19 inferences SACE SCI 6.8 Solar System

Week 28

1 SACE MA 2 6.24 3 Sample Spaces 4 5

SACE ENG 6.11 Vocab SACE ENG 6.20 Character and Plot

Week 29

Week 30

Week 31

Week 32

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

SACE MA 6.25 Probability and Representation

SACE ENG 6.21 Summarize and Paraphrase

SACE SS 6.8 Key Issues of the 20th Century

SACE ENG 6.11 Vocab SACE ENG 6.22 Identity Questions SACE MA 6.26 Numerical and Geometric Patterns SACE MA 6.27 Problem solving with exponents, scientific notation, squares, and square roots SACE ENG 6.23 Form, Revision, Orangization SACE SCI 6.9 Environmental policies

SACE ENG 6.11 Vocab SACE ENG 6.23 Form, Revision, and Organization

Week 33

Week 34

Week 35

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues SACE MA 6.28 Problem solving with equations SACE ENG 6.11 Vocab SACE SCI 6.11 Reflection and Refraction

SACE SS 6.9 Survey of prehistoric – Middle Ages and their effect on today

REVIEW (in all content areas)

Week 36

1 2 SOL TESTING 3 4 5 *These SOLs will be reiterated throughout the year: SACE ENG 6.9 SACE ENG 6.29

Class Schedule

Monday TIME 8:00-8:30 Homeroom Homeroom Homeroom Homeroom Homeroom Tuesday Wednesday Thursday Friday

8:30-10:00

English

English

English

English

English

10:05-11:20 11:25-12:35 12:40-1:15 1:20-2:35 2:40-3:15 3:20-3:30

Science/ Social Studies Spanish Lunch Math Study Hall Homeroom

Science/ Social Studies Technology Lunch Math Study Hall Homeroom

Science/ Social Studies Gym Lunch Math Study Hall Homeroom

Science/ Social Studies Art Lunch Math Study Hall Homeroom

Science/ Social Studies Music Lunch Math Study Hall Homeroom

.

Legend Key for Letter Symbols T What the teacher will do

St S SS M E VA Mvmt Mu Col Div Tech D

What the student will do Science Social Studies Mathematics English Visual Arts Movement Music Collaboration Diversity Technology Drama

**Science Charts Grade 6
**

Stephanie Anstey and Carlishia Elligan

Week 3 Day 11

SACE SCI 6.10 Living and Nonliving Things

Day 12

SACE SCI 6.10 Living and Nonliving Things

Day 13

SACE SCI 6.10 Living and Nonliving Things

Day 14

SACE SCI 6.10 Living and Nonliving Things

Day 15

SACE SCI 6.10 Living and Nonliving Things

T: The teacher will teach a lesson on the structure of cells, including the major components of the cell such as membrane, mitochondria, nucleus, cytoplasm, chromosomes, vacuole, cell wall, and more.

T: The teacher will use pictorial representation to show and explain the differences between plant and animal cells.

T: The teacher will explain why and how things are classified into separate kingdoms and what those 5 kingdoms are. The teacher will go over the characteristics of the first three kingdoms: Fungi, Protista, and Monera.

T: The teacher will discuss the characteristics of the final 2 kingdoms, Plantae and Animalia (Have the students finish the kingdom bulletin board before continuing). The teacher will then introduce the 7 levels of classification. (The teacher should have a poster or chart depicting the 7 levels). Use the example of the postal classification system as an example. St: The students will repeat for the kingdoms Plantae and Animalia what they did for the former 3 kingdoms. The student will also learn the mnemonic for remembering the 7 levels: King Phillip Came Over For Great Spaghetti. They will also develop a class mnemonic.

T: The teacher will separate students into groups and give each group a living thing, which they will have to classify. Allow them almost the entire class period.

St: The student will look at slides cells. They will then participate in a group activity, where each person in the group is assigned a cell component, and must come up with one action that displays a job of that component. (Eg: the student with mitochondria can run in place to show the releasing of energy)

St: The student will choose which cell they would like to model, and will build a model out of a Styrofoam sphere (cut in half), play-dough (for the cell membrane), and an array of materials that they can use for the other cell components. The students will use toothpicks and sticky labels to label each of the components. S, VA, A

St: After being taught the lesson, the students will give the teacher the characteristics of the 3 kingdoms they learned, who will in turn write/pin the characteristics to a bulletin board that will show the 5 kingdoms. S, VA DA: Gifted learners can each choose a kingdom and make a more in depth poster of a kingdom of their choosing.

St: The students will research their specific living organism in the classroom, using the computer, their science books, and other books that are available to them. Once they are finished, they will turn in a paper that tells of the seven classifications of their living organism and the characteristics for each classification. S, E, T

S, Mvmt

S, E, VA

Week 4 Day 16

SACE SCI 6.1 Investigation, Reasoning, and Logic

Day 17

SACE SCI 6.1 Investigation, Reasoning, and Logic

Day 18

SACE SCI 6.1 Investigation, Reasoning, and Logic

Day 19

SACE SCI 6.1 Investigation, Reasoning, and Logic

Day 20

SACE SCI 6.1 Investigation, Reasoning, and Logic

T: The teacher will emphasize the importance of classifying similar objects, using the living kingdoms as a base for the student’s knowledge of classification. The teacher will ask the students if they can think of any characteristics that would be good to use as classifiers for different objects.

S: The students will each be given a bag of beans, poster board, and glue, and will separate their beans according to whatever characteristics they see and decide upon. Label the characteristic under the glued beans. Students should be ready to explain their characteristics to the class.

T: The teacher will instruct the students on scale measurements involving distance, volume, and quantity. Examples can be things such as maps, with measurements such as 1 inch = 1 mile. The teacher will use ingredients at the front of the room and either scale up or scale down a recipe. Have the students figure out with the new measurements should be based on the scale. St: The students will choose a measurement (distance, volume, or quantity) and use their knowledge of ratios to decide scale measurements. The will then draw a map, make a model, etc.

T: The teacher will teach the lesson on gathering data and organizing it into a pictorial representation, such as a graph. The teacher should prompt the students to discover what kind of scientific information would be useful to display as a graph.

T: The teacher will give the students a scenario and ask them what they think will happen and why. The teacher will then discuss that the class just hypothesized, and will then go into a lesson about observation, hypothesizing, and experimenting. The teacher will set up plant samples in the room (each with a different variable). St: The students will hypothesize which plant they think will grow better, and will document the plant growth each day in a plant journal. Plant journals will be turned in on Day 31

T: The teacher will set up experiments (found in the book Science Experiments and Projects for Students) around the room for the students to visit in groups (parental cooperation). English class will end early so as to accommodate for the extra time needed for the experiments.

St: The students will work in groups wherein they will collect, organize, and analyze data, and represent it on a graph.

S, VA, M DA: ESL students can make the graph in their original language as well as the English one that the teacher will put up in the classroom with the others.. S, Mvmt, E

St: The student will, each hypothesize about the outcome and variables of each experiment in the classroom before any experiments are performed. They will then discuss the outcome of the experiments and see whether or not their hypotheses were correct and why or why not. Students will participate orally so as to incorporate what they are learning in English. S, Mvmt, E, Col

S, VA, E

S, Mvmt, M

Week 7 Day 31

SACE SCI 6.2 Basic Concepts of Energy

Day 32

SACE SCI 6.2 Basic Concepts of Energy

Day 33

SACE SCI 6.2 Basic Concepts of Energy

Day 34

SACE SCI 6.2 Basic Concepts of Energy

Day 35

SACE SCI 6.2 Basic Concepts of Energy

T: The teacher will introduce energy after the short activity, and then introduce kinetic and potential energy and their characteristics. Discuss the differences between the two.

T: The teacher will discuss energy conversions and how energy can change from kinetic to potential and back again. Ask students what other conversions there are. Use the example of photosynthesis. Ask the students since only plants go through photosynthesis, does that mean that we only get energy from the sun when we eat plants? Have them explain. St: The students will complete a Directed Reading Worksheet about the transfer of energy (Holt and Science Technology: Forces, Motion, and Energy, pg 113c)

T: The teacher will discuss the transformations of energy, including heat and light into mechanical, thermal, chemical, electrical, sound, light, and nuclear. The teacher will discuss electrical energy in relation to history as well. After the activity, ask the students questions like “What form of energy is coming from the drum?” and “What happens when you ____?” etc. St: The students will be divided into groups, and each group will be given an empty coffee can, wax paper, a rubber band, and a pencil. The students will hit the wax paper in different ways and with different forces, and will record and discuss their findings.

T: The teacher will review the different energy transformations (eg: sound, nuclear, etc.). Have different things around the room that are examples of different kinds of energy transformations (listed on Day 33). After completing the activity, show the students the website www.scilinks.org. Explore the site for the rest of the class period. St: The students will play “I Spy” with different forms of energy transformations around the room. Students will see an object (such as an apple) and will identify the type of energy transformation it could go through (apple goes through chemical energy transformation) S, VA

T: The teacher will introduce the idea of energy resources, and discuss main nonrenewable resources and their uses. Introduce renewable resources so that students can choose between both types of resources for their project.

St: The students will divide into groups. Each group receives a piece of string and a specific weight. The students take turns letting the pendulum swing from different heights, and will record their observations.

St: The students will choose a renewable or nonrenewable resource to do a short project about (eg: paper, diagram, etc).

S, Mvmt, E

S, E, CT

S, E, Mu, SS DA: Allow kinesthetic learners or those with difficulties collect the items around the room.

S, Div, E, VA

Week 8 Day 36

SACE SCI 6.2 Basic Concepts of Energy

Day 37

SACE SCI 6.2 Basic Concepts of Energy

Day 38

SACE SCI 6.2 Basic Concepts of Energy

Day 39

SACE SCI 6.2 Basic Concepts of Energy

Day 40

SACE SCI 6.2 Basic Concepts of Energy

T: The teacher will review nonrenewable resources, and then begin the lesson on renewable resources and their uses. Introduce the students to the advantages and disadvantages of renewable resources. Present the scenario that the classroom is a country that must decide on 3 or 4 resources to run our country on. Give the students a few minutes to read over the pros and cons, and then open up the floor for debate. St: The students will each read over the advantages and disadvantages of the resources. Each will decide on their 3 top resources, and then will give their reasons for choosing those resources. S, E DA: Gifted learners will each choose a different country and choose resources dependent on that country’s economical abilities.

T: The teacher will introduce the conservation of energy, including terms like friction, closed system, and the law of the conservation of energy. Discuss how energy is always being converted into other forms, and remind them about the example of photosynthesis. Discuss the idea of perpetual motion.

T: The teacher will teach energy as it relates to machines. Explain how machines are also energy converters, and why energy conversions are important.

T: Review of SOL’s 6.1 and 6.2.

T: TESTING The teacher will hand out a list of possible science fair projects having to do with SOL 6.3 – theories of matter, the atmosphere, clouds, oceans, and energy as it relates to weather, radiation, and the earth’s energy budget. Due on Day 60.

St: Students will create their own thermal energy by rubbing their hands together for 30 seconds. The will feel the friction and heat produced by their hands, but will also see that processes involving work and energy are not 100% efficient, because of the friction created.

St: Due: Project on resources. Students will have time to move around the classroom and see other people’s projects.

St: The students will participate in the game known as “Around The World,” where one student starts by standing and competing against the student sitting behind them. They are asked a question, and the first to answer correctly is allowed to move on. When the person standing is beaten, they sit in the place of the person that beat them while the victor tries to get around the “world.” The point is to beat everyone in the room in a row. S, Mvmt

St: TESTING, pencil and paper

S, Mvmt

S, Mvmt

S

Week 11 Day 51

SACE SCI 6.3 Energy and the Earth

Day 52

SACE SCI 6.3 Energy and the Earth

Day 53

SACE SCI 6.3 Energy and the Earth

Day 54

SACE SCI 6.3 Energy and the Earth

Day 55

SACE SCI 6.3 Energy and the Earth

T: The teacher will introduce matter and its characteristics (volume, mass, density). Discuss the differences between mass and weight and the measurements of both. Discuss density as well.

T: The teacher will go over the 3 common states of matter – gas, liquid, and solid – and their properties, and will also discuss the 4th state of matter, plasma. The teacher will also talk about Boyle’s Law and Charles Law in relation to gas.

T: The teacher will instruct the students on changing the state of matter, and the difference between a change of state and a simple change of temperature, and the role of energy in these changes. Important terms include melting, freezing, condensation, vaporization, and sublimation.

T: The teacher will discuss the amount of energy the earth receives from the sun and the conversion of that energy into different forms. Explain the role of solar energy in today’s society.

T: The teacher will present the two terms convection and radiation. The teacher will give examples of each, and will ask the students why they think each occurs. Once the correct answer has been procured, the teacher will talk about the effect of radiation in relation to the greenhouse effect and its causes. Have the students discuss what would happen if there was no greenhouse effect, or if the greenhouse effect were to worsen. St: The students will get to watch boiling water with little aluminum balls in it to example convection. Students will also brainstorm about what they could do for the community to help the environment in relation to the greenhouse effect.

St: The students will separate into groups and use liquids of different densities (with different food colors) to create a “rainbow of liquids” in a jar. Students will then be asked questions concerning the experiment.

St: The students will participate in a demonstration to show the moving particles in the 3 main states of matter. Have students volunteer; tape some students together (solid), have some others in a group surrounded by a jump rope (liquid), and the last group have moving freely (gas).

St: The students will participate in a “Hot and Cool” Lab, which deals with whether or not a substances temperature will go up if you add energy, or go down if you remove energy. These questions will be answered through manipulation of water. (Holt Science and Technology: Introduction to Matter) S, Mvmt

St: The students will research solar energy and find one article dealing with its history, progress being made in that area, or some other aspect of solar energy. The students will write a short summary of the article which they will hand in the next day. S, E DA: An extra article may be turned in for extra credit by gifted learners.

S, Mvmt, VA

S, Mvmt

S, Mvmt, Col

Week 12 Day 56

SACE SCI 6.3 Energy and the Earth

Day 57

SACE SCI 6.3 Energy and the Earth

Day 58

SACE SCI 6.3 Energy and the Earth

Day 59

SACE SCI 6.3 Energy and the Earth

Day 60

SACE SCI 6.3 Energy and the Earth

T: The teacher will discuss the characteristics of the atmosphere, including temperature, pressure, and the layers of the atmosphere. The teacher will also discuss the role of energy in the heating of the atmosphere, and will further discuss the greenhouse effect. St: The students will watch a demonstration of atmospheric pressure and air movement involving hot water and ice and a smoking match (Holt Science and Technology: Weather and Climate pg. 14)

T: The teacher will talk about winds: why air moves, how it moves, and what happens when it moves. Include discussions on the relation of energy in the atmosphere to weather related phenomena.

T: The teacher will go over what causes clouds, the different types of clouds, and their characteristics.

T: The teacher will give the lesson on the movement of the ocean in relation to energy and the atmosphere. Discuss waves, their causes, and the properties of waves (eg: crest, trough, etc.)

T: SCIENCE PROJECTS DUE Allow the students to quickly tell the class what the subject of their project is.

St: The students will first watch a demonstration of how water movement is a good example of air flow (Holt Science and Technology: Weather and Climate Quick Lab, pg 16). Then the students will get into groups and model sea and land breezes using baking pans filled with sand and ice and smoke (teacher supervision necessary).

St: The students will make posters depicting the different types of clouds using cotton balls. The students will work the cotton balls so that they have the characteristics of the cloud they are depicting.

St: The students will each make their own waves using a pan filled with water and a piece of cardboard. They should blow across the cardboard to make the waves, and then experiment with different variables, such as making islands in the pan, blowing harder, etc.

St: The students will walk around and look at other students’ projects.

S. VA DA: Students having difficulties will be paired with other more gifted students, and they can work on the project together, with the gifted student teaching the one having trouble.

S, VA S, Mvmt

S, Mvmt

S, Mvmt

Week 15 Day 71

SACE SCI 6.4 Matter and Atoms

Day 72

SACE SCI 6.4 Matter and Atoms

Day 73

SACE SCI 6.4 Matter and Atoms

Day 74

SACE SCI 6.4 Matter and Atoms

Day 75

SACE SCI 6.4 Matter and Atoms

T: The teacher will introduce atoms and the beginning atomic theories: Thompson, Rutherford, Bohr, and the Electron Cloud Models.

T: The teacher will instruct the students on the properties of the atoms themselves: size, makeup (protons, electrons, and neutrons and their characteristics), and what makes atoms different from each other.

T: The teacher will teach about the forces at work in atoms, isotopes, and calculating the mass of an atom.

T: The teacher will introduce the students to the periodic table of the elements, both to its history and what can be found on the table.

T: The topic of this lesson is the grouping of the elements within the periodic table. The teacher will instruct the students on the different groups of elements.

St: The students will each choose a type of atom model to draw. The student will draw and color the picture, label the model, and then put its creator and the characteristics of the model that make it different from other models. S, VA DA: Have the gifted students research the Japanese physicists such as Nagaoka, Hideki Yukawa, and Kenjiro Takayanagi and share what they contributed to modern science.

St: As the students learn about the particles inside an atom, have them create and label diagrams of several different atoms in their Science Log. Students can use the figures as guidelines. The diagrams should show the different particles, where they are located, and other information, such as mass and charge. S, E, VA

St: The students will calculate the masses of some given atoms and will also so a Reinforcement worksheet called “Atomic Timeline” found on pg 77c on of Holt Science and Technology: Introduction to Matter.

St: The student will complete the Direct Reading Worksheet 1, found on page 101c of Holt Science and Technology: Introduction to Matter.

St: Students will be put into groups, and each group will be given pre cut squares of different colors (the colors are according to groups of elements). Each group will be assigned an elemental group (if it is large, it will be split) and the students will copy the elements onto the squares so as to make a huge classroom periodic table. S, VA

S, M

S, E

Week 16 Day 76

SACE SCI 6.4 Matter and Atoms

Day 77

SACE SCI 6.4 Matter and Atoms

Day 78

SACE SCI 6.4 Matter and Atoms

Day 79

SACE SCI 6.4 Matter and Atoms

Day 80

SACE SCI 6.4 Matter and Atoms

T: The teacher will review some common elements, and will introduce the class to compounds, both the types of and their characteristics and the names of some common compounds.

T: The teacher will teach about chemical reactions and chemical formulas.

T: Chemical equations are to be introduced in this lesson. Discuss in depth how to balance equations and include many guided and independent practices.

T: Review for the test. If students need help with chemical equations, the teacher will work with them at the board.

T: TESTING

St: Every student is given a rubber ball, and the class is divided into two groups. Partners must stand face to face. The 2 groups represent ionic and covalent bonding.

St: Examples will be demonstrated from the Figure “Some Clues to Chemical Reactions.” As each clue is discussed, the teacher will demonstrate an actual example. Students will take notes of their observations. S, E DA: Allow visual learners the opportunity to perform one of more chemical reactions described. Write the name of each clue on index cards, and make sure the students can match the correct clue with each example.

St: Other than the guided and independent practicing of balancing equations, the students will create a concept map that includes the different components of a chemical equation.

St: If no help is needed with chemical equations, than the students may work in pairs to complete the review sheet that the teacher will have already prepared for them.

St: TESTING Paper and pencil

S, Mvmt

S, E, M

S, E, Col

S

Week 19 Day 91

SACE SCI 6.5 Properties of Water

Day 92

SACE SCI 6.5 Properties of Water

Day 93

SACE SCI 6.5 Properties of Water

Day 94

SACE SCI 6.5 Properties of Water

Day 95

SACE SCI 6.5 Properties of Water

T: The teacher will show the differences between the 3 states of water through demonstration and build on the students’ knowledge of solids, liquids, and gases.

T: The teacher will explain the differences and importance of chemical and physical weathering.

T: The teacher will discuss the importance of water resources after the student activity.

T: The teacher will discuss the origin of water.

T: The teacher will instruct students on why water is so important in society.

St: The students will pictorially represent each state of water and give 3 characteristics of each state.

St: The students will participate in a spin off of family feud with questions on weathering.

St: The students will brainstorm and list reasons why maintaining water resources is beneficial to life.

St: In their science journals, students will write down where they believe water originated from.

S, VA DA: To cater to kinesthetic learners, there can be a quick scavenger hunt of the properties of water. Ask the students where to find the properties, and if possible, go find them! S, Mvmt S, E S, E

St: The students will cut out pictures from magazines, newspapers, etc. that represent water and its relationship to power and agriculture and will use those pictures to make a collage. S, VA

Week 20 Day 96

SACE SCI 6.7 Watershed System

Day 97

SACE SCI 6.7 Watershed System

Day 98

SACE SCI 6.7 Watershed System

Day 99

SACE SCI 6.7 Watershed System

Day 100

SACE SCI 6.7 Watershed System

T: The teacher will instruct students on group of systems and parts that are related to them.

T: The teacher will instruct the students on what a watershed is and what the effects on the watershed are. The teacher will provide a historic and current map of VA.

St: The students will pair up, using a map or atlas of VA, and create a poster that illustrates the river systems of VA. They will complete the “Power of Moving Water” worksheet and will demonstrate the answers by using a meter stick. S, VA, M DA: Students having difficulties can use play-doh or clay to illustrate the river systems of Virginia

St: The students will write an essay predicting the future of the land surrounding a local river. After being put into groups, the students will find possible reasons for changes in the two maps given them by the teacher. Students will trace streams that have changed on one sheet using different color markers so that patterns of change can be examined.

T: The teacher will discuss with the class some ways why it might be important for watersheds to be conserved, monitored, and analyzed. The teacher will also discuss safety issues associated with watersheds. The teacher will lay out a large replica of a basic stream and assign different colors of paint to some potentially harmful things. St: The students will smudge the paint over the replica of the stream. They will then describe how the river looks. They will then be told the correlation between the harmful substances and the water system.

T: The teacher will present a video on river systems and watersheds. The teacher will place pictures of river system and watershed components around the room. The teacher will also have laminated component names on a table.

T: TESTING over river and watershed system

St: After watching the video, students will be timed to see how fast they can correctly match the name with the component picture.

St: TESTING

S, E, VA

S, VA

S, Tech

S

**Week 23 Day 111
**

SACE SCI 6.6 Air and Atmosphere

Day 112

SACE SCI 6.6 Air and Atmosphere

Day 113

SACE SCI 6.6 Air and Atmosphere

Day 114

SACE SCI 6.6 Air and Atmosphere

Day 115

SACE SCI 6.6 Air and Atmosphere

T: The teacher will instruct students on what the atmosphere is and what it is exactly and what it is made of.

T: The teacher will discuss layers of the atmosphere. St: Students will write poem that creatively yet accurately describes one layer of earth’s atmosphere. Present or display for other classmates to hear or read for themselves. Students will play four corners with the layers of the atmosphere as the four corners. The teacher will read the characteristics of corresponding layer and students must go to the correct corresponding corner. Those having difficulty with terms can use dictionary to learn prefixes for the names of the atmosphere. S, E

T: Teacher will demonstrate atmospheric pressure with paper cup filled with the water and cardboard placed over opening and inverting. Cardboard should stay in place. Teacher will instruct students on what atmospheric pressure is and how temperature is related to it. St: Students will gather in groups given supply buckets of semi hot water and cold water. Place water bottle in hot water, screw on cap, then place in cold water for two minutes. Remove bottle cap slowly, twist and listen as you open the bottle cap. Writing student journals in science notebooks about what was observed and heard conclusions reached. Teacher will collect journals. S, Mvmt, E

T: Teacher will instruct on how air temperature altitudes and humidity are related to atmosphere. Teacher gives set of datatemperature and amount of water vapor. Students create line graph using set of data. Teacher will explain what is on the graph shows what the humidity is all about St: In groups students will discuss whether or not air becomes more or less dense as you climb a mountain. Teacher will discuss results with students S DA: Kinesthetic: Two identical sponges and beaker of water dry- warm dry air holds molecules less but can absorb more space. 2nd sponge dipped in beaker set on tube lead to conclusion represents saturated air, no room for water.

T: Teacher will review chapter learned throughout the week.

St: The students will complete worksheet pg 1 Holt and Science and Technology weather and climate. The students will research composition of atmosphere on internet www.sclinks.org

St: Students will recreate layers of atmosphere with paint and poster board. Students will fill out mapping overview of what was learned T26

S, VA

S

DA: Students having difficulties with terms can use dictionary to learn prefixes or the names of the layers of the atmosphere.

Week 24 Day 116

Day 117

Day 118

Day 119

Day 120

SACE SCI 6.6 Air and Atmosphere T: Teacher will discuss air mass Teacher passes out copies of graphic organizes students to fill out section 1 and section 2 with teacher.

SACE SCI 6.6 Air and Atmosphere T: Teacher will instruct students on weather fronts.

SACE SCI 6.6 Air and Atmosphere T: Teacher will instruct students on how weather is measured, and will then give them yesterday’s weather conditions for the activity.

SACE SCI 6.6 Air and Atmosphere T: Teacher will have local meteorologist come and talk to class about weather.

SACE SCI 6.6 Air and Atmosphere T: Teacher will instruct students on characteristics of what the air is made up of. Teacher puts on filtering mask and asks students to list on paper why one would wear such a mask. Teacher will review components of air and instruct students that air is a mixture of elements and compounds. St: The students will draw some things that cause air pollution, and will also act out the effects of bad air quality.

St: Students will color in their maps of the U.S. according to air masses to the color code.

St: Students will write a compare and contrast essay on cold and warm fronts, and will also solve problems on cold front and temperature.

St: Students will record current weather conditions including temp and air pressure and continue one more day in science journal. Students also will fill out math worksheet on measuring data. Let students handle some examples of weather instruments brought in by teacher.

St: Students will write a haiku on their favorite type of weather. Students will write data on board from weather conditions collected from past two days and today. Students use data to make prediction on what tomorrow’s weather will be like. S, E, Col DA: Gifted students can keep an extended journal and keep track of whether or not their predictions were correct. They will then write a summary of why their predictions were correct or why they weren’t.

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DA: Students having difficulties with hand motor skills can use precut materials showing air pollution

Week 27 Day 131

Day 132

Day 133

Day 134

Day 135

SACE SCI 6.8 Solar Systems T: The teacher will show a video about the solar system. Teacher will instruct students on the parts of the solar system.

SACE SCI 6.8 Solar Systems T: Teacher will give snow a table of planetary information on the overhead.

SACE SCI 6.8 Solar Systems T: Teacher will instruct students on the structure of the solar system. Teacher will discuss how there used to be 9 planets instead of 8.

SACE SCI 6.8 Solar Systems T: Teacher will ask students to calculate distance from east coast to west coast in miles and centimeters. Teacher will instruct students that large measurements are needed to represent the distances in our solar system.

SACE SCI 6.8 Solar Systems T: Teacher will instruct students on characteristics of the earth.

St: The students will make a mobile of the solar system using the supplies given by the teacher.

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DA: Students having difficulties will have pregathered materials for the mobile

St: Students will copy the table down in the science journals. They will then decide how much to make 1 cm for their drawing to represent how many kilometers. The students will calculate diameter in centimeters for each model. The students will also draw planets and then paint or color their drawing. They will then write a scale on their drawing and label planets.

St: Students will copy down definitions of asteroid, meteoroid, and comet might look like.

St: Students will fill out the matching worksheet on distances of plants from sun and stars from earth using their books.

St: Students will think and write down some characteristics that exist on earth only. The students will also write about the landscape on earth and the landscape on another planet of their choosing. Students will do a review page. Workbook pg WB217, Harcourt Science D.

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Week 28 Day 136

Day 137

Day 138

Day 139

Day 140

SACE SCI 6.8 Solar Systems T: Teacher will have student list differences between day and night Teacher will instruct students on the importance of day and night in relation to the sun and the moon. Teacher will show the video on how day and night are made. www.Sci.edu

SACE SCI 6.8 Solar Systems T: Teacher will define and explain on revelation rotation for the students.

SACE SCI 6.8 Solar Systems T: Teacher will take students outside and drop objects. Teacher will instruct students on role of gravity on different sizes on planets. Teacher will show actual measurements of gravitational pull in relation to size of planets overhead.

SACE SCI 6.8 Solar Systems T: Teacher will instruct students on the history of space exploration and tech exploration

SACE SCI 6.8 Solar Systems T: Teacher will review the chapter by playing around the world with the key concepts from the chapter.

St: Using the computer program students will create digital flip book of the rotation the earth goes through and the associated phases of the day.

St: Students will pair up and cut out magazine pictures of trays that spin on an axis or revolve around another object. Students paste pictures into 2 columns tilted things that rotate and trays that revolve. Using dodge ball students will pair up and show revolution and rotation

St: Students will play Magic School Bus computer game on solar system.

St: Students will create a timeline of space exploration. They will also make a diorama of a technology used in space exploration of their choosing using the given supplies. Students will learn about new technologies to launch space crafts www.sfscinece.com

St: Students will complete the chapter assessment pp. 145-146SCott foresman science C107 S, Mvmt

DA: Students having difficulties can have copies of the assessment already filled-out given to them after class

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Week 31 Day 151

Day 152

Day 153

Day 154

Day 155

SACE SCI 6.9 Environmental Policies T: Teacher will review what renewable and non renewable resources are. Teacher will also instruct students on some ways to manage renewable and not renewable resources.

SACE SCI 6.9 Environmental Policies T: Teacher will instruct students on policies in place to help manage renewable and non renewable resources.

SACE SCI 6.9 Environmental Policies T: Teacher will show video on environmental policies.

SACE SCI 6.9 Environmental Policies T: Teacher will instruct students on policies concerning land use.

SACE SCI 6.9 Environmental Policies T: Teacher instructs students on potential hazards on land.

St: Students will select a project that will show management of either renewable or non renewable resources. Students will also write a proposal on their selected topic.

St: Students will brainstorm and come up with their own laws on the management of renewable and non renewable resources. Students present their laws before the class, and the class votes on factual reasoning as to whether or not the law could actually be used.

St: Students will present project proposals before the class.

St: Students will be split up into 2 sides -one side for mitigation of land use and the other against mitigation of land use. Students will write one page on what the opposing main points or argument were on the topic.

St: Students look around the room and make a list of all the objects made out of wood. In groups, students discuss how if laws concerning land weren’t in place how different the earth would be.

S, E DA: Students having trouble can put together a PowerPoint on their selected topic

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Week 32 Day 156

Day 157

Day 158

Day 159

Day 160

SACE SCI 6.9 Environmental Policies T: Teacher will discuss with students the reasons why it is environmentally hazardous to not have preventive measures in place.

SACE SCI 6.9 Environmental Policies T: Teacher will discuss ways to prevent environmental hazards. Teacher will provide students with a list of things they can do to prevent hazard in the environment.

SACE SCI 6.9 Environmental Policies T: Teacher will review environmental policies that have been learned so far.

SACE SCI 6.9 Environmental Policies T: The teacher will pass out dry erase boards. The teacher will then read conservation policies and have students write how much they think the policy cost. She will give handout on conservation policies and information about them.

SACE SCI 6.9 Environmental Policies T: Teacher will review environmental policies.

St: In groups, students make a list of things that can happen in forests. Students complete a math skills worksheet entitled “Rain forest Math” p79 Holt Science and Technology, Environmental Science.

St: Students will make posters about prevention of environmental hazard to put up around the school.

St: Students will split up into groups and create “Test your Environmental IQ” quiz. P87 Holt Science and Technology, Environmental Science. Students will give a student who is not in the class the quiz and score the quiz as well.

St: Students when prompted will write how much they think each policies costs and write it on their dry erase boards. Students will brainstorm and write in their science journals what they think some benefits are for the corresponding conservation policies.

St: Students will name one environmental policy and a fact associated with it. Students split into groups. When prompted and given a scenario, students will act out how they would fix the hazardous environmental situation.

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S, E, Col DA: Students having difficulties will be given a pre-made quiz to administer to other people

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Week 34 Day 166

Day 167

Day 168

Day 169

Day 170

SACE SCI 6.11 Reflection and Refraction T: Teacher will pass prism around the classroom. Teacher will show example of light shining through prism. Teacher will instruct students on how light is filtered through a prism.

SACE SCI 6.11 Reflection and Refraction T: Teacher will review how prism works and will show example of light shining through prism again. Teacher will teach students a pneumonic ROY G BIV.

SACE SCI 6.11 Reflection and Refraction T: Teacher will show examples of mirrors. Teacher will show images in mirror. Teacher will explain what reflection is.

SACE SCI 6.11 Reflection and Refraction T: Teacher will show differences between plane, concave, and convex lenses. Teacher will explain results of activity.

SACE SCI 6.11 Reflection and Refraction T: Teacher will instruct students on refraction on lenses. Teacher will pass around examples of lenses. Teacher will go over answers to activity with the class.

St: Students will observe and record observations of what was seen when light was filtered through the prism. Students will fill out worksheet on prisms.

St: Students will come to the board and write colors that are seen when light is shined through the prism. Students will recreate artistically what was seen (i.e. shape of prism and colors seen)

St: On worksheets, students will calculate the angle of incidence and the angle of reflection and compare the two.

St: Students will list some items that use the types of lenses talked about. Students will make a pictorial chart of the different mirrors and lenses. Students will do activity 5-1 pg. 116 Merrill Students will come up with mnemonic devices or movements to remember convex and concave lenses and mirrors.

St: Students will complete activity 5-2 pg. 118 Merrill Students will make a list of objects that use convex and concave lenses.

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DA: Students with difficulties will be given a list of pneumonic to remember the types of mirrors

**Math Charts Grade 6
**

Stephanie Anstey and Carlishia Elligan

Week 1

Day 1

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will give a definition of the word decimal and percent.

Day 2

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will instruct students on how to represent, caompare, and order decimals. The teacher will give the students laminated place value charts and write various numbers on the board.

Day 3

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will discuss the importance of estimating decimals. The teacher will model estimating decimals. The teacher will write a problem containing decimals on the board.

Day 4

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will model how to turn a decimal into a percent. The teacher will guide the students though completion of a worksheet. The teacher will instruct the students that percents will always be based out of a hundred.

Day 5

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will review terms concerning decimals. The teacher will also review how to convert decimals to percents.

St: The students will write down the definition of decimal and percent in their vocabulary notebook. The students will create decimal and percent “cards”. In two teams, students will playa game using the “cards” they created. One team chooses a decimal number and the other team has to come up with the equivalent to the decimal using the corresponding percent “card”. M, A, Col

St: Using the place value chart, students will write the various numbers that are on the board in the corresponding spot on their place value chart. *Students will complete a worksheet on decimals. M DA-Students having trouble grasping the concept will use a table to order a given list of items that have decimals.

St: Students will write down and describe how they solved the problem written on the board. Students will play the “Spinner Game”. Each pair of students will use the spinner to get digits to make up two decimal numbers. Each student in the pair will take turns estimating sums of the decimals.

St: Students will complete a worksheet as guided by the teacher. Students will make a list of practical everyday things that use percents. Students will use their base ten blocks to solve decimal and percent problems.

St: Students will complete a review worksheet. Given data concerning a survey, Students will convert the number to a decimal and percent when prompted.

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Week 2 Day 6

Day 7

Day 8

Day 9

Day 10

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will give the students a list of terms on the overhead. The teacher will discuss what a fraction is.

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will review fractions. The teacher will instruct students on reducing fractions.

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will review reducing fractions. The teacher will instruct the students on how to compare and order fractions.

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will model the conversion of fractions to decimals. The teacher will discuss with the class the process of converting fractions to decimals.

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will review fractions, decimals, and percents. The teacher will instruct students on converting fractions to decimals, decimals to fractions, and fractions to percents.

St: The student will copy the key terms into his vocabulary notebook. The student will create and decorate a pizza pie out of paper plates that shows fractions and their equivalency. Given a worksheet, the student will shade in the equivalent part to the fraction. M, VA DA- Gifted learners will b given worksheets with more difficult problems

St: Using fraction bars, students will find the equivalent to fractions to other given fractions. Students will go online to the Harcourt Mega Math page and complete the “Fraction FlareUp” activity.

St: Students will choose a decimal number that is different from anyone else’s and create a sign using that decimal number. Student will line themselves up when prompted in the correct numerical order.

St: Students will cut ten by ten grids from graph paper and use it to visually see how fractions have equivalent decimals. Students will play the “Number Line Game” on the computer.

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St: The student will write a paragraph on a situation in which you might have to change a percent to a fraction or a fraction to a percent. Students will particiapte in a version of “Four Corners” using decimals, fractions and percents as the corners. Students will participate in a race where they must convert the number given by a teacher as fast as the they can and write it on the board. M, Mvmt

Week 3 Day 11

Day 12

Day 13

Day 14

Day 15

SACE MA 6.2 Ratios T: The teacher will give an introduction to ratios. The teacher will define math terms that will be used throughout the chapters.

SACE MA 6.2 Ratios T: The teacher will give instruction on ratios. The teacher will model examples of using ratios.

SACE MA 6.2 Ratios T: The teacher will review ratios. St: Students will write their own word problem and solve it. The word problem must have an answer involving ratios.

SACE MA 6.2 Ratios T: The teacher will discuss proportions with that class.

SACE MA 6.2 Ratios T: The teacher will show the class two different sized rectangular objects, discussing how it pertains to proportions and ratios. The teacher will guide students through story problems using proportions.

St: In small groups, students will couple a problem solving project having to do with comparison of data for different cities and determining answers using scales.

St: Using a given ratio, students will draw a picture. Students will complete a ratio worksheet.

St: Using poker chips, students will find the ratio between the amount of different colored chips when prompted.

St: Using counters, students will deternine answers to whether or not various ratios form a proprotion.

St: Using the skills learned about ratios and proportions, students will create 3D objects that use the correct proportions. Students will complete a worksheet on proportions.

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Week 4 Day 16

Day 17

Day 18

Day 19

Day 20

SACE MA 6.2 Ratios T: The teacher will instruct students on the different ways to write ratios and proportions.

SACE MA 6.2 Ratios T: Teacher will review ratios. Teacher will show a video on chimpanzees getting food from their trainers.

SACE MA 6.2 Ratios T: The teacher will go over differences between ratios and proportions.

SACE MA 6.2 Ratios T: The teacher will take a survey of the class and write the resulting datad on the board. The teacher will list a set of questions on the overhead for the students to answer concerning the survey.

SACE MA 6.2 Ratios T: The teacher will review everything from the chapter.

St: Given ratios on the overhead, students will write two different ways to represent the ratio Students will complete the ratio worksheet p. 118C

St: Students will take notes on the number of chimps and the number of bananas given to the chimp. Students will write a proportion (in a to b form) for the number of bananas given to the number of chimps.

St: Students will participate in the vision acuity test. Students will write a paragraph on what the results of the test represent (the results will be in ratio form).

St: Students will write out the answers to the question in ratio forms in two different forms.

St: Students will take a chapter test

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Week 5 Day 21

Day 22

Day 23

Day 24

Day 25

SACE MA 6.3 Factors and Multiples T: The teacher will instruct and demonstrate the least common multiple. St: Students will define the termLeast Common Multiple. Student will play around the world with multiplication factors.

SACE MA 6.3 Factors and Multiples T: The teacher will instruct and model different ways to find the LCM. The teacher will guide the students through completion of a LCM worksheet. St: Students will complete a LCM worksheet with the guidance of the teacher. In pairs, each student will role number cubes and record the LCM of number rolled, after being rolled five times the student will the most LCM’s wins.

SACE MA 6.3 Factors and Multiples T: The teacher will define the greatest common factor. The teacher will discuss Euclid’s ideas about geometry and his part in Greatest Common Factor. St: Students will copy definition of GCM. Students will research about Euclid and share the findings with the class.

SACE MA 6.3 Factors and Multiples T: The teacher will instruct and model how to find the Greatest Common Factor. The Teacher ill write numbers and scenarios on the board. St: Students will find the LCM and GCF of various numbers and for various scenarios. Students will write a paragraph explaining the difference between the LCM and the GCF.

SACE MA 6.3 Factors and Multiples T: The teacher will review how to find the LCM and GCF. The teacher will hand out a worksheet with various word problems on it, that requires finding wither the LCM or GCF. St: Students will complete a worksheet on LCM and GCF.

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Week 6 Day 26

Day 27

Day 28

Day 29

Day 30

**SACE MA 6.4 Prime and Composite
**

T: The teacher will review factors.

**SACE MA 6.4 Prime and Composite
**

T: The teacher will teach divisibility to the class. Having one side of the classroom representing no, and the other side representing yes, the teacher will call out numbers.

**SACE MA 6.4 Prime and Composite
**

T: The teacher will intruct students on even and odd numbers. The teacher will assign students a number.

**SACE MA 6.4 Prime and Composite
**

T: The teacher will instruct students and discuss prime numbers with the class. The teacher will define a prime number.

**SACE MA 6.4 Prime and Composite
**

T: The teacher will define and discuss composite numbers.

St: Using rectangular arrays, students will show the factors of various numbers. Students will make a table of all the mulitplaication factors for mulitplication families 1-12.

St: Students will decide if the prompted number is divisible or not by going to the designated side of the classroom in order to anser. Movement

St: Students will create a sign for their number. Students will line up numerically. Every other student starting with two will go to one side of the classroom. Students left will be recognized as odds and the students on the side of the classroom will be recognized as evens.

St: With partners. Students will identify all the prime numbers from 1 though 100. Students will write down the definition of a prime number. Coll

St: students will compare and contrast prime and composite numbers. Students will play a race game where they must put various numbers in either the prime or compostie category as fast as they can.

Week 7 Day 31

Day 32

Day 33

Day 34

Day 35

SACE MA 6.5 Comparing

T: The teacher will review whole numbers, fractions, decimals, and percents.

SACE MA 6.5 Comparing

T: The teacher will demonstrate ordering non negative rational numbers. The teacher will set out various sized objects.

SACE MA 6.5 Comparing

T: The teacher will instruct on comparing and ordering fractions, decimals, and percents.

SACE MA 6.5 Comparing

T: The teacher will review ordering fractions decimals and percents. The teacher will instruct students on how to order fractions decimal and percents on a number line.

SACE MA 6.5 Comparing

T: The teacher will model different mediums to use when comparing whole numbers, fractions, decimals, and percents.

St: The student will take a quiz.

St: Each student will order the items from smallest to largest.

St: Students will create a pie out of clay. Students will cut the pie into pieces. Students will find the fractional, decimal and percentage of various scenarios with the pie. M, VA DA- For students having difficulty creating a pie out of clay, they can use a computer program to show the “pie”.

St: Students will create a number line on poster board showing fractions on the top of the number line and its equivalent decimal part and percentage on the bottom.

St: Students will list some ways they can visually represent comparisons of whole numbers, fractions, decimals, and percents. Students will pick one thing off of their list and recreate it. M,VA

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Week 8 Day 36

Day 37

Day 38

Day 39

Day 40

**SACE MA 6.6 Compare, Orders, Identify
**

T: The teacher will instruct on and define an integer. The teacher will discuss the relationship among rational numbers, intergers, and whole numbers.

**SACE MA 6.6 Compare, Orders, Identify
**

T: The teacher will discuss positive integers.

**SACE MA 6.6 Compare, Orders, Identify
**

T: The teacher will discuss negative integers.

**SACE MA 6.6 Compare, Orders, Identify
**

T: The teacher will comapre and contrast postive and negative intergers.

**SACE MA 6.6 Compare, Orders, Identify
**

T: The teacher will review intergers. The teacher will make a bulletin board with key vocabulary terms from the chapter labeled on the baord. The teacher will group students and assign each group an area.

St: Students will create a Venn diagram showing the realationship between rational numbers intergers and whole numbers. Using an almanac, students will fiond the five tallest mountains in North America and record the altitudes of the mountains on a graph and order the altitudes from greatest to least. M, SS

St: Students will make a list of real life uses for positive integers. Using postitive integers, students will write a story.

St: Students will show negative numbers on a number line. Student will complete the integer worksheet.

St: Students will make tables, comparing and contrasting positive and negative integers. Given a situation, students will name an integer that fit’s the situation.

St: In groups, Students will make a display using examples to illustrate their concept. Each group will present their examples to the class. M, Col, VA

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Week 9 Day 41

Day 42

Day 43

Day 44

Day 45

**SACE MA 6.7 Fractions, Mixed Numbers, and Decimals
**

T: The teacher will instruct and model how to add decimals.

**SACE MA 6.7 Fractions, Mixed Numbers, and Decimals
**

T: The teacher will instruct and model how to subtract decimals.

**SACE MA 6.7 Fractions, Mixed Numbers, and Decimals
**

T: The teacher will instruct students on multiplying decimals.

**SACE MA 6.7 Fractions, Mixed Numbers, and Decimals
**

T: The teacher will instruct and model division of decimals.

**SACE MA 6.7 Fractions, Mixed Numbers, and Decimals
**

T: The teacher will review LCD. The teacher will model addition and subtraction of fractions.

St: Students will earn play money for doing various things around the classroom. Students will count up their money each time they receive it and write it down in decimal form. One by one students will solve addition decimal problems on the board. DA- For students with difficulty lining up decimals, they can turn their paper sideways to keep each number in line.

St: Using decimals squares, students will find the answer to decimal subtraction problems. Students will make a list of things to be careful to do when adding and subtracting decimals.

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St: Using base 10 blocks, students will solve various decimal multiplication problems. In pairs, students will make a set of 8 cards with certain decimal numbers on them. With the cards, students will play a multiplication game. M

St: Using decimals square, students will model dividing decimals. Using play money, students can represent and solve decimal division problems.

St: Using fraction bars, students will solve addition and subtraction decimal problems. Students will write a word problem that can be solved with fraction bars. Students will participate in the “Dominoe’s Fraction Game”.

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Week 10 Day 46

Day 47

Day 48

Day 49

Day 50

**SACE MA 6.7 Fractions, Mixed Numbers, and Decimals
**

T: The teacher will demonstrate and instruct on adding mixed numbers and fractions.

**SACE MA 6.7 Fractions, Mixed Numbers, and Decimals
**

T: The teacher will instruct and model subtraction of mixed numbers and fractions.

**SACE MA 6.7 Fractions, Mixed Numbers, and Decimals
**

T: The teacher will instruct the students on multiplying mixed numbers and fractions.

**SACE MA 6.7 Fractions, Mixed Numbers, and Decimals
**

T: The teacher will model and discuss division of mixed numbers and fractions.

**SACE MA 6.7 Fractions, Mixed Numbers, and Decimals
**

T: The teacher will review addition, subtraction, multiplication and division of fractions. The teacher will also discuss the relationship between ratios and fractions. The teacher will also discuss the relationship between ratios and fractions.

St: Students will complete the magic squares puzzle. In pairs, students will write and model two different number sentences that have the same number as the sum.

St: Students will play “Tiny’s Think Tank” game online. Students will complete a worksheet on subtracting decimals. Students will research and write a receipe for a dish that conatins fractions and mixed numbers and double the receipe.

St: Using fractions strips, students will model multiplication or mixed numbers or fractions. DA- For those having trouble using the computer. Pre printed recipes will be given to those students in need.

St: Students will listen to a song about division of mixed numbers. Students will define the term reciprocal. Using fraction circles, students will solve decimal division problems. Music

St: Students will complete a worksheet on ratios. Students will write about how solving ratio problems are similar to fractions LA

Week 11 Day 51

Day 52

Day 53

Day 54

Day 55

**SACE MA 6.8 Division with Decimals
**

T: The teacher will review division of decimals. The teacher will demonstrate division of decimals by whole numbers.

**SACE MA 6.8 Division with Decimals
**

T: The teacher will review division of decimals by whole numbers.

**SACE MA 6.8 Division with Decimals
**

T: The teacher will discuss and instuct on dividing decimals by decimals.

**SACE MA 6.8 Division with Decimals
**

T: The teacher will review dividing decimals by decimals.

**SACE MA 6.8 Division with Decimals
**

T: The teacher will discuss and model interpreter the remainder. The teacher will review division of documents.

St: Students will play a game of “popcorn” using flash cards with division problems on it. Students will have to read the problem on the card and identify the divisor and the dividend in the problem. In small groups, students plan a party for 8 people menu and all. Students will add up the costs and come up with how much each person will have to pay .

St: Students will play the “Buggy Bargains Game” on the internet. Students will complete a worksheet on division of decimals

St: Using a number line, students will model diving a decimal by a decimal. Given play money, students will model dividing a decimal by a decimal.

St: Given a real life situation, students will find the answer to the situation by using division of decimals by decimals. Students will explain how the use of money to estimate an answer might help in solving these kinds of problems.

St: When shown index cards, students will solve and tell with word problems on them What the remainder represents. On paper, students will describe three ways to use a remainder. DA: Gifted students will participate in a speed drill.

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Week 12 Day 56

Day 57

Day 58

Day 59

Day 60

SACE MA 6.9 Estimation

T: The teacher will review estimation of whole numbers.

SACE MA 6.9 Estimation

T: The teacher will discuss and explain estimation with decimals the teacher will demonstrate various ways to estimate in groups, students will be given play money and they will model each decimal.

SACE MA 6.9 Estimation

T: The teacher will review estimation of decimals.

SACE MA 6.9 Estimation

T: The teacher will model instruct and estimate of fractions

SACE MA 6.9 Estimation

T: The teacher will review estimation of fractions.

St: Given an electric bill with a summary of appliance usage, students will estimate the annual energy cost. Students will search through newspaper for estimations highlighting them and presenting their findings to the class. In pairs, students can research the population to five Virginia cities and estimate them.

St: Students will define three ways to estimate.

St: The students will complete a quiz on estimation of decimals.

St: Students will create index cards with exact numbers on one side and estimate equivalent on the other, Students will quiz a partner with their index cards. M, Col

M M DA- Students with difficulties taking quizzes a different quiz with less problems will be given.

St: Students will solve given math step problems on the board. Given statements, students will complete each statement with exact number and an estimate. Students will write a multiple step problem and have another student solve it. M

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Week 13 Day 61

Day 62

Day 63

Day 64

Day 65

**SACE MA 6.10 Planning a Budget
**

T: The teacher will discuss and define a budget the teacher will split the class into groups the teacher will explain the project that they will be doingopening bakery.

**SACE MA 6.10 Planning a Budget
**

T: The teacher will continue to explain the project and the components necessary to complete it. The teacher will explain and discuss a proposal.

**SACE MA 6.10 Planning a Budget
**

T: The teacher will discuss the monetary budget for the project.

**SACE MA 6.10 Planning a Budget
**

T: The teacher will review key points on fractions and decimals

**SACE MA 6.10 Planning a Budget
**

T: The teacher will discuss the importance of marketing and what type of marketing they will be doing

St: In their groups students will takes over possible ideas for their projects.

St: In their groups, students will write a proposal for their project be turned into the teacher.

St: Keeping in mind their momentary budget, groups will research the costs of opening a bakery. DA: Gifter leaners can research bakeries that have had successful start ups and write up a paragraph on it.

St: In groups, students will come up with a receive that their bakery will feature. The recipe must include fractions. In groups, students will create a list of things they could do to market their bakery. In groups, students will pick two marketing ideas off the list and create them.

St: In groups, students will create a list of things they cold do to market their bakery. In groups, students will pick two marketing ideas off of the list and create them.

Week 14 Day 66

Day 67

Day 68

Day 69

Day 70

**SACE MA 6.10 Planning a Budget
**

T: The teacher will discuss the importance of visual aides in a presentation.

**SACE MA 6.10 Planning a Budget
**

T: The teacher will review how to write paragraphs the teacher will discuss and show examples a write up for the project in written form

**SACE MA 6.10 Planning a Budget
**

T: The teacher will review how to draw groups and when to use them in their projects.

**SACE MA 6.10 Planning a Budget
**

T: The teacher will review how to use tables. The teacher will show examples of using a table in their project.

**SACE MA 6.10 Planning a Budget
**

T: The teacher will be of assistance on any last minute finishing touches on the final project.

St: In groups students will create and decorate visual aides for their presentation (i.e. sign for the bakery)

St: The teacher will assign students to write above certain aspects of the project. In groups, students will begin to write their part of the write up for the project.

St: In their groups students will create graphs for applicable data in their project.

St: In groups students will create and fill in tables for their project.

St: In groups, students will finish up and prepare for the presentation of their project.

DA: Students having trouble with their write ups will be given assistance by the teacher.

Week 15 Day 71

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SACE MA 6.10 Planning a Budget T: The teacher will grade the oral presentation of the projects.

SACE MA 6.10 Planning a Budget T: The teacher will grade the oral presentation of the projects.

SACE MA 6.10 Planning a Budget T: The teacher will grade the oral presentation of the projects.

SACE MA 6.29 Word Problems with Negative Numbers T: The teacher will receive negative numbers. The teacher will review word problems.

SACE MA 6.29 Word Problems with Negative Numbers T: The teacher will model solving word problems with negative numbers.

St: Groups 1 and 2 will present their project to the class. Students not presenting will fill out feedback cards.

St: Groups 3 and 4 will present their project their proper to the class Students not presenting will fill out feedback cards.

St: Groups 5 and 6 will present their project their proper to the class. Students not presenting will fill out feedback cards.

St: Student will create a number line with positive and negative numbers. Students will solve word problems with negative numbers.

St: Given a word students will act the word problem with items order to solve it. Students will complete a worksheet on word problems with negative numbers

DA: Students with difficulty acting out the word problem can write the problem down and solve instead.

Week 16 Day 76

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SACE MA 6.11 Measurements

T: The teacher will give an introduction to measurement. The teacher will discuss the importance of measurement.

SACE MA 6.11 Measurements

T: The teacher will discuss customary measurements the teacher will give examples of customary measurements.

SACE MA 6.11 Measurements

T: The teacher will model and discuss converting customary measurements.

SACE MA 6.11 Measurements

T: The teacher will introduce metric measurements. The teacher will give examples of items using metric measurement.

SACE MA 6.11 Measurements

T: The teacher will review metric measurements. The teacher will show examples of things measured in the metric system.

St: Students will name some everyday things that use measurements. Students will define the term measurement.

St: Students will find items around the room that use customary measurements students will awake a list of these items.

St: Given a pitcher, a measuring cup and water students will use the items to see how many cups and fluids ounces there are in the quart. Students will use arm movement to signify whether to divide of multiply the conversion (i.e. larger to smaller means to multiply)

St: Students will listen to a measurement song. Students will copy down prefixes in their math notebook. Students will contrast customary and metric measurement in paragraph form.

St: Using patterns, students will convert metric measures. (I.e. l m=100cm, 2 m=200cm etc.) In pairs, one student will measure something in centimeters and the other in millimeters. Pairs will compare and record their measurements. Students will create prefix chart.

Week 17 Day 81

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SACE MA 6.12 Estimation with Measurements T: The teacher will review estimation the teacher will review measurements.

SACE MA 6.12 Estimation with Measurements T: The teacher will discuss and model estimation of measurements.

SACE MA 6.12 Estimation with Measurements T: The teacher will continue to discuss estimation of measurements.

SACE MA 6.12 Estimation with Measurements T: The teacher will give an overview of area. The teacher will discuss for estimating area.

SACE MA 6.12 Estimation with Measurements T: The teacher will model examples of estimating the area of items.

Students will write down why they think estimating measurements be useful. Students will write down way to estimate (i.e visualizing students units or physical methods)

Students will copy the table from the overhead, estimating and writing the actual measurements when prompted to the nearest ½ inch. Students will estimate and measure the weights of 2 objects in the classroom using customary units. Students will write down how the estimates compared to the measurement.

Students will copy down the chart form the overhead this time estimating and writing to actual measurement to the nearest centimeter, gram and millimeter. Given data students will write whether customary of metric measurement should be used and what would be the estimation for it.

The students will find and copy of the term area in their math notebook. Students will answer questions about the graphical representation of a garden. M

Given graph paper, students will practice estimating areas by tracing their hands on a graph paper. Students will solve the problem, decorate and display their findings. M, A

Week 18 Day 86

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SACE MA 6.13 Perimeter and Area of Polyhedra T: The teacher will instruct the students on what perimeter is and finding the perimeter of simple polygons and complex polygons. Explain the different ways to find perimeter, and give the students the formula and make sure they understand it. Draw shapes on the board for the students to copy St: The students will take out graph paper and copy the shapes drawn by the teacher on the board. They will find the perimeter with these shapes, with each of the boxes equaling one.

SACE MA 6.13 Perimeter and Area of Polyhedra T: The teacher will instruct the students on what area is and finding the area of simple and complex polygons. Using graph paper like the day before, the teacher will show what area is, and then will give the students the formula for area. Make sure the students can find the area using the formula. St: The students will be divided into two teams. The first team issues the challenge by naming a rectangular shaped object in the room. Team 2 must measure the item and give the area, and if they are correct than they become the challenger.

SACE MA 6.14 Characteristics of a Circle T: The teacher will instruct the students on what the definition of a circle is, and different terms associated with a circle. Also, instruct the students how to find the radius, diameter, and circumference.

SACE MA 6.14 Characteristics of a Circle T: The teacher will ask the students how the characteristics of a circle relate to each other. Review the formulas for finding circumference, diameter, and radius.

SACE MA 6.14 Characteristics of a Circle T: The teacher will give the students a circular board with nails along the circumference and one nail in the center, and a number of rubber bands. Work with the students on exploring aspects of a circle.

St: The students will find circular shapes around the room, and in pairs will trace the circles onto poster board. They will then label what the item was and they will label characteristics of the circles (chord, radius, etc.) They will find the circumference of at least 4 circles they find. M, Mvmt, VA

St: The students will do 2 worksheets on circles, Reteaching R69 and Practice P69

St: Students will work with the rubber band board circle, and will use it to help them complete a worksheet, Extension E69.

M, VA

M, Mvmt DA: For gifted students, the teacher can give challenges that involve complex polygons.

M

M, VA

Week 19 Day 91

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SACE MA 6.15 Pi T: The teacher should introduce the idea of rational number versus irrational numbers and work with those for the first day.

SACE MA 6.15 Pi T: The teacher will introduce the idea of pi, explaining that it is an irrational number, and probably the most popular irrational number. Explain where it is used, and then take the students to the computer lab.

SACE MA 6.15 Pi T: The teacher will reinforce the idea of irrational numbers by having them divide two numbers to find pi themselves. This will also allow the students to practice their long division.

SACE MA 6.15 Pi T: “Pi” Party – The teacher will bring in many different flavors of pie (if possible, get parents involved), and the students will review the concepts from the last two weeks while eating

SACE MA 6.15 Pi T: TESTING on polyhedra, circles, and pi

St: The students will define irrational and rational numbers in their Math journals and will do a worksheet on irrational and rational numbers.

St: The students will look up the history of pi, who discovered or created it, what it is involved with, etc.

St: The students will divide pi at least up to 16 place values.

St: The students will be able to eat pie and review for the test for the next day.

St: TESTING on polyhedra, circles, and pi

M, E DA: Gifted students can research pi and be ready to explain its definition for class the next day.

M, Mvmt, Tech

M

M, Col

M

Week 20 Day 96

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SACE MA 6.17 Types of Angles T: The teacher will instruct the student in the area of types of angles: acute, obtuse, right, and straight. The teacher will then separate the students into groups of three.

SACE MA 6.17 Types of Angles T: The teacher will teach the students about complimentary angles and supplementary angles.

SACE MA 6.16 Estimation with Angles T: The teacher will discuss estimation with the students, and have them practice estimation using major angle measures (45, 90, and 180 degrees) to determine the measure of an angle. Students will then learn how to measure angles using a protractor. Draw angles on the board to have the students “guesstimate.” St: The students will guess at the measure of the angles on the board, and label what type of angle it is. Students will then complete a worksheet with 5 angles, on which they must label 4 things: their estimation, the actual angle measure, the type of angle, the compliment or supplement of said angle, and whether it is a supplement or compliment. M

SACE MA 6.16 Estimation and Measuring with Angles T: The teacher will instruct the students on the proper way to draw angles, and will then give them opportunity to practice.

SACE MA 6.16 Estimation and Measuring with Angles T: The teacher will take the student around the school and outside and look for angles to measure.

St: The students will be in groups of three and given a length of rope. Two students will grab the ends, and one will grab the middle. The groups will make the types of angles that the teacher calls out.

St: After practicing on paper, the students will separate into the same groups they were in the day before, and once again will get a rope. Each group will be given a different angle to make, and will instructed to find their compliment and then their supplement.

St: The students will write a paragraph on the proper steps to drawing an angle.

St: The students will bring materials to copy the angles that they find around the school (such as a corner of a building) and they will copy the angle and then measure it in groups when they get back into the classroom.

M, E DA: Artistic students can draw pictorial representations of the steps used in drawing an angle. M. Mvmt

M, Mvmt

M, Mvmt

Week 21 Day 101

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SACE MA 6.18 Plane Figures T: The teacher will discuss different geometric terms, such as point, line, plane, etc. The teacher will also begin to give the names of plane figures, such as parallelogram, rectangle, square, rhombus, etc. Draw each on the board as you say them.

SACE MA 6.18 Plane Figures T: The teacher will review all of the plane figures that she went over the day before, being sure that the students understood the lesson. The teacher will introduce the relationships of angles within parallelograms.

SACE MA 6.18 Plane Figures T: The teacher will separate the students into their groups.

SACE MA 6.29 Word Problems with Negatives T: The teacher will go over numerous word problems involving negative numbers with the students. Practice makes perfect!

SACE MA 6.29 Word Problems with Negatives T: The teacher will have the students solve each others word problems.

St: For each plane figure, the teacher will say go, and the students must find one in the room and bring it back to their desk (the teacher can plant geometric shapes if need be). After each item is found, have the students tell the teacher what the characteristics of that plane figure are (Be sure that they cover each characteristic). M, Mvmt

St: The students should each construct a number of plane figures, all different sizes in preparation for the next days activity. Groups will be assigned for the next day, preferably all boys and all girls.

St: The students will create a mural of their choosing out of the plane figure shapes that they have cut out. See if the gifted students can pick out any patterns that occur in the murals. Extra credit will be given to groups that do murals pertaining to WWII.

St: The students will create a word problem of their own for homework. It must include a negative number, and they must have the problem written out and the answer and all of its steps written out as well.

St: The students will divide into groups of 2 or 3 and will figure solve the word problems given them. Once theirs are completed, they will switch with another group.

M

M, Mvmt, VA, SS

M, E, SS DA: Gifted students can receive extra credit if the word problem has to do with statistics from WWII, which is what they will be studying in SS.

M, E, Mvmt

Week 22 Day 106

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SACE MA 6.19 Congruence T: The teacher will open up discussion about congruent figures by discussing the idea of corresponding parts. The teacher will show the students how to construct a congruent line segment. The teacher will also discuss the difference between congruent and similar.

SACE MA 6.19 Congruence T: The teacher will continue the instruction on congruence and construction, and will show the students how to construct congruent angles.

SACE MA 6.19 Congruence T: The teacher will explain the correlation between congruent parts and congruent figures and how to prove figures congruent.

SACE MA 6.19 Congruence T: The teacher will review the last three weeks of instruction. Have the students play around the world in order to practice concepts.

SACE MA 6.19 Congruence T: TESTING over angles, plane figures, and congruence.

St: The students will use the rubber band boards to construct congruent and similar parallelograms with rubber bands. They will then be given a rope and will get up and make similar and congruent shapes with themselves being the corners. M, Mvmt DA: For ESL students, use the word “matching” as well as corresponding. Help them understand the concept through example, such as matching socks.

St: The students need to be able to practice their constructions. The will separate into groups that the teacher will walk around to and they will challenge each other with angles to construct.

St: Students will complete a worksheet that helps them practice proving congruence.

St: The students will play around the world to practice the concepts of the last three weeks. If certain students need extra help, pair them with an exceptionally bright student.

St: TESTING over angles, plane figures, and congruence.

M, Col

M

M, Col, Mvmt

M

Week 23 Day 111

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SACE MA 6.21 Geometric Classification T: The teacher will instruct the students on the characteristics of a prism. Have the students give examples, and find things around the room and in the world around them.

SACE MA 6.21 Geometric Classification T: The teacher will instruct the students on the characteristics of a cylinder. Have the students give examples, and find things around the room and in the world around them.

SACE MA 6.21 Geometric Classification T: The teacher will instruct the students on the characteristics of a sphere. Have the students give examples, and find things around the room and in the world around them.

SACE MA 6.21 Geometric Classification T: The teacher will instruct the students on the characteristics of a pyramid. Have the students give examples, and find things around the room and in the world around them.

SACE MA 6.21 Geometric Classification T: The teacher will instruct the students on the characteristics of a cone. Have the students give examples, and find things around the room and in the world around them.

St: The students will make their own prism out of whatever materials they want, but it must be 3D. The students will also make a poster by cutting out pictures from magazines depicting prisms.

St: The students will make their own cylinder out of whatever materials they want, but it must be 3D. The students will also make a poster by cutting out pictures from magazines depicting cylinders. M, VA

St: The students will make their own sphere out of whatever materials they want, but it must be 3D. The students will also make a poster by cutting out pictures from magazines depicting spheres.

St: The students will make their own pyramid out of whatever materials they want, but it must be 3D. The students will also make a poster by cutting out pictures from magazines depicting pyramids. M, VA

St: The students will make their own cone out of whatever materials they want, but it must be 3D. The students will also make a poster by cutting out pictures from magazines depicting cones.

M, VA

M, VA DA: Students with disabilities can bring in something that is spherical as opposed to making one. They still should decorate it, however.

M, VA

Week 24 Day 116

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SACE MA 6.22 Graphs T: The teacher will instruct the students on the proper way to read and construct a line graph. Once they have constructed one, ask the students what you should do if you want to compare similar data. Use this to introduce them to double line graphs.

SACE MA 6.22 Graphs T: The teacher will instruct the students on the proper way to read and construct a bar graph. Draw a bar graph on the board, and then ask if any of the students know what a histogram is. Show them how to draw one of these as well.

SACE MA 6.22 Graphs T: The teacher will instruct the students on the proper way to read and construct a circle graph. Use fraction circles to help the students understand the construction. Build on the students knowledge of percentage.

SACE MA 6.22 Graphs T: Continue the instruction on circle graphs. Have the students choose a statistic to represent with circle graphs. Have the statistic be something important to them as 6th graders; let them interview each other, such as what percentage of the students love a certain type of sneaker (be sure statistics are not indicative of SES).

SACE MA 6.22 Graphs T: The teacher will instruct the students on the proper way to read and construct a stem and leaf plot.

St: The students will construct their own line graph and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a line graph and what kind of information should be graphed on one. M, E, VA DA: Gifted students can make a double line graph as opposed to a single line graph and can explain both single and double line graphs in their journals.

St: The students will construct their own bar graph and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a bar graph and what kind of information should be graphed on one. M, E, VA

St: The students will construct their own circle graph and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a circle graph and what kind of information should be graphed on one. M, E, VA

St: The students will separate into groups and make an oversized circle graph showing data that is useful to them as 6th graders.

M, E, Mvmt, VA

St: The students will transfer a set of data into a stem and leaf plot. The students will construct their own stem and leaf plot and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a stem and leaf plot and what kind of information should be graphed on one. M, E, VA

Week 25 Day 121

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SACE MA 6.22 Graphs T: The teacher will instruct the students on the proper way to read and construct a box and whisker plot. This will require the teacher to discuss mean before the students learn it, but it can be a good way to introduce the mean for later lessons.

SACE MA 6.22 Graphs T: The teacher will continue instruction on box and whisker plots.

SACE MA 6.22 Graphs T: The teacher will instruct the students on the proper way to read and construct a scatter plot.

SACE MA 6.22 Graphs T: The teacher will discuss with the students the different plots that they learned over the last two weeks, and what graphs should be used with what kind of information.

SACE MA 6.22 Graphs T: TESTING on the different types of graphs.

St: The students will practice their box and whisker plot making skills on a worksheet, and they can begin on the next day’s homework if they wish to get ahead.

St: The students will construct their own box and whisker plot and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a box and whisker plot and what kind of information should be graphed on one. M, E, VA

St: The students will construct their own scatter plot and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a scatter plot and what kind of information should be graphed on one.

St: The students will be separated into groups, and each group will be given a type of graph that they must make showing made up information that is easily shown in that type of graph. Each person in the group have a designated job, and then the students will present their graphs at the end of class. M, E, VA

St: TESTING on the different types of graphs. Paper and Pencil

M DA: Students with disabilities can take the test in the office and have extra time to complete it.

M, E, VA

M, E, VA

Week 26 Day 126

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SACE MA 6.20 Bisecting Angles and Line Segments T: The teacher will pass out miras and give the students time to play with them. Ask the students if they can figure out what they are used for. Once that discussion is complete, have the students get used to using a mira through art. St: Students will practice using the miras by drawing pieces of art using the mira’s ability to reflex and refract. Any shape is fine, just have the students become comfortable with the mira.

SACE MA 6.20 Bisecting Angles and Line Segments T: The teacher will show the students how to properly bisect a line segment with a mira.

SACE MA 6.20 Bisecting Angles and Line Segments T: The teacher will show the students how to properly bisect a line segment with a compass. Allow the students to become comfortable with working with a compass.

SACE MA 6.20 Bisecting Angles and Line Segments T: The teacher will instruct the students on how to bisect an angle with a mira.

SACE MA 6.20 Bisecting Angles and Line Segments T: The teacher with instruct the students on the proper way to bisect an angle with a compass.

St: Students will practice bisecting line segments with the mira. They will check their work with a ruler. The students will put the example in their math journal and will write a paragraph explaining the steps.

St: Students will bisect line segments using a compass. They should check their bisections with a ruler. The students will put the example in their math journal and will write a paragraph explaining the steps.

St: Students will bisect angles using the mira. The students will then check their measurements with a protractor. www.learnnc.org The students will put the example in their math journal and will write a paragraph explaining the steps.

St: Students will bisect angles using a compass. They should check their work with a protractor. The students will put the example in their math journal and will write a paragraph explaining the steps.

M, VA

M, E

M, E

M, E

M, E

Week 27 Day 131

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SACE MA 6.23 Mean, Median, and Mode T: The teacher will introduce averages and explain that there are different types. Have the students tell what they know about averages before any instruction is actually given, to see if they can figure things out on their own.

SACE MA 6.23 Mean, Median, and Mode T: The teacher will begin instruction on the mean. Give the students ample practice opportunities, so that they understand how to get the mean and what it is exactly.

SACE MA 6.23 Mean, Median, and Mode T: The teacher will begin instruction on what the median is and what the mode is. Be sure that the students can differentiate between all of these, and that they are not getting them confused with each other. Be sure go over when each type of average is appropriate for use. St: The students will use the information that they gathered yesterday about their head and feet size and will find the median and will find the mode of both of those sets of data. M, Mvmt, VA, Div DA: Artistic and Kinesthetic students can earn extra credit by choosing a graph and making a graph of the information gathered and/or a poster of the mean, median, and mode of each set of data.

SACE MA 6.23 Mean, Median, and Mode T: The teacher will review the mean, median, and mode, and will introduce range into the students’ vocabulary. Use examples that the students will understand, such as hunting and the range of a shot, etc.

SACE MA 6.23 Mean, Median, and Mode T: The teacher will allow the students to complete a large project involving mean, median, mode, and range.

St: The students will look up the numerous definitions of the word “average” and will choose which one they think will apply to math and tell why. If there is more than one that they cannot choose between, they will write both of them and explain why both are applicable. M, E

St: The students will each get a partner, and will measure each others head circumference in centimeters. They will then use all of the classes measurements as their set and will find out the mean. Then have the students measure their foot and use those measurements as the set. M, Mvmt

St: The students will find the range of the data from the previous two days. The students will also complete a worksheet on the three “M’s” and range.

St: The students will use the information that they gave the day before to complete their “Triple M” project.

M, E

M, E, Mvmt, VA

Week 28 Day 136

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SACE MA 6.24 Sample Spaces T: The teacher will instruct the students on population, sample, and relative sample and their definitions. The teacher will also discuss proportion and the role it plays in finding a sample.. Students will learn how to represent a sample in a list.

SACE MA 6.24 Sample Spaces T: The teacher will continue instruction on samples and sample spaces. The teacher will teach the students how to properly represent a sample in a picture.

SACE MA 6.24 Sample Spaces T: The teacher will continue instruction on samples and sample spaces. The teacher will teach the students how to properly represent a sample in a chart.

SACE MA 6.24 Sample Spaces T: The teacher will continue instruction on samples and sample spaces. The teacher will teach the students how to properly represent a sample in a combination.

SACE MA 6.24 Sample Spaces T: The teacher will continue instruction on samples and sample spaces. The teacher will teach the students how to properly represent a sample in a tree diagram. The teacher will also discuss the difference between random, convenience, and biased samples, and explain using the example gathered the day before. St: The student will represent a sample of their choosing in a tree diagram. The students will complete Challenge 11-2 found on pg 499 of Houghton Mifflin Mathematics. M

St: The student will represent a sample of their choosing in a list. The students will do the worksheet, Practice 11-2, found on pg 499 of Houghton Mifflin Mathematics. M

St: The student will represent a sample of their choosing in a picture. The students will be allowed to conduct a survey at lunch in order to get information for their sample space for the following day. M, E, VA DA: Students with difficulties can pair up and help each other with the surveys and use the same information.

St: The student will represent a sample of their choosing in a chart. The students will do Reteach 11-2 found on pg 499 of Houghton Mifflin Mathematics. M

St: The student will represent a sample of their choosing in a combination. Students will again survey, but they will be assigned to survey in certain ways so as to open up discussion the next day about biased, convenience, and random samples. M, E

Week 29 Day 141

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SACE MA 6.25 Probability and Representation T: The teacher will use board games and chess to introduce the students to probability. The teacher must find out the students’ prior knowledge about probability. Use bags of checkers (with obviously more of one color than the other) to have them understand probability. St: The students will separate into pairs and each pair will receive a bag of checkers. After exploring the number of checkers and their color, the students will predict the number of whatever color checkers they will pick, and then they will each take turns picking 10 checkers from the bag. M, E, Mvmt DA: Gifted students can research the history of probability and write a short paragraph on it for their math journals.

SACE MA 6.25 Probability and Representation T: The teacher will continue the teaching on probability, and work with the students in representing their findings as a ratio. The teacher will also instruct the students on independent events and dependent event in probability.

SACE MA 6.25 Probability and Representation T: The teacher will continue the teaching on probability, and work with the students in representing their findings as a decimal.

SACE MA 6.25 Probability and Representation T: The teacher will continue the teaching on probability, and work with the students in representing their findings as a percent.

SACE MA 6.25 Probability and Representation T: The teacher will continue the teaching on probability, and work with the students in representing their findings as a list.

St: The student s will separate into groups of four, and each student in turn will pick a color and spin a spinner a total of 20 times. Have the students record the number of times their color comes up. Each student will then write a ratio representing the data.

St: The students will practice their knowledge of probability by experimenting with a bag of M&M’s and then record the probability as a decimal and also as a ratio.

St: The students will complete a worksheet on probability: Reteaching R150, Practice P150, and Extension E150 from Silver Burdett Ginn’s Mathematics.

St: The students will get into pairs and will calculate the probability or the game rock paper scissors. Allow the students time to hypothesize and then experiment, and then the students will compete with each other to see who is the Rock Paper Scissor champion of the classroom! M, Mvmt, S

M, Mvmt

M, Div

M, E

Week 30 Day 146

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SACE MA 6.25 Probability and Representation T: The teacher will continue the teaching on probability, and work with the students in representing their findings as a tree diagram.

SACE MA 6.25 Probability and Representation T: The teacher will continue the teaching on probability, and work with the students in representing their findings as an area model.

SACE MA 6.25 Probability and Representation T: The teacher will give the students of the activity the would like to research.

SACE MA 6.25 Probability and Representation T: Review over the last 5 weeks, special emphasis on probability for those students who are still having trouble with it.

SACE MA 6.25 Probability and Representation T: TESTING on probability, bisecting angles, mean median mode, and sample spaces.

St: The students will each get a pair of dice, and will predict the probability of the numbers that they will roll. The students will then represent them in a tree diagram. Have the students decorate the tree diagram with leaves that they collect outside or drawings. wwwmath.bgsu.edu. M, Mvmt, VA

St: The students will practice probability by tossing a coin in the air and predicting heads or tails. Then the whole class will predict what will happen when we all flip our coins at the same time.

St: Students will pick something to figure out the probability of, and will predict and then experiment with the results and represent them as everything that they have learned (ratios, decimals, percents, list, etc.)

St: The students will play numerous review games that allow them to get out of their seats and move around, draw concepts on the board and on papers in their seats, and practice the ideas they have been learning for the last few weeks.

St: TESTING on probability, bisecting angles, mean median mode, and sample spaces.

M, Mvmt

M, VA

M, Mvmt, VA

M

DA: Students will certain physical handicaps can pick 1 sided paper coins from a bag.

Week 31 Day 151

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SACE MA 6.26 Numerical and Geometric Patterns T: The teacher will give the students the geometric pattern manipulatives and instruct the students to make shapes and have fun. Near the end of class, have the students complete whatever shape they want, and look for students that created patterns with their shapes. Lead the students to recognizing the patterns. This is the introduction to patterns. St: The students will make shapes with the manipulatives and explore with the shapes. Some will make patterns, and some may just make pictures.

SACE MA 6.26 Numerical and Geometric Patterns T: The teacher will show the students numerous different geometric patterns for them to continue and copy with their manipulatives.

SACE MA 6.26 Numerical and Geometric Patterns T: The teacher will give the students time to complete an art project involving patterns in class. Use artwork as an example.

SACE MA 6.26 Numerical and Geometric Patterns T: The teacher will switch from geometry to algebra and explain to the students that numbers can be put into patterns as well. Have the students get out of their seats and example patterns through grouping. Have the students discover patterns in numerical sets and identify what that pattern is.

SACE MA 6.26 Numerical and Geometric Patterns T: The teacher will use what the students learned the day before and will have the students discover equations that example what the pattern in a certain set of data is.

St: The students will complete the patterns given by the teacher at their desks using their manipulatives. The students will be instructed to be thinking about a pattern that they will want to do for the next day using construction paper shapes. M, VA

St: The students will make a geometric picture using a pattern and construction paper cutouts. The pictures will be put together to make a classroom “quilt” that will be hung in the classroom.

St: The students will identify the numerical patterns and will continue them to show understanding. Students will also participate in a kinesthetic activity concerning patterns.

St: Students will come up with their own numerical patterns for other students in the class to figure out.

M, VA

M, VA

M, Mvmt DA: Students with disabilities can use shapes to example numerical patterns, and then move to using numbers.

M, E

Week 32 Day 156

Day 157

Day 158

Day 159

Day 160

SACE MA 6.27 Problem solving with Squares T: The teacher will instruct the students in squares and will go over the square of numbers 1-10 (1, 4, 9, 16, etc.). After the students participate in an activity, the teacher will work through problem solving involving squares.

SACE MA 6.27 Problem Solving with Exponents T: The teacher, drawing on the information taught to the students the day before, will instruct the students in exponents.

SACE MA 6.27 Problem Solving with Exponents T: The teacher will use flash cards to help the students remember the squares of all the one digit numbers and 10. Then, the teacher will play “Exponent Bingo” with the students, beginning with simple exponents and then working into the students having to figure out asimple problem in order to get the answer and play the bingo.

SACE MA 6.27 Problem Solving with Exponents T: The teacher will take the students to the computer lab, and will have them play a game involving exponents and math. Be sure the students bring scrap paper.

SACE MA 6.27 Problem Solving with Scientific Notation T: Introduce the students to scientific notation, and how it can show both very large and very small numbers. Have the students practice which way to move the decimal and recognizing very large and very small numbers when they are written in scientific notation.

St: The students will be divided into groups and will find a way to visually, dramatically, or pictorially represent the square of the number that their group is given.

St: The students will identify exponential numbers, both what the represent and what their actual value is, and vice versa. Have the students divide into groups and represent the grouping of numbers with exponents through a visual representation (such as buttons, rocks, etc.) M, VA, Mvmt

St: Students will play exponent bingo.

St: The students will play exponent battleship on the computer at www.quia.com.

St: Students will separate into two teams, and will line up facing the board. The teacher will give them a number, and instruction, and say go. The first to write the correct the answer on the board scores a point for their team.

M, Tech, Mvmt M, Mvmt DA: Gifted students can move the computers level up to higher levels to be more challenged. M, Mvmt

M, E, Mvmt, D, VA

Week 33 Day 161

Day 162

Day 163

Day 164

Day 165

SACE MA 6.27 Problem Solving with Scientific Notation T: The teacher will explain scientific notation, and will instruct the students will simple problems involving scientific notation. Students should learn how to convert from regular to scientific notation and back.

SACE MA 6.27 Problem Solving with Scientific Notation T: The teacher will continue instruction on scientific notation, and have the students practice problems that are more complex then the problems from the day before.

SACE MA 6.27 Problem Solving with Scientific Notation T: The teacher will show the students how to properly input scientific notation into a calculator. The student will also review how to convert to and from scientific notation without a calculator.

SACE MA 6.27 Problem Solving with Square Roots T: The teacher will teach about what square roots are and how you find them. The teacher will also have the students figure out the simple square roots, and will have flash cards ready so the students can practice the majority of the perfect squares. Tie the square roots into the squares, but see if the students can come up with it on their own first. St: Have the students look answer true or false to sums and products of square roots found on pg 346 in Mathematics Plus.

SACE MA 6.27 Problem Solving with Square Roots T: The teacher will pass out the riddles for the students to figure out.

St: The students will complete a Reteaching worksheet on scientific notation, 10.9 pg 343 in Mathematics Plus.

St: The students will complete the middle page of the worksheet from yesterday, Practice, found on pg 343 in Mathematics Plus.

St: The student will complete the last worksheet, Enrichment, found on pg 343 in Mathematics Plus.

St: Students will figure out the riddles on the worksheet handed out, and then will create a riddle of their own involving square roots. www.rhlschool.com

M, E M, E M, E M, E M, E DA: Gifted students may create more than one riddle.

Week 34 Day 166

Day 167

Day 168

Day 169

Day 170

SACE MA 6.28 Problem Solving with Equations T: The teacher should use questions to find out where exactly the students are in their knowledge of equations. The first day, have them solve one step addition and subtraction equations.

SACE MA 6.28 Problem Solving with Equations T: The teacher should continue instruction on simple, one step equations. The second day should have a quick review of the addition and subtraction, and should introduce one step multiplication and division equations.

SACE MA 6.28 Problem Solving with Equations T: The teacher will continue instruction, moving towards two step equations and equations with more than one mathematical procedure (addition, multiplication, etc.)

SACE MA 6.28 Problem Solving with Equations T: The teacher should introduce decimals and fractions into the multiple step equations.

SACE MA 6.28 Problem Solving with Equations T: The teacher will review all of the types of equations, and will challenge the students with a few very difficult problems on the board. See if they can figure them out, and then show them how to do the problems.

St: The students will play the original Hawaiian game called LuLu, with the goal being to solve as many addition and subtraction equations as you can in the span of two minutes.

St: The student will do Reteaching 5.9 on pg 161 in Mathematics Plus

St: The students will complete the Enrichment exercise on pg 161 in Mathematics Plus.

St: The student will create 3 multistep equations using fractions, decimals, and whole numbers, and we as a class will figure them out together.

St: The students will put one of the difficult equations in their math journals with step by step instructions on how to do it, because it will be an extra credit question on their final exam. Students will also practice the equations together. M, E

M, SS, Mvmt DA: Have the gifted students research the origins of Lu-Lu and some facts about Hawaii.

M

M

M, Col, E

**Language Arts Charts Grade 6
**

Stephanie Anstey and Carlishia Elligan

Week 1 Day 1

Day 2

Day 3

Day 4

Day 5

SACE ENG 6.2 Contributing to Groups Orally T: The teacher will instruct the students on the importance of oral communication, specifically within a group. The teacher will separate the students into appropriate sized groups.

SACE ENG 6.2 Contributing to Groups Orally T: The teacher will separate the students into the same groups that they were split into the day before, and explain that each group must make up a problem to be solved – it can be anything, but they do not solve it. They should come up with stipulations involved with the problem, and all of this should be in detail. Collect the problems at the end of the period. St: The students will make up a problem, whether it is the fact that aqua man can’t find the water he needs to survive, or something more realistic.

SACE ENG 6.2 Contributing to Groups Orally T: The teacher will separate the students into their groups, and then will randomly pass out the problems from the previous day for the groups to solve. No group should solve their own problem.

SACE ENG 6.9 Correct Grammar and Usage T: The teacher will instruct the students on the importance of correct grammar and usage depending on situation. Have scripts for the students depicting different types of talk (ie: informal, academic, etc.). Ask for volunteers. After the script reading, go over the guidelines of grammar that will be upheld in the classroom during the year. St: The students will read the scripts as a fun activity to see the differences in speech. They will learn that dialects are okay, but in the classroom and on assignments, it is important to you academic English.

SACE ENG 6.29 Subject-Verb Agreement T: The teacher will instruct the students on what subject verb agreement is, and will give examples on the board. Go over example to see if the students understand. Then, hand out verbs to half of the class, and subjects to the other half and have them line up on opposite ends of the classroom.

St: The students will introduce themselves to the other students in the group, and each person will have to gather enough information about a different person to be able to introduce them. Then, one student from each group will share the info with the class, and the class will have to guess who that info is about.

St: The students in their groups will work together orally to figure out a solution to the problem. There is no one right answer to any problem, the students just must have reasonable steps for their solution. E, Div, VA DA: For extra credit, students can have a person in their group draw a picture of their solution to go with the picture drawn from the previous day.

E, Div, VA DA: For extra credit, the students can draw a picture of their problem that they have created.

St: The students will each be assigned a verb or a subject. When the teacher says go, the students but find a verb or a subject that is in agreement with whatever their card says. The teacher will go over the correct combinations once everyone has found a partner. They will also have a worksheet for homework involving subject verb agreement. E, Mvmt

E, Col

E, D

Week 2 Day 6

Day 7

Day 8

Day 9

Day 10

SACE ENG 6.11 Vocab T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 24-26

SACE ENG 6.1 Effective Oral Communication T: The teacher will introduce oral communication and its importance, and the difference between oral communication and effective oral communication. She will then get them started on their presentations

SACE ENG 6.1 Effective Oral Communication SACE ENG 6.11 T: Open with recitation of vocabulary. Split the students into two teams Monitor the students progress on their group presentations.

SACE ENG 6.1 Effective Oral Communication T: The teacher will monitor the students presentations.

SACE ENG 6.1 Effective Oral Communication SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will lead the discussions on the stories.

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences

St: The students will find a short story of their choosing, and they will form groups to present the story to the class.

St: The students will begin the class by reciting their vocabulary words. They can play a memory game of their choosing. The students will also finish their group projects for their presentations for Thursday. E, Col

St: The students will give their presentations on their short stories, and the audience will take notes on the short stories.

E, VA, Div

E, Col

E, Col

St: The students will begin the class by reciting their vocabulary words. The students will individually read the stories and compare facts that they took notes on from the presentations to the actual plot and characteristics of the story itself. Decide if the oral communication was effective. E, Col

DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

Week 3 Day 11

Day 12

Day 13

Day 14

Day 15

SACE ENG 6.5 Opinion and Fact SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will initiate group reading. The teacher will give instructions for group activity for the book Hatchet,

SACE ENG 6.3 Oral Participation T: The teacher will monitor the activity and help direct discussion when needed.

SACE ENG 6.11 Vocab

SACE ENG 6.3 Oral Participation T: The teacher will monitor the activity and help direct discussion when needed. The teacher will also explain the paragraph assignment.

T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

SACE ENG 6.3 Oral Participation SACE ENG 6.11 T: Vocabulary Test. The teacher will monitor the groups’ progress. The teacher will also facilitate the presentations and voting.

St: The students will begin the class by reciting their vocabulary words. Students will be discussing the book as a group. Students will take turns leading discussions, recording important points made, and summarizing.

St: The students will draw numbers for discussion positions. The discussion leader must ask questions from issues from the book to begin a class discussion. Each student must add to the discussion.

St: The students will practice the vocabulary words that they will have to remember for Friday. Each week, the students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc.

St: The group activity will continue. New leaders will be chosen. At the end of this discussion each student will write a paragraph on a topic discussed.

St: Vocabulary Test. The students will work in groups of 4 to develop a predicted ending to the Hatchet. The students will then act the ending out for the rest of the class. The class will then vote on which ending is most likely. E, SS

E, Div, Col

E, Col

E, Div, Col

E, Mvmt, Div

Week 4 Day 16

Day 17

Day 18

Day 19

Day 20

SACE ENG 6.11 Vocab T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 27-30

SACE ENG 6.4 Oral Expression T: The teacher will go over selections of poetry with the students, and will have the students explain what the message of each poem is. Separate the students into groups.

SACE ENG 6.4 Oral Expression SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will then let the students group together and play either Catch Phrase or Taboo, two word games that require students to describe something without saying the word or some words that relate to it.

SACE ENG 6.4 Oral Expression T: The teacher will ask the students if they enjoyed the games the day before, and will ask them questions to make them come to the conclusion that oral expression is incredibly important. Also, express to the students how effective oral expression could be when nothing is said. Is that a form of oral expression?

SACE ENG 6.4 Oral Expression SACE ENG 6.11 T: Open with recitation of vocabulary. Discuss with the students the idea of opinions expressed orally, and have them read “I Have a Dream” and appropriate literature relating to movements in history, like Civil Rights, Women’s Rights, Movement for Independence, people against war, etc. Ask the students what kind of opinionated oral expression we would use today, and what some possible topics would be. St: The students will begin the class by reciting their vocabulary words. After discussing the lessons with the teacher, the students will write either a poem or a short essay on their opinion about an issue perhaps in the school and will read it to the class. Be sure to have the students check their issues with the teacher first.

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences

E, VA, Div

DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

St: The students will be separated into groups and each group will be assigned a poem. The students will discuss the poems and the meanings behind the poems. The students will then be given a message that their group must convey through an original poem. They will read them aloud, and the rest of the class will see if they can understand the message. E, Col

St: The students will begin the class by reciting their vocabulary words. The students will then play either Taboo or Catch Phrase for the rest of the period.

St: The students will brainstorm about what would happen if oral expression were nonexistent. Students will also do a worksheet on different techniques of oral expression.

E, Mvmt

E, Col

E, SS

Week 5 Day 21

Day 22

Day 23

Day 24

Day 25

SACE ENG 6.5 Opinion and Fact SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will explain the importance of differentiating between opinion and fact in writing and will then facilitate the activity.

SACE ENG 6.5 Opinion and Fact

SACE ENG 6.11 Vocab

SACE ENG 6.5 Opinion and Fact

SACE ENG 6.5 Opinion and Fact SACE ENG 6.11 T: Vocabulary Test. Free period

T: The teacher will give the students numerous scientific facts and theories, and will have the students tell whether or not it is an opinion or a fact. Why?

T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

T: The teacher will instruct the students to write a quick article that is trying to persuade the other classmates to agree with an opinion by giving facts that support that opinion (ie: the Red Sox are the best baseball team because they won the world series.) St: Students will write their articles and will then present them to the class, and the class will vote on which article convinced them the most.

St: The students will begin the class by reciting their vocabulary words. The students will look at political cartoons and discuss the differences between opinion and fact in said cartoons.

St: The students will differentiate between facts and opinions in scientific theories and laws.

St: The students will practice the vocabulary words that they will have to remember for Friday. Each week, the students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc.

St: Vocabulary Test. Free Period

E, SS

E, S, VA DA: Gifted students can make poster depicting one law with information about it for extra credit.

E, Mvmt, Div

E, SS

E, Mvmt

Week 6 Day 26

Day 27

Day 28

Day 29

Day 30

SACE ENG 6.11 Vocab T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 31-33

SACE ENG 6.6 CompareContrast Viewpoints T: Open with recitation of vocabulary. The teacher will explain the assignment and will divide the class into groups. The teacher will explain the importance of comparing and contrasting. The teacher will provide the students with pictures. St: The students will begin the class by reciting their vocabulary words. The students will work in groups to make a campaign poster for the greatest polygon in the world using figurative language (ex. “Vote for the circle, because it is as smart as Albert Einstein”). The students will take notes on the importance of comparing and contrasting. They will then compare and contrast pictures of celebrities, teachers, etc

SACE ENG 6.6 CompareContrast Viewpoints SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will officiate the voting and will reward the winning team with candy. She will provide the students with biographies of historical figures of WWII.

SACE ENG 6.6 Compare and Contrast Viewpoints T: She will show the students a model of the assignment that she has created ahead of time and will then give each student poster paper. She will then show the students several famous paintings.

SACE ENG 6.6 CompareContrast Viewpoints SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will provide the students with Play Dough, and will monitor the students work in groups. She will bring in two objects for the students to compare.

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences

E, VA, Div

St: The students will begin the class by reciting their vocabulary words. The students will present their campaign posters and the class will vote for the “Greatest Polygon in the World” by raising their hand. The students will compare and contrast biographies of historical figures of WWII.

St: The students will compare and contrast famous paintings using a Venn Diagram.

St: The students will begin the class by reciting their vocabulary words. The students will work in pairs to list figures of speech related to health. They will model one example using Play Dough. The students will compare 2 objects brought in by the teacher.

DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

DA: Students who have mobility difficulties can vote orally.

Week 7 Day 31

Day 32

Day 33

Day 34

Day 35

SACE ENG 6.7 Persuasive Presentations SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will introduce the book Holes and will read chapters 1-3 aloud. The teacher will explain the shifts between the chapters (separate story lines). She will define persuasive writing and will give several examples. Then she will explain that they will be giving persuasive presentations. St: The students will begin the class by reciting their vocabulary words. The students will listen to the teacher read chapters 1-3 and will take notes on persuasive writing. The students will pick a topic for their presentation.

SACE ENG 6.7 Persuasive Presentations T: The class will read chapters 4-5 together. The students will take turns reading aloud. The students will copy the chart the teacher draws on the board into their notes. The students will begin writing their persuasive speeches. St: The teacher will lead the class in reading aloud. She will continue to explain the story lines to the class. She will make a chart on the board with 3 columns. Each column will be a story line and she will add information to each column as events happen in the book. She will also oversee the students writing their persuasive speech and offer assistance when needed. E, VA

SACE ENG 6.11 Vocab T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

SACE ENG 6.7 Persuasive Presentations T: The teacher will monitor the students work together in groups to make sure they stay on task. She will quickly edit all letters for glaring errors.

SACE ENG 6.7 Persuasive Presentations SACE ENG 6.11 T: Vocabulary Test. The teacher will oversee the silent reading and will assist students in writing their final drafts of their speeches.

St: The students will practice the vocabulary words that they will have to remember for Friday. Each week, the students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc.

St: The students will read chapters 6-7 in groups of 3 or 4. They will add any new information to the chart they started in their notes yesterday. They will then make a prediction for each story line (3 all together). The groups will share their predictions with the class. Each student will peer edit one other student’s letter.

St: Vocabulary Test. The students will read chapters 8-10 silently. They will add any new information to their chart and will evaluate the predictions they made yesterday.

E

E, Mvmt, Div

E, Col

E, Col

Week 8 Day 36

Day 37

Day 38

Day 39

Day 40

SACE ENG 6.11 Vocab T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 34-37

SACE ENG 6.11 Vocab T: The teacher will review all of the vocabulary words from the last 8 weeks. Separate the students into 4 separate teams

SACE ENG 6.11 Vocab T: The teacher will allow the students to work with partners to make flashcards for their vocabulary words or to come up with ways to remember words that are posing a problem for each student. As the teacher, be sure to make it clear that if certain study strategies are used (ie: music, hand motions, etc.) the students must remember them in their heads during the test, not out loud or through physical action. St: The students will work together in pairs and come up with strategies for each other to remember problem words. Students can also create flash cards to use for a study tool. Other study tools could be rhythm, putting definitions to song, hand motions, etc.

SACE ENG 6.11 Vocab T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

SACE ENG 6.11 Vocab T: TESTING Vocabulary from the last 8 weeks.

E, VA, Div

St: The students in each team will be assigned a certain lesson (from lessons 1-4) and they will create a short play using 10 of the words in that lesson that they will perform for the class. The other groups will try and find each of the ten words used in the play. The group that finds the most words wins a prize. If a group incorporates something they are learning in either math or science into their play, they will receive extra points. E, M, S, Mvmt, D

St: The students will practice the vocabulary words that they will have to remember for Friday. The students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc, just like the do for their weekly quizzes.

St: TESTING

The teacher will bring in snacks for after the vocabulary test for the children to enjoy as a reward for completing the long week of vocabulary.

E, Col, Mu, Mvmt

E, Mvmt, Div

E

Week 9 Day 41

Day 42

Day 43

Day 44

Day 45

SACE ENG 6.11 Vocab

SACE ENG 6.8 Oral Summarization T: The teacher will stress the importance of summarizing in the students’ speeches and will offer the opportunity for the students to turn in a copy of their speech so she can check it and correct it in time for their presentations.

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 38-40

SACE ENG 6.8 Oral Summarization SACE ENG 6.11 T: Open with recitation of vocabulary. Presentations

SACE ENG 6.8 Oral Summarization T: Presentations

SACE ENG 6.8 Oral Summarization SACE ENG 6.11 T: Open with recitation of vocabulary. Presentations

St: The students will put the final touches on their speeches and will peer grade with a partner, discussing the important oral aspects of their speeches.

St: The students will begin the class by reciting their vocabulary words. Presentations

St: Presentations

St: The students will begin the class by reciting their vocabulary words. Presentations

E, VA, Div

E, Mvmt, Col

E, Mvmt

E, Mvmt

E, Mvmt

Week 10 Day 46

Day 47

Day 48

Day 49

Day 50

SACE ENG 6.25 Writing Strategies SACE ENG 6.11 T: Open with recitation of vocabulary. The students will begin reading Jacob Have I Loved by Katherine Patterson. The teacher will read chapters 1-2 to the class. The teacher will have every student write one random sentence. She will collect all of the sentences an read them together to make a story. The teacher will explain the importance of planning to the students. St: The students will begin the class by reciting their vocabulary words. The student will listen to the teacher read chapters 1-2 aloud. Each student will list 3-4 characteristics that the reader discovers about Louise, Caroline, and McCall Purnell. The class will come together and make 3 collaborative list of characteristics. Student will write one random sentence. E, Col, Div

SACE ENG 6.25 Writing Strategies T: The teacher will find several pictures from 1935-1945 and will cut them into puzzle pieces. She will give each group a set of 5 topic sentences taken from one paper. She will monitor all group work.

SACE ENG 6.11 Vocab T: The teacher will go over the vocabulary words that the students will be tested on on Friday. The students will read chapters 4-5 in small groups. The students will individually organize a set of 5 topic sentences to make a plan for a paper. Students will then plan where they would put 3 spelling words in the paper. The students will share their plan with a partner. St: The students will practice the vocabulary words that they will have to remember for Friday. The teacher will oversee the reading in small groups. She will provide each student with a set of 5 topic sentences from a paper. E, Mvmt, Div DA: Students who have difficulties reading in groups can read individually

SACE ENG 6.25 Writing Strategies T: The teacher will lead the class in a discussion on why they think Louise has her dream

SACE ENG 6.25 Writing Strategies SACE ENG 6.11 T:Vocab Test. The teacher will monitor the class reading. She will take the students to the computer lab to take a virtual tour. She will instruct the students to plan a biography.

St: The students will read chapter 3 as a class. Each student will get a picture piece. Students will find the other students who make their picture whole. Together they will examine the picture and will describe the setting of the book. The students will be broken up into groups of 5. Each group will receive a set of 5 topic sentences from a paper. They will put the topic sentences in order to form a plan for a paper. They will justify their order to the class.

St: The students will read chapter 6 individually. The class will discuss why they think Louise has her dream. They will then plan a story about a dream they have had.

St:Vocab Test. The students will read chapters 7-8 as a class. They will then go to the computer lab and will take a virtual tour of the island Peterson based Rass Island on. In groups they will compare what it is like now to how the book describes it then. The students will work in pairs to make a plan for a biography on a person involved in WWII

E, VA, Div, Col

E

E, SS, Tech

Week 11

Day 51

SACE ENG 6.11 Vocab T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 41-43 The teacher will then read examples of narrative writing to the class. She will explain what narrative writing is. St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences The students will listen to the teacher read chapter 9 and the narrative stories. The students will pick a topic to write a narrative on. They will work on this narrative on and off for the next 6 weeks. E, VA, Div DA: Gifted may choose 5 more words to write sentences for to receive extra credit, while visual can draw a pictorial representation of 5 words for extra..

Day 52

SACE ENG 6.25 Writing Strategies T: The teacher will monitor the students reading to make sure they are staying on task. The teacher will check the student’s topics to make sure that they are narrative topics. The teacher will then monitor the students planning.

Day 53

SACE ENG 6.25 Writing Strategies SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will provide the students will comprehension questions for chapter 12. The teacher will assist the students in developing their narrative plan if needed.

Day 54

SACE ENG 6.25 Writing Strategies T: The teacher will monitor the students work together in groups to make sure they stay on task. She will take home all plans and will offer suggestions for improving errors.

Day 55

SACE ENG 6.25 Writing Strategies SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will oversee the class reading. She will monitor the students’ revisions and answer any questions the students might have.

St: The students will read chapters 10-11 in pairs. They will then divide into groups of 4-5 and discuss who showed bravery. Each student will tell the teacher their topic for their narrative. The students will then plan out their narrative, making sure to include characters, main conflict, climax, and solutions. E, Col

St: The students will begin the class by reciting their vocabulary words The students will read chapter 12 silently and will answer comprehension questions. The students will continue planning their narrative. By the end of the day they will have a complete plan for their narrative. . E

St: The students will set a purpose for reading (something they want to find out). They will then read chapters 1314 in small groups. Each student will peer edit one other student’s plan

St: The students will begin the class by reciting their vocabulary words. The class will read chapter 15 together. The students will take turns reading aloud. The students will revise their narrative plan.

E, Col E, Col

Week 12 Day 56

SACE ENG 6.10 Unfamiliar Words/Phrases SACE ENG 6.11 T: The teacher will read chapter 16 aloud and have the students find unfamiliar words and phrases in the book so far.

Day 57

SACE ENG 6.10 Unfamiliar Words/Phrases T: The teacher will monitor the students during group work to ensure they stay on task.

Day 58

SACE ENG 6.11 Vocab T: The teacher will go over the vocabulary words that the students will be tested on on Friday. The teacher will monitor the students activities

Day 59

SACE ENG 6.10 Unfamiliar Words/Phrases T: The teacher will monitor the students continued reading of the book.

Day 60

SACE ENG 6.10 Unfamiliar Words/Phrases SACE ENG 6.11 T: Vocabulary Test, Silent reading

St: The students will listen to the teacher read chapter 16 aloud. The students will take notes while the teacher is reading on words that they find unfamiliar, and will look in the rest of the book for unfamiliar words as well. E, Div

St: The students will read chapter 17 in small groups. Each student will then write a one paragraph summary of what happened in the chapter using one unfamiliar word. They will discuss how they found the definition of this word. E, Col DA: Students who have difficulty writing can orally summarize the chapter to the teacher or teacher’s aid

St: The students will practice the vocabulary words that they will have to remember for Friday. Each week, the students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc. - The class will read chapter 18 together. The students will take turns reading aloud. The students will make a flow chart with all of the events they are going to include in their narrative. E, Mvmt, Div

St: The students will continue reading and will play a form of the game Balderdash with some unfamiliar words from the book. Together, they will figure out the correct definitions.

St: Vocabulary Test, Silent reading

E E, Div, Mvmt

Week 13 Day 61

SACE ENG 6.11 Vocab

Day 62

SACE ENG 6.12 Figurative Language T: The teacher will give the students notes on the different types of figurative language. She will show the class several examples of figurative writing. She will lead the class in creating an example of simile, metaphor, and hyperbole. The teacher will define and give notes on summarizing and paraphrasing. She will also show examples of summarizing. St: The students will take notes on the different types of figurative language. The class will create an example of simile, metaphor, and hyperbole. The students will then take notes on summarizing.

Day 63

SACE ENG 6.12 Figurative Language SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will review similes and will provide the students with magazines to make their simile collage. The teacher will divide the class into groups and will give each group an article about healthy living. Se will provide each group with a transparency. St: The students will begin the class by reciting their vocabulary words. in magazines. They will cut them out and make a simile collage. The students will be divided into small groups. Each group will read an article about healthy living, and will then summarize it. The group will write their summary on transparency. E, VA, Col

Day 64

SACE ENG 6.12 Figurative Language T: The teacher will review metaphors. She will check each student metaphor to ensure that it is a correct example of a metaphor. She will then provide the students with paper, paint, and paintbrushes. She will evaluate the students’ summary as the groups present them to the class.

Day 65

SACE ENG 6.12 Figurative Language SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will provide the students with news-papers and will lead the class in the sorting and displaying. The teacher will provide the students will famous quotes.

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 44-45

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences E, VA, Div DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

St: The class will review metaphors. The students will write one example of a metaphor and will then illustrate it by painting a picture. The students will present the healthy living transparencies they created yesterday to the class.

E

E, VA

St: The students will begin the class by reciting their vocabulary words. The students will find an example of figurative language in a news-paper. The students will cut out the examples. The class will sort the clippings into 3 categories: similes, metaphors, and hyperboles. They will then display them on the board in the 3 categories. The students will work in pairs to paraphrase the famous quotes. E, VA, SS

Week 14 Day 66

SACE ENG 6.13 Word Reference Material SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will provide dictionaries and thesauruses. The teacher will direct students to similarities and differences. The teacher will also provide the worksheet for practice. * Scott, Foresman p. 50

Day 67

SACE ENG 6.13 Word Reference Material T: The teacher will explain and demonstrate how to find words in dictionaries. The teacher will also instruct the students in writing letters.

Day 68

SACE ENG 6.11 Vocab T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

Day 69

SACE ENG 6.13 Word Reference Material T: The teacher will facilitate the speed drill. The teacher will also monitor the progress of the partners with the letters.

Day 70

SACE ENG 6.13 Word Reference Material SACE ENG 6.11 T: Vocabulary Test. The teacher will provide the practice worksheet

St: The students will begin the class by reciting their vocabulary words. Students will be given dictionaries and thesauruses to compare and contrast. Students will come to the board and write similarities and differences. The students will also review pronoun antecedent agreement with a worksheet E, Mvmt

St: The students will discuss how to find words in a dictionary. The class will also write letters to someone that they admire being careful that pronouns and antecedents match.

St: The students will practice looking up words in the dictionary with a speed drill. The students will work in pairs switching letters that they wrote the previous day. Each student will circle the pronouns in the letters and underline the antecedents that they refer to.

St: Vocabulary Test. Students will practice looking up words in the dictionary and thesaurus with a worksheet

E E, Col E, Mvmt, Div

E, Mvmt

Week 15 Day 71

SACE ENG 6.11 Vocab

Day 72

SACE ENG 6.26 Revision

Day 73

SACE ENG 6.26 Revision SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will discuss significant event in the book with the students. The teacher will divide the class into groups and will explain the flow chart project. The teacher will monitor the students’ independent writing. St: The students will begin the class by reciting their vocabulary words. The class will begin to construct a flow chart for the book. The class will make a list of significant events on the board then the class will divide into groups that will creatively represent the event on a piece of poster board. The class will also work on their short stories. E, VA

Day 74

SACE ENG 6.26 Revision

Day 75

SACE ENG 6.26 Revision SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will monitor the class as they read in partners and work together in revising each other’s papers.

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 46-49 The students will begin reading the book Esperanza Rising.

T: The teacher will monitor silent reading. The teacher will provide misleading advertisement for class and will discuss the article with the class.

T: The teacher will facilitate the group sharing and ordering the events. The teacher will monitor independent writing.

St: The class will read a misleading advertisement. The class will identifying phrases that are misleading within the advertisement. E, SS

E, VA, Div

St: The class will present their groups’ poster and will place the events in order. The class will read chapter 6 with their groups. The class will also continue to work on their stories.

St: The students will begin the class by reciting their vocabulary words. Students will read with a partner. The class will also work with a partner to revise narratives for clarity. Each student will read another student’s paper and write a short summary of the narrative. The students will be able to tell if their papers are clear to the reader through this process. E, Col

E, VA

Week 16 Day 76

SACE ENG 6.27 Editing SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will monitor popcorn reading and lead discussion after the chapter. The teacher will also monitor progress on the students’ narrative revisions.

Day 77

SACE ENG 6.27 Editing T: The teacher will monitor group work and help keep students on task. The teacher will also explain grammatical errors and editing. The teacher will provide grammatically incorrect paragraph.

Day 78

SACE ENG 6.11 Vocab T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

Day 79

SACE ENG 6.27 Editing T: The teacher will lead the class in determining significant events. The teacher will meet individually with each students giving input for revisions.

Day 80

SACE ENG 6.27 Editing SACE ENG 6.11 T: Vocabulary Test. The teacher will provide a video on the Great Depression. The teacher will continue to meet with students individually.

St: The students will begin the class by reciting their vocabulary words. The students will popcorn read and discuss significant happenings. The class will also make revisions to their papers to make them clearer.

E, Col

St:The students will read a chapter with a small group. Each group will act out the events of the chapter. The class will also discuss common grammatical errors in narratives and the process of editing. Students will practice by correcting a grammatically incorrect paragraph. E, Mvmt DA: Have LEP students list unfamiliar words from Esperanza Rising , then have students use a dictionary to define words.

St: The class will identify more significant events from the previous chapters of the book and with the same groups will construct more posters for the flow chart. The students will begin making necessary revisions for narratives and will meet individually with the teacher to discuss revisions.

St: Vocabulary Test. The class will watch a video on the Great Depression. The students will also continue to meet with the teacher for narrative revisions.

E E E, Mvmt, Div

Week 17 Day 81

SACE ENG 6.11 Vocab T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 50-52

Day 82

SACE ENG 6.28 Organizational Methods T: The teacher will lead discussion with the class. The teacher will also rearrange a story for the students to read.

Day 83

SACE ENG 6.28 Organizational Methods SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will stop the class before “Jeremiah’s Song” ends. The teacher will monitor student’s writing and working on outline

Day 84

SACE ENG 6.28 Organizational Methods T: The teacher will facilitate group sharing of new endings to the story. The teacher will help students with flow charts.

Day 85

SACE ENG 6.28 Organizational Methods SACE ENG 6.11 T: Open with recitation of vocabulary. Free period

E, VA, Div

St: The students will read “Obie’s Gift” one time through without the background information. Students will discuss what would be important information to know before reading the story. The students will also make inferences about what they think the provided information is about. The students will also work with a short story that’s been cut and pasted out of order. Students will then discuss the importance of order in a story. E, VA

St: The students will begin the class by reciting their vocabulary words. The students will start reading “Jeremiah’s Song.”* The class will stop reading with only two pages left to read. Students will write how they think the story will end. The students will use their outlines to determine areas of the greatest importance in their narratives. E DA: Have less proficient readers outline important events in “Jeremiah’s Song.” * Prentice Hall Literature p. 38

St: The students will discuss the endings they chose and reasoning for their choices. After sharing reasoning the class will finish the story. The students will each create a flow chart for their papers

St: The students will begin the class by reciting their vocabulary words. Free period

E, VA

E, Mvmt

Week 18 Day 86

SACE ENG 6.14 Reading Comprehension SACE ENG 6.11 T: The teacher will read several examples of poetry to the class and will lead the students in a discussion on the characteristics of poetry. The teacher will explain that good details are those that paint a clear picture for the reader. The teacher will give several examples of good and bad details. The teacher will assign the spelling words for the week.

Day 87

SACE ENG 6.14 Reading Comprehension T: The teacher will play a song for the class. The teacher will lead the class in a discussion on the similarities and differences of poems and songs. She will tell the students that songs are poems set to music. The teacher will continue to instruct the students to add details to their narrative. She will assist students when needed.

Day 88

SACE ENG 6.14 Reading Comprehension SACE ENG 6.11 T: The teacher will read several examples of odes to the class. She will then show the class an ode she composed. The teacher will oversee the students writing their narrative. The teacher will administer the prespelling test.

Day 89

SACE ENG 6.11 Vocab

Day 90

SACE ENG 6.14 Reading Comprehension SACE ENG 6.11 T: The teacher will show the students several examples of color poetry and will lead the class in creating a class color poem on the overhead. The teacher will administer the spelling test.

T: The teacher will administer the spelling test. The teacher will monitor the activity of the students during the movie.

St: The students will read several examples of poetry and will discuss the characteristics of poetry. The students will discuss the importance of good detail. LA/ R/ CM-

St: The class will listen to a song played by the teacher. The students will be divides into pairs. The students will make a list of the similarities and differences between poems and songs. The class will come together and discuss the issue. The students will add details to their narrative outline/ plan. LA/ W/ GA/ MU-

St: The students will read several examples of odes. The students will then compose and illustrate an ode of their own. The students will write their first complete draft of their narrative. The students will take a pre-spelling test on the words assigned Monday. Those who make a 100 will not have to take the test on Friday. LA/ R/ MD/ W/ E-

**St: The students
**

will take a spelling test on the words assigned Monday. The students will then watch the movie The Mighty. DA- Students who have auditory difficulties can read the captions for the movie. LA/ E-

St: The students will read several examples of color poetry and will participate in creating a class color poem. The students will then create their own color poem. The students will continue to write their narrative draft. The students will take a spelling test on the words assigned Monday. LA/ R/ W/ A/ E-

Week 19 Day 91

SACE ENG 6.14 Reading Comprehension SACE ENG 6.11 T: The teacher will conduct the Vin Diagram activity and will introduce the story.

Day 92

SACE ENG 6.14 Reading Comprehension T: The teacher will explain fact vs opinion in stories. The teacher will also monitor students’ progress in their narrative outlines.

Day 93

SACE ENG 6.14 Reading Comprehension SACE ENG 6.11 T: The teacher will monitor students’ time on the computer closely. The teacher will also monitor peer reviews. The class will take their spelling test.

Day 94

SACE ENG 6.14 Reading Comprehension T: The teacher will monitor popcorn reading and lead discussion after the chapter. The teacher will also monitor progress on the students’ narrative revisions.

Day 95

SACE ENG 6.11 Vocab T: The teacher will facilitate the game around the world.

St: The students will compare and contrast fiction and nonfiction using a Vin Diagram on the board. Students will take turns coming to the board. The students will also hear about the personal narrative project they will be beginning.The students will receive their spelling list. LA/MO

St: The students will discuss fact vs opinion in nonfiction. The students will answer the question, “What type of nonfiction would include more opinion than fact?” Students will prepare rough drafts for their narratives using significant events. The students will take a practice spelling test. If the student scores a 100 he doesn’t have to take the test Friday. DA- For LEP students discuss Americanized English phrases in the story and their meanings. LA-

St: Students will research Gary Paulsen online to find either a short biography of autobiography. The class will then print the articles and summarize their findings. The class will discuss the differences in autobiography and biography. The students will work with partners to edit important events in their narratives. LA/T/W/GA-

St: The students will popcorn read chapter 8 and discuss significant happenings.

St: The students will participate in a game of around the world with the vocabulary words they have learned for the week.

LA/R/W-

Week 20 Day 96

SACE ENG 6.15 Narrative Structure SACE ENG 6.11

T: The teacher will review the structure of a narrative is what a good consists of.

Day 97

SACE ENG 6.15 Narrative Structure SACE ENG 6.11

T: The teacher will help the students determine central idea in several passages. The teacher will provide the students with several different topics and ideas for their “book report.” The teacher will assign the spelling words for the week. The teacher will collect drafts and look over them.

Day 98

SACE ENG 6.11 Vocab

Day 99

SACE ENG 6.15 Narrative Structure

T: The teacher will oversee the students writing their narrative. The teacher will take home all narratives and will offer suggestions for improving errors.

Day 100

SACE ENG 6.15 Narrative Structure SACE ENG 6.11

T: The teacher will oversee the students work in groups to ensure they stay on task. She will observe the acted out paragraph.

T: The teacher will review the vocabulary of the week with the class. The teacher will split the class into 2 teams.

St: The students will write a narrative about their favorite summer experience

DA- Students who have difficulty writing can orally summarize the chapter to the teacher or teacher’s aid.

St: The students will discuss how to find main ideas. They will then determine the central idea of several narrative passages. The students will use highlighters to highlight topic sentences/ main ideas. Students can choose to draw a comic strip, make a poster, write a song, make an oral presentation, etc. The students will continue to work on their narrative. LA/ R/ PS/ MA/ A/ OL/ W-

St: The students as teams will have to send a representative to the front of the classroom, press the buzzer and spell the vocabulary word correctly.

St: Students will continue to work on their narratives.

St: The students will divide into groups and will write an explanatory paragraph (ex. how to make a cake). Students will include 4 spelling words in their paragraph. The students will then act out their paragraph. LA/ W/ GA/ TX/ MO-

**Week 21 Day 101
**

SACE ENG 6.15 Narrative Structure SACE ENG 6.11 T: The teacher will introduce the book Holes and will read chapters 1-3 aloud. The teacher will explain the shifts between the chapters (separate story lines). She will define persuasive writing and will give several examples. She will tell the students that they are going to write a 3 paragraph persuasive paper. She will instruct the students to pick a topic and will review each to ensure it is appropriate. The teacher will assign the spelling words for the week. St: The students will listen to the teacher read chapters 1-3 and will take notes on persuasive writing. The students will pick a topic for their paper. LA/ LI/ W-

Day 102

SACE ENG 6.15 Narrative Structure T: The teacher will lead the class in reading aloud. She will continue to explain the story lines to the class. She will make a chart on the board with 3 columns. Each column will be a story line and she will add information to each column as events happen in the book. She will also oversee the students writing their persuasive paper and will offer assistance when needed.

Day 103

SACE ENG 6.15 Narrative Structure SACE ENG 6.11 T: The teacher will monitor the students work together in groups to make sure they stay on task. She will quickly edit all letters for glaring errors.

Day 104

SACE ENG 6.15 Narrative Structure T: The teacher will oversee the silent reading and will assist students in writing their final drafts.

Day 105

SACE ENG 6.11 Vocab T: The teacher will monitor the students to make sure they stay on task. She will give the students comprehension questions she prepared ahead of time. The teacher will administer the spelling test.

St: The class will read chapters 4-5 together. The students will take turns reading aloud. The students will copy the chart the teacher draws on the board into their notes. The students will begin writing their persuasive paper. LA/ R/ OL/ L/ W-

St: The students will read chapters 6-7 in groups of 3 or 4. They will add any new information to the chart they started in their notes yesterday. They will then make a prediction for each story line (3 all together). The groups will share their predictions with the class. Each student will peer edit one other student’s letter. DA - Students who have difficulties writing can use Word Processor. LA/ R/ GA/ CM/ L/ W-

St: The students will read chapters 8-10 silently. They will add any new information to their chart and will evaluate the predictions they made yesterday. The students will also write their final draft of their persuasive paper. LA/ R/ W/ E-

St: The students will read chapters 11-13 with a partner and will answer comprehension questions about the reading. The students will break up into groups of 3 and will read their persuasive paper to their group. The students will take a spelling test on the words assigned Monday. LA/ R/ GA/ PS/ E-

**Week 22 Day 106
**

SACE ENG 6.16 Prediction of Outcome SACE ENG 6.11 T: The teacher will read Holes with the class. The teacher will then model making inferences and conclusions based on the story. The teacher will explain the history surrounding the book. The teacher will also explain the writing exercise to the students.

Day 107

SACE ENG 6.16 Prediction of Outcome T: The teacher will provide a worksheet for the students. The teacher will also explain the importance of writing narratives to support a central idea.

Day 108

SACE ENG 6.16 Prediction of Outcome SACE ENG 6.11 T: The teacher will lead discussion with the class. The teacher will also rearrange a story for the students to read

Day 109

SACE ENG 6.16 Prediction of Outcome T: The teacher will stop the class before Holes ends. The teacher will monitor student’s writing and working on outline.

Day 110

SACE ENG 6.11 Vocab T: The teacher will facilitate group sharing of new endings to the story. The teacher will help students with flow charts. The teacher will administer the spelling test.

St: The students will read Holes. Students will watch as the teacher makes conclusions of the history of the letter. The students will then discuss the actual history surrounding the letter. The students will write a paragraph explaining the important parts of their narrative that they would like to emphasize. The students will receive their spelling list. LA/MD-

St: The students will complete a worksheet to practice making inferences. The students will also discuss the importance of writing narratives to support a central idea. LA

St: The students will read Holes one time through without the background information. Students will discuss what would be important information to know before reading the story. The students will also make inferences about what they think the provided information is about. The students will also work with a short story that’s been cut and pasted out of order. Students will then discuss the importance of order in a story. The students will take a practice spelling test. If the student scores a 100 he doesn’t have to take the test Friday. LA/R-

St: The students will start reading Holes The class will stop reading with only two pages left to read. Students will write how they think the story will end. The students will use their outlines to determine areas of the greatest importance in their narratives. DA-Have less proficient readers outline important events in Holes LA/R/W-

St: The students will discuss the endings they chose and reasoning for their choices. After sharing reasoning the class will finish the story. The students will each create a flow chart for their papers. The class will take their spelling test. LA/R-

**Week 23 Day 111
**

SACE ENG 6.30 Grammar T: The teacher will facilitate the group reading. The teacher will also provide the newspaper articles and will model how the activity is correctly completed.

Day 112

SACE ENG 6.30 Grammar T: The teacher will monitor partner reading. The teacher will also write the paragraph on the boards without pronouns.

Day 113

SACE ENG 6.30 Grammar T: The teacher will explain the writing assignment and will model a letter. The teacher will also explain the differences between adverbs and adjectives.

Day 114

SACE ENG 6.30 Grammar T: The teacher will read chapters 1314 to the class. The teacher will also facilitate a review game of Jeopardy for reviewing for the test.

Day 115

SACE ENG 6.30 Grammar T: The teacher will monitor popcorn reading. The teacher will use students in the front of the room to represent singular and plural pronouns.

St: The class will form a circle and read a paragraph at a time of the book from chapters 1314. The students will each take a newspaper article, circling the subjects , underlining the agreeing verbs, and boxing pronouns. DA- Students that have a hard time with reading will have the option of passing reading to the next reader if they are uncomfortable reading out loud. LA/R-

St: The class will read chapters 2426 with partners. The students will review pronouns. The students will identify the need for pronouns from a paragraph written on the board without pronouns LA/R/GA-

St: The students will pretend that they were stranded on an island and that they can only write one letter. What would it say? The class will also discuss there difference between adverbs and adjectives.

St: The class will listen as the teacher reads chapters 13-14. The class will play a verb tense and adverbs Jeopardy game as review for their test. LA/LI/MO-

St: The class will popcorn read chapters 27-28. The class will also discuss singular pronouns vs. plural pronouns. Students will volunteer to represent singular and plural pronouns. LA/R/MO-

**Week 24 Day 116
**

SACE ENG 6.30 Grammar SACE ENG 6.11 T: The teacher will monitor silent reading. The teacher will also provide index cards and will facilitate the card activity.

Day 117

SACE ENG 6.30 Grammar T: The teacher will monitor popcorn reading. The teacher will also provide sentences for the board and monitor students’ answers.

Day 118

SACE ENG 6.30 Grammar SACE ENG 6.11 T: The teacher will monitor partner reading and will explain “Here” and “There” rules for subject-verb agreement.

Day 119

SACE ENG 6.30 Grammar T:The teacher will instruct students in each project. The teacher will also provide a model for each project.

Day 120

SACE ENG 6.30 Grammar SACE ENG 6.11 T: The teacher will administer the test to the students.

St: The students will write on index cards for an activity. Four subject cards (2 singular, 2 plural), four verbs (2 singular, 2 plural). Students will turn in cards which will be shuffled and randomly redistributed to students. Students will then create sentences using the new words they have. Each sentence must agree. LA/R/GA/W-

St: The class will popcorn read chapters 16-18 of their reading book. Volunteers will come to the board and work with sentences on the board. Students will circle the adverbs and underline the verb that it modifies. LA/GA/MO-

St: The class will read chapters 1719 with partners. The class will discuss subjectverb agreement when the sentence begins with “Here” or “There.” LA/R-

St: The students will draw a map of a significant area from the book. The students will also draw a picture from one of the sentences that they created the day before. DA- students will write sentences using 10 common pronouns. LA/A-

St: The students will take a grammar test.

**Week 25 Day 121
**

SACE ENG 6.18 Cause and Effect T: The teacher will lead the class in a discussion on cause and effect and what place it has in literature.

Day 122

SACE ENG 6.18 Cause and Effect T: The teacher will lead in a brief discussion on the synopsis of the book. The teacher will give some definition of what it means to have perseverance.

Day 123

SACE ENG 6.18 Cause and Effect T: The teacher will assign an essay on how Buddy showed perseverance throughout the story and how that did or did not help him make it.

Day 124

SACE ENG 6.18 Cause and Effect T: Teacher will direct students in an essay about a situation they had which had a cause and effect. They must write about how they handled the situation and if they would have done anything differently.

Day 125

SACE ENG 6.18 Cause and Effect T: Teacher will allow students to finish Bud, Not Buddy. Once students are finished they must write a short paper about the plot of the book which includes the main situation and the cause and effect of Buddy’s actions.

St: Students will begin reading Bud, Not Buddy.

St: The student will briefly discuss the synopsis of the book. Students will continue reading Bud, Not Buddy. The student will copy the definitions dictated to them on a piece of paper. The student will assist with coming up with a “guide to survival” given they were put in a situation like Buddy’s. Given the definitions of perseverance, the student will write an essay for homework on how Buddy showed perseverance throughout the story and how that did or did not help him make it.

St: The student’s will continue reading Bud, Not Buddy. The teacher will guide the students with coming up with a class “guide for survival”, given they were put in a situation such as Buddy’s. DA- Students with difficulty with time restraints can have a workbook type survival to complete.

St: Students will continue to read Bud, Not Buddy. Students will write an essay about a situation they had which had a cause and effect. They must write about how they handled it, if they thought they handled it well or if they would have done something differently.

St: Students will finish reading Bud, Not Buddy. Students will write a short paper about the plot of the book. They must include the main situation and the cause and effect of it.

**Week 26 Day 126
**

SACE ENG 6.19 Inferences SACE ENG 6.11 T: The teacher will monitor group work. She will explain that some words can have multiple meanings. She will show the class several examples. She will then give the class puzzle pieces. The teacher will assign the spelling words for the week. www.readwritethink. org

Day 127

SACE ENG 6.19 Inferences T: The teacher will read a passage and will give several possible meanings of an unknown word. She will then call on a team to answer the question. She will keep track of the score.

Day 128

SACE ENG 6.11 Vocab

Day 129

SACE ENG 6.19 Inferences

Day 130

SACE ENG 6.19 Inferences SACE ENG 6.11

T: The teacher will divide the class into pairs. She will oversee their group work to ensure that they stay on task. She will remind students that words often have multiple meaning and will show them how to find meaning using context clues. *Treasury of Literature, pT533

T: The teacher will read chapters 22-23 aloud to the class. She will provide each student with a word clues game. The teacher will administer the pre-spelling test.

T: The teacher will lead the class in a discussion about the point of view of the book. She will provide the students a passage to assess their ability to determine meaning using context clues. The teacher will administer the spelling test.

St: The students will read chapter 18 aloud as a class and will write down one sentence that sticks out to them. They will share their sentence with a partner. They will justify picking their sentence. The sentence can be puzzling, interesting, important, or something they can relate to. The students will each get a puzzle piece with a word or definition on it. The students must find all of the puzzle pieces that match theirs (the word itself, and all definitions.) LA/ R/ GA/ W-

St: The students will read chapter 21 with a partner. As a pair, they will find one example of an unknown word that they used context clues to determine the meaning of the word, and will share their word with the class. The students will create their own crossword puzzles using words with multiple meanings. The students will use the dictionary to develop clues. The students will then exchange their puzzle with a partner and will solve their puzzle.

St: The students will read chapter 21 with a partner. As a pair, they will find one example of an unknown word that they used context clues to determine the meaning of the word, and will share their word with the class. The students will create their own crossword puzzles using words with multiple meanings. The students will use the dictionary to develop clues. The students will then exchange their puzzle with a partner and will solve their puzzle. LA/ R/ W-

St: The students will listen to the teacher read chapters 22-23. They will then complete a word clues game (found on website). The students will take a pre-spelling test on the words assigned Monday. Those who make a 100 will not have to take the test on Friday. DA- Students who have auditory difficulties can read the chapter themselves as the teacher reads.

LA/ LI/ W/ PS-

St: The students will read chapters 24-25 as a class. Students will take turns reading aloud. The class will then discuss the following question: Who told the story? Why is the story told in 1st person? The students will then work independently to determine the meaning of highlighted words from a passage of Freak the Mighty using context clues. The students will take a spelling test on the words assigned Monday. LA/ CM/ R/ W/ E-

LA/ R/ MA/ PS-

**Week 27 Day 131
**

SACE ENG 6.19 Inferences SACE ENG 6.11 T: The teacher will read “Letter to Scottie” with the class. The teacher will then model making inferences and conclusions based on the story. The teacher will explain the history surrounding the letter. The teacher will also explain the writing exercise to the students.

Day 132

SACE ENG 6.19 Inferences T: The teacher will provide a worksheet for the students. The teacher will also explain the importance of writing narratives to support a central idea.

Day 133

SACE ENG 6.19 Inferences SACE ENG 61 T: The teacher will lead discussion with the class. The teacher will also rearrange a story for the students to read.

Day 134

SACE ENG 6.19 Inferences T: The teacher will stop the class before “Jeremiah’s Song” ends. The teacher will monitor student’s writing and working on outline.

Day 135

SACE ENG 6.11 Vocab T: The teacher will facilitate group sharing of new endings to the story. The teacher will help students with flow charts.

St: The students will read “Letter to Scottie.”* Students will watch as the teacher makes conclusions of the history of the letter. The students will then discuss the actual history surrounding the letter. The students will write a paragraph explaining the important parts of their narrative that they would like to emphasize. The students will receive their spelling list. LA/R/W-

St: The students will complete a worksheet to practice making inferences. The students will also discuss the importance of writing narratives to support a central idea. LA-

St: The students will read “Obie’s Gift” one time through without the background information. Students will discuss what would be important information to know before reading the story. The students will also make inferences about what they think the provided information is about. The students will also work with a short story that’s been cut and pasted out of order. Students will then discuss the importance of order in a story. LA/R-

St: The students will start reading “Jeremiah’s Song.”* The class will stop reading with only two pages left to read. Students will write how they think the story will end. The students will use their outlines to determine areas of the greatest importance in their narratives. DA-Have less proficient readers outline important events in “Jeremiah’s Song.” LA/R/W-

St: The students will discuss the endings they chose and reasoning for their choices. After sharing reasoning the class will finish the story. The students will each create a flow chart for their papers. The class will take their spelling test. LA/R-

**Week 28 Day 136
**

SACE ENG 6.20 Character and Plot SACE ENG 6.11 T: The teacher will explain the literary elements to the class. The teacher will then model the process of making predictions from the title and picture. The teacher will administer the test.

Day 137

SACE ENG 6.20 Character and Plot T: The teacher will monitor class reading. At the end of the story the teacher will model identifying literary elements. The teacher will give correct answers to test and lead answer discussion

Day 138

SACE ENG 6.20 Character and Plot SACE ENG 6.11 T: The teacher will give a lesson on leadership defining what it is. The teacher will instruct the students to come to the board teacher will lead students in coming up with a character. Teacher will give students time in class to read and then assign the students reading homework.

Day 139

SACE ENG 6.20 Character and Plot T: Teacher will monitor students as they read silently. Teacher will assign students to finish the book at home if they were unable to finish in class.

Day 140

SACE ENG 6.11 Vocab

T: Teacher will administer vocabulary exam. After the exam the teacher will monitor and help students as they fill out the plot summary worksheet about Harry Potter which includes main characters, introduction, rising action, climax, falling action and conclusion.

St: Students will discuss literary elements involved in understanding narratives. The class will discuss characters, setting, plot, theme, and climax. The class will then turn to “The All-American Slurp”* in their text books. The students will follow along as the teacher models the process. The students will take a grammar inventory test. The students will receive their spelling list LA/R-.

St: The students will read “The AllAmerican Slurp” out loud as a class. The students will watch for literary elements. The class will check and discuss the answers to the grammar inventory test. LA/R-.

St: Students will continue reading selections from Harry Potter. Students will decide what character or characters showed leadership and write them down. LA/R -

St: Students will read silently making notes about characters and plot as they go.

St: Students will take their vocabulary exam and then fill out a plot summary worksheet.

DA- Students having trouble reading silently may read aloud with the reading specialist

**Week 29 Day 141
**

SACE ENG 6.21 Summarize and Paraphrase T: The teacher will give the students notes on the different types of figurative language. She will show the class several examples of figurative writing. She will lead the class in creating an example of simile, metaphor, and hyperbole. The teacher will define and give notes on summarizing and paraphrasing. She will also show examples of summarizing. The teacher will assign the spelling words for the week. St: The students will take notes on the different types of figurative language. The class will create an example of simile, metaphor, and hyperbole. The students will then take notes on summarizing. LA/ W-

Day 142

SACE ENG 6.21 Summarize and Paraphrase .T: The teacher will review similes and will provide the students with magazines to make their simile collage. The teacher will divide the class into groups and will give each group an article about healthy living. Se will provide each group with a transparency.

Day 143

SACE ENG 6.21 Summarize and Paraphrase T: The teacher will review metaphors. She will check each student metaphor to ensure that it is a correct example of a metaphor. She will then provide the students with paper, paint, and paintbrushes. She will evaluate the students’ summary as the groups present them to the class.

Day 144

SACE ENG 6.21 Summarize and Paraphrase T: The teacher will review hyperbole with the class. The teacher will lead the class in developing a commentary for a football game using hyperbole. She will read If You Give A Mouse A Cookie to the class

Day 145

SACE ENG 6.21 Summarize and Paraphrase T: The teacher will provide the students with news-papers and will lead the class in the sorting and displaying. The teacher will provide the students will famous quotes. The teacher will administer the spelling test.

St: The class will review similes. The students will find 5 similes in magazines. They will cut them out and make a simile collage. The students will be divided into small groups. Each group will read an article about healthy living, and will then summarize it. The group will write their summary on transparency DA- Students who have difficulty cutting can tear their pictures out if the magazine. LA/ R/ W/ H/ GA/ A-

St: The class will review metaphors. The students will write one example of a metaphor and will then illustrate it by painting a picture. The students will present the healthy living transparencies they created yesterday to the class.

St: The class will review hyperbole. As a class they will to develop a commentary for a football game using hyperbole. The students will summarize the book If You Give A Mouse A Cookie. LA/ R/ W/ MO/ CM/ E-

St: The students will find an example of figurative language in a news-paper. The students will cut out the examples. The class will sort the clippings into 3 categories: similes, metaphors, and hyperboles. They will then display them on the board in the 3 categories. The students will work in pairs to paraphrase the famous quotes. The students will take a spelling test on the words assigned Monday. LA/ R/ W/ S/ GA/ E-

LA/ R/ W/ H/ OL/ GA/ A-

**Week 30 Day 146
**

SACE ENG 6.22 Identity Questions SACE ENG 6.11 T: The teacher brings in several news paper articles for students to read with comprehension questions prepared for each article. The teacher will give out the vocabulary words for the week.

Day 147

SACE ENG 6.22 Identity Questions T: The teacher brings in several Television commercials for the students to watch along with comprehension questions for students to answer about each.

Day 148

SACE ENG 6.22 Identity Questions SACE ENG 6.11 T: Teacher will hand out directions for the criteria for a commercial the student will make up. The teacher will allow students to get into pairs of three or four to write their questions and make their commercial.

Day 149

SACE ENG 6.22 Identity Questions T: Teacher watches and monitors students as they share their commercials with the class and helps as they answer their peers question worksheets.

Day 150

SACE ENG 6.11 Vocab T: Teacher will administer the vocabulary exam and monitor students as they take the exam. After the exam the students will be given free writing time.

St: Students will read several news paper articles handed out by the teacher then answer questions about each.

St: Students are shown several television commercials and then answer identity questions about what the seller was trying to get across to the consumer. DA- Students will difficulty answering questions will receive help from specialists.

St: Students are given direction for a commercial they must make. They must have a product and attempt to see it to their fellow classmates. They must also make questions for the rest of the class to answer about their commercial and the point they were attempting to get across.

St: Students present their commercials to the class and then answer the questions about each of their peers commercials.

St: Students are given their vocabulary exam. After exam the students will have free writing time.

**Week 31 Day 151
**

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will monitor group work and help keep students on task. The teacher will also explain grammatical errors and editing. The teacher will provide grammatically incorrect paragraph.

Day 152

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will read chapter 10 to the class. The teacher will monitor students as they edit each other’s papers.

Day 153

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will read the paragraph with errors on the board. The teacher will call on the first student standing to correct the error. www.readwritethin k.org

Day 154

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will monitor popcorn reading and lead discussion after the chapter. The teacher will also monitor progress on the students’ narrative revisions.

Day 155

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will oversee the class reading. The teacher will organize the events of chapter 18 in a flow chart. The teacher will instruct the students to create a flow chart for their narrative.

St: The class will read chapter 9 with a small group. Each group will act out the events of the chapter. The class will also discuss common grammatical errors in narratives and the process of editing. Students will practice by correcting a grammatically incorrect paragraph. LA/R/W/GA/MO-

St: The class will listen as the teacher reads chapter 10 to the class. The students will also practice peer editing with their narratives. DA- Students having difficulty listening can read to themselves in the hall and write a short summary during this time. LA/R/W/GA-

St: The class will read chapters 1314. Each student will write down one sentence that sticks out to them and will share with a partner. They will justify picking their sentence. It can be puzzling, interesting, important, or something they can relate to. The students will listen to the teacher read a paragraph with errors from the board. When the teacher arrives at an error as she is reading, the students will stand up. The first student to stand will go to the board and correct the error. LA/ R/ GA/ OL/ LI/ MO/ W-

St: The students will popcorn read chapter 8 and discuss significant happenings. The class will also make revisions to their papers to make them clearer. LA/R/W-

St: The class will read chapter 18 together. The students will take turns reading aloud. The students will make a flow chart with all of the events they are going to include in their narrative. LA/ OL/ LI/ R/ W/ MA-

**Week 32 Day 156
**

SACE ENG 6.23 Form, Revision, Orangization SACE ENG 6.11 T: The teacher will divide the students into pairs and will monitor their reading. She will give the students notes on editing. She will then model proper editing by editing a paragraph with errors on the overhead. The teacher will assign the spelling words for the week. St: The students will quickly skim through chapters 1-10 in their reading book. The students will divide into partners and will re-read their favorite part of the book to their partner to increase reading fluency. The students will then take notes on editing and editing marks and will watch the teacher model editing on the overhead. DA- Students who have difficulty writing will receive the notes in handout form. LA/ R/ GA/ L/ LI/ W-

Day 157

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will grade the summaries and also facilitate the classroom.

Day 158

SACE ENG 6.23 Form, Revision, Orangization SACE ENG 6.11 T: The teacher will divide the class into two teams to play a game and will ask comprehension questions. The teacher will give each group a paragraph with errors.

Day 159

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will read chapter 14 aloud. She will collect the predictions in a box and will read several of the predictions aloud. She will give each student a paragraph to edit. The teacher will administer the spelling test.

Day 160

SACE ENG 6.11 Vocab T: The teacher will administer the test to the students

St: The students will read a short story on the Great Depression silently and will then work in groups to write a short summary of the short story on a transparency. They will present the summary in front of the class.

St: The students will read chapters 11-13 in their reading book individually. The class will be divided into two teams to play a comprehension game. The first person to raise their hand will get to answer. The team with the most correct answers wins. The students will be divided into groups and given a paragraph with 5 spelling words in it. The students will have to find the errors in the paragraph and correct them. LA/ R/ GA/ MO/ W-

St: The students will listen to the teacher read chapter 14 aloud and will make a prediction about what they think will happen in the rest of the book. Each student will write his or her prediction on a piece of paper and will put their prediction into the prediction box. The students will edit paragraphs individually. The students will take a spelling test on the words assigned Monday. LA/ PS/ LI/ W/ E-

St: The students will take a spelling test.

**Week 33 Day 161
**

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues

Day 162

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues

Day 163

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues

Day 164

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues

Day 165

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues

T: The teacher will explain the assignment and will divide the class into groups. The teacher will explain the importance of comparing and contrasting. The teacher will provide the students with pictures. The teacher will assign the spelling words for the week.

T: The teacher will officiate the voting and will reward the winning team with candy. She will provide the students with biographies of historical figures of WWII.

T: The teacher will review figurative language with the class. She will show the students a model of the assignment that she has created ahead of time and will then give each student poster paper. She will then show the students several famous paintings. www.readthinkwrite. org

T: The teacher will provide the students with Play Dough, and will monitor the students work in groups. She will bring in two objects for the students to compare.

T: The teacher will administer a short quiz on figurative language. She will then provide the students with two paragraphs to compare and contrast.

St: The students will work in groups to make a campaign poster for the greatest polygon in the world using figurative language (ex. “Vote for the circle, because it is as smart as Albert Einstein”). The students will take notes on the importance of comparing and contrasting. They will then compare and contrast pictures of celebrities, teachers, etc. LA/ W/ M/ GA/ A/ CC/ CI-

St: The students will present their campaign posters and the class will vote for the “Greatest Polygon in the World” by raising their hand. The students will compare and contrast biographies of historical figures of WWII. DA- Students who have mobility difficulties can vote orally. LA/ W/ R/ M/ GA/ A/ OL/ H-

St: The students will create one example of figurative language and will make a funny poster illustrating its literal meaning (ex. a poster of a person with actual bags under their eyes). The students will compare and contrast famous paintings using a Venn Diagram. LA/ W/ A

St: The students will work in pairs to list figures of speech related to health. They will model one example using Play Dough. The students will compare 2 objects brought in by the teacher. The students will take a pre-spelling test on the words assigned Monday. LA/ GA/ H/ W/ A/ E-

St: The students will take a short quiz on figurative language. It will assess their ability to distinguish the difference between and create similes, metaphors, and hyperboles. The students will compare and contrast two paragraphs. LA/ W/ R/ E-

**Week 34 Day 166
**

SACE ENG 6.11 Vocab T: The teacher will set up all of the stations before class and will oversee the students’ work. She will assist any student that needs help. She will review the correct answers after each group has finished.

Day 167

SACE ENG 6.11 Vocab T: The teacher will oversee the taking of the practice test. She will assist any student who needs help.

Day 168

SACE ENG 6.11 Vocab T: The teacher will create and facilitate the Jeopardy game. She will offer further explanations to difficult questions. She will use this time to review important material covered by the Jeopardy questions.

Day 169

SACE ENG 6.11 Vocab T: The teacher will check to see that the crossword puzzles are acceptable. The teacher will also oversee that the process is being done in an efficient way.

Day 170

SACE ENG 6.11 Vocab T: The teacher will create a vocabulary sheet.

St: The students will work in groups of 3 or 4. There will be several stations set up around the room. At each station there will be a set of different group vocabulary activities. They will read the passages and then answer questions about the passages. They will rotate stations until each group has answered all of the questions. LA/ GA/ PS/ MO/ E-

St: The students will divide into pairs and will take a practice vocab test. They can use their books, neighbors, or the teacher if they need help. DA- Students who have difficulty reading test questions can have the questions read to them by a teacher’s aid. LA/ GA/ TX/ CM-

St: The students will play a Sixth Grade Language Arts Jeopardy game the teacher created. LA/ GA/ PS/ OL/ E-

St: The students will create a crossword puzzle with their vocabulary words. The students will then exchange their crossword puzzles and complete them.

St: Students will complete a vocabulary matching worksheet.

**Social Studies Charts Grade 6
**

Stephanie Anstey and Carlishia Elligan

Week 1 Day 1

SACE SS 6.1 Longitude and Latitude T: The teacher will instruct the students on what latitude and longitude are respectively, and teach them tricks to remember the differences. Pass out the worksheets and maps

Day 2

SACE SS 6.1 Maps T: The teacher will teach the students what symbols mean what in map keys and how to identify physical features.

Day 3

SACE SS 6.1 Maps T: The teacher will grade presentations.

Day 4

SACE SS 6.1 Sequence of Events T: The teacher will overview to the students information on the chronological events from the Civil War to the present.

Day 5

SACE SS 6.1 Sequence of Events T: The teacher will assign each group a specific event and they will make a poster containing a picture or song or some other creative element that will allow them to remember the event.

St: Students will have to plot major US cities on a map according to their latitude and longitude, and will also have to find cities at specific latitudes and longitudes. SS, VA

St: Students will draw and create their own island using the symbols that they learned about, and will present a short presentation the next day. SS, VA

St: The students will present the maps and stories of the islands that they created.

St: The students will split into groups and make timelines to hang around the room of the major events from the Civil War to the present.

St: The students will create a poster with the afore mentioned criteria.

SS, VA, Mvmt

SS, VA, Mvmt, E DA: For extra credit, allow for gifted students to write a short paragraph about an event of their choice.

SS, VA, Mu

Week 2 Day 6

SACE SS 6.1 Patriotic Slogans T: The teacher will present patriotic slogans to the class from some of the specific time periods discussed on the timeline from Friday and will lead a discussion on their meaning.

Day 7

SACE SS 6.1 Primary Sources T: The teacher will explain what a primary source is. Supervise the students in the computer lab while they are doing their research.

Day 8

SACE SS 6.1 Secondary Sources T: The teacher will explain what a secondary source is, and have the students give examples.

Day 9

SACE SS 6.1 Connect Past and Present T: The teacher will discuss how the past effects the present and will open up the discussion to the students.

Day 10

SACE SS 6.1 Connect Past and Present T: The teacher will observe the students.

St: Students will discuss the patriotic slogans to determine their meanings, and will then make their own patriotic slogans for the island that they created the week before.

St: The students will be separated into groups and each will have to find a primary source in the computer lab from the time/event that they are assigned. Write down facts from the primary source. E, SS, Tech

St: The students will take the facts that they wrote down previously and will make their own secondary source. Students will also discuss pros and cons of each type of source.

St: Students will participate the discussion and will each choose an event to write a paragraph on what would have happened had the outcome been different.

St: The students will present their idea of what the country would have been like were their event different. They may dress up, act it out, present a report, etc.

SS, E

SS, E

SS, E

SS, E, D, Mvmt

DA: Gifted students can be given the earlier events since primary sources may be harder to find.

Week 5 Day 21

SACE SS 6.2 Phy. Char. and Westward Expansion T: The teacher will go over some major physical characteristics of the US and the westward expansion that was effected by it.

Day 22

SACE SS 6.2 Phy. Char. and Westward Expansion. T: The teacher will go over some major physical characteristics of the US and the westward expansion that was effected by it.

Day 23

SACE SS 6.2 Phy. Char. and Westward Expansion T: The teacher will listen to the presentations.

Day 24

SACE SS 6.2 Phy. Char. And Transportation and Industry T: The teacher will go over major transportation and industrial advances and how they connect with the physical characteristics of the country.

Day 25

SACE SS 6.2 Phy. Char. And Transportation and Industry T: The teacher will go over major transportation and industrial advances and how they connect with the physical characteristics of the country. The teacher will listen to the presentations.

St: Students will listen to the teacher and prepare to pick their presentation topic.

St: The students will describe the differences in the US if the physical characteristics had been different in a short presentation the following day. It can include diagrams, charts, etc. They can work on this in class.

St: The students will present their ideas to the rest of the class with a good explanation of how they came to that conclusion.

St: The students will be separated into groups and will be given a type of transportation that they must advertise. The must create a jingle, a brochure or picture, and a slogan.

St: The students will be given more time to finish their projects, and will then advertise their transportation method to the rest of the class.

SS, VA, Mu, Mvmt, D SS SS, E, VA SS, E, VA DA: Students can include a dance for extra credit, which will appeal to students who have trouble sitting still. SS, VA, Mu, Mvmt, D

Week 6 Day 26

SACE SS 6.2 50 States and Significant US Cities T: The teacher will instruct the students about important cities in the US and the fifty states. Learn the state song by the end of the week. Assign each student a state.

Day 27

SACE SS 6.2 50 States and Significant US Cities T: Lead in the state song. Take the students to the computer lab to work on their states projects.

Day 28

SACE SS 6.2 50 States and Significant US Cities T: Lead in the state song. Take the students to the computer lab to work on their states projects.

Day 29

SACE SS 6.2 50 States and Significant US Cities T: Lead in the state song. Take the students to the computer lab to work on their states projects.

Day 30

SACE SS 6.2 50 States and Significant US Cities T: Allow for other classes to come in and view the students projects and ask questions if they wish.

St: Students will be given a state to do a project on. They will be given class time to work on this for the rest of the week. The class will go to the computer lab and library for research purposes. The project includes a diorama, report, and dressing up in something applicable to their state. SS, E, Tech, VA, Mu

St: The students will be given time to work on their states projects, and will also work on learning the state song.

St: The students will be given time to work on their states projects, and will also work on learning the state song.

St: The students will be given time to work on their states projects, and will also work on learning the state song.

St: The students will have their projects for other classes to view, and will also know all fifty states. Each student will give one fact about their state that will be put on a state test for the whole class to take. SS, E, VA, Mu, Mvmt

SS, E, Tech, VA, Mu

SS, E, Tech, VA, Mu

SS, E, Tech, VA, Mu

DA: Students with learning difficulties can name the 50 states on paper or will be able to recite them to the teacher alone as opposed to in front of the class.

Week 9 Day 41

SACE SS 6.3 Westward Exp. And Immigration T: The teacher will instruct the students on major points on Westward Expansion and Immigration in America from 1877 to the present day.

Day 42

SACE SS 6.3 Westward Exp. And Immigration T: The teacher will instruct the students on major points on Westward Expansion and Immigration in America from 1877 to the present day. Have a special speaker that is either 1st or 2nd generation immigrant come in and speak to the class. St: The students will ask the special speaker questions and will take notes on the presentation. Write a paragraph on how you would feel if you were an immigrant. SS, Col, E

Day 43

SACE SS 6.3 Racial Segregation T: The teacher will discuss racial segregation from the end of the Civil War to the present.

Day 44

SACE SS 6.3 Racial Segregation T: The teacher will discuss racial segregation from the end of the Civil War to the present.

Day 45

SACE SS 6.3 Racial Segregation T: The teacher will show a video about Martin Luther King and the Civil Rights Movement.

St: The students will fill in a map showing the major areas of Westward Expansion. Color it.

St: The students will follow information found at www.adl.org.

St: The students will follow information found at www.adl.org.

St: The students will watch the video and take notes on said video.

SS, VA

SS, Tech

SS, Tech

SS, Tech

DA: Gifted students will research the topic more and present their findings to the class.

Week 10 Day 46

SACE SS 6.3 Big Business T: The teacher will instruct the students on the history and advances in big business.

Day 47

SACE SS 6.3 Big Business T: The teacher will instruct the students on the history and advances in big business.

Day 48

SACE SS 6.3 Progressive Mvmt and Child Labor T: The teacher will take the students to the computer lab and have them go to u-s history.com about the progressive movement.

Day 49

SACE SS 6.3 Progressive Mvmt and Child Labor T: The teacher will instruct the student on what child labor was and when laws were passed to change it

Day 50

SACE SS 6.3 Progressive Mvmt and Child Labor T: Testing

St: Students will define terms like democracy, capitalism, etc. and will then put into their own words what they mean.

St: The students will make a poster depicting the rise of a “big business” of their choice (steel, textiles, etc).

St: The students will be assigned terms and will be given the opportunity to look up said terms during class.

St: Students will write a paragraph on what life was like for a child that had to work all the time

St: Testing

SS, E

SS, VA

SS, Tech

SS, E

SS

DA: Intercultural connection: research child labor that is still around in other countries.

Week 13 Day 61

SACE SS 6.4 Spanish American War Reasons T: The teacher will supervise the students in the computer lab.

Day 62

SACE SS 6.4 Spanish American War Reasons T: The teacher will show the students pictures depicting battles and scenes from the Spanish American War.

Day 63

SACE SS 6.4 Spanish American War Results T: The teacher will discuss the results of the Spanish American War

Day 64

SACE SS 6.4 Spanish American War Results T: The teacher will discuss the results of the Spanish American War

Day 65

SACE SS 6.4 Spanish American War Results T: The teacher will discuss the results of the Spanish American War

St: The students will separate into groups and summarize the categories from the official Spanish American War website.

St: The students will compare the pictures and will look for clues about battles in the pictures. They will also create a story involving a picture of their choosing.

St: The students will fill out a worksheet showing the major battles of the Spanish American War, showing who won which battles through color

St: Students will write an essay on what would have happened if the outcome of the war had been different.

St: The students will separate into groups with each group taking a specific topic related to the war. One group can have theatres, one commanders, etc. Each group should make a poster or some sort of visual art to hang in the classroom. SS, VA DA: Gifted students can do a report on one of the commanders or one of the theatres of the war.

SS, Tech

SS, E, VA

SS, VA

SS, E

Week 14 Day 66

SACE SS 6.4 United States Role in WWI T: The teacher will discuss the two sides of the war, what started the war, and what caused the United States to get involved.

Day 67

SACE SS 6.4 United States Role in WWI T: The teacher will instruct the students on the aspect of the home front.

Day 68

SACE SS 6.4 United States Role in WWI T: The teacher will go over the major battles and aspects of the war as they relate to the United States.

Day 69

SACE SS 6.4 United States Role in WWI T: The teacher will go over the major battles and aspects of the war as they relate to the United States.

Day 70

SACE SS 6.4 United States Role in WWI T: The teacher will go over the final phases of the war and the outcome. Discuss with the students what some direct results of the outcome of WWI are.

St: The students will write letters to the soldiers in Iraq.

St: The students will research things that they can do to help the soldiers now, and their community as well.

St: The students will do a project on one aspect of the war of their choosing. Students will have the opportunity to go to a WWI and WWII site to learn about WWI information. SS, Tech, VA

St: The students will work on their projects to be handed in the next day. Students will have the opportunity to go to a WWI and WWII site to learn about WWI information. SS, Tech, VA

St: Students will hand in their projects and will be allowed to visit the sites again. Students will participate in the discussion.

SS, E DA: Students can watch a documentary on WWI and compare it with the war in Iraq for extra credit.

SS, Col

SS, Tech, VA

Week 17 Day 81

SACE SS 6.5 Development of Trans. And Commun. T: The teacher will go over early transportation, pulling from lessons that have been previously taught, and will connect them. Include communication.

Day 82

SACE SS 6.5 Development of Trans. And Commun. T: The teacher will help the students make models of transportation and communication devices out of clay.

Day 83

SACE SS 6.5 Great Migration North T: The Teacher will describe key events that took place during the period known as the Great Migration North. The teacher will show clips the movie The Promised Land: Sweet Home Chicago.

Day 84

SACE SS 6.5 Music, Art, and Lit. of the ‘20’s and ‘30’s T: The teacher will display art from the time period. The teacher will discuss the significance of the paintings. The Teacher will assign students to read excerpt from influential book of the period.

Day 85

SACE SS 6.5 Music, Art, and Lit. of the ‘20’s and ‘30’s T: The teacher will play various music from time period and display photos of famous musicians with an about me section underneath the photo.

St: Students will discuss the difference between transportation after the Civil War and transportation after WWI. Students will do a Venn Diagram showing similarities and differences.

St: The students will each make a device that depicts either transportation or communication of the time period out of clay. The students can then label what they have made, what year it is from, and the significance of their device. DA- Students with difficulty sculpting can draw their device SS, S, VA

St: Students will read letters from people of the times who were migrating. Students will watch the parts of the movie The Promised Land: Sweet Home Chicago

St: The students will browse through artwork making notes of similarities and differences in each one. The students will read a book excerpt and write a synopsis of what they think is going on in the book.

SS, M SS, Tech SS, A

St: Students will listen to various music from the time period ad jot down the way they are feeling during each song. The students will learn the about me sections and their corresponding musician. The students will then race to see who can match the about me with the correct musician the fastest. SS, M

Monday Day 91 SACE SS 6.6 United States Involvement in WWII T- The teacher will introduce the start of WWII and the US involvement. The teacher will present a slide presentation specifically noting key terms, people, and places. St- The students will follow along as the teacher teaches. Students will be given a handout to complete during the lesson. This handout will be used for further review for the test.

Tuesday Day 92 SACE SS 6.6 United States Involvement in WWII T- The teacher will discuss when the president should use military force. The teacher will specifically note who was president during this major world event. What events or issues justify the United States’ going to war? St- Once the students are split into groups, they will debate whether or not the president, acting as commander in chief, should be able to use military force abroad without the consent of Congress, which has the constitutional authority to declare war.

Wednesday Day 93 SACE SS 6.6 United States Involvement in WWII T- The teacher will introduce terms such as conciliate, diplomacy, mobilization, neutrality, offensive, sanction, and war hawk. St- As each term is discussed, students will copy the word within their social studies notebooks. Using their own words, they will provide their own definition for each key term. Students will be instructed to find at least 3 more key terms for homework that relate to the war. DA- Students will work with an aid while coming up with their own definitions.

Thursday Day 94 SACE SS 6.6 United States Involvement in WWII T- The teacher will introduce the bombing of Pearl Harbor. Students will be instructed to write down the main key events. St- Students will be split into pairs. Each pair will interview each other about the course of events that transpired during the bombing of Pearl Harbor. This activity will allow students to see the story from another perspective.

Friday Day 95 SACE SS 6.6 United States Involvement in WWII T- The teacher will split students into groups of 5 or 6. Each group will be given a 3ft by 6ft size brown paper to construct a collage. St- With the materials provided, each group will construct their own collage, mainly portraying the key events that transpired over the course of World War II. These collages will be hung around the classroom.

Week 21

Week 22 Monday Day 96 SACE SS 6.6 United States Involvement in WWII T- The teacher will focus upon the Pacific Theatre, the European Theatre, and the Normandy Invasion and Campaign over the nest two class periods. The teacher will present a video that briefly covers each content area mentioned. St- During the video, students must note one main event that they will write a two page paper on for homework. This paper must include how this particular even contributed to WWII.

Tuesday Day 97 SACE SS 6.6 United States Involvement in WWII T- The teacher will focus upon the Pacific Theatre, the European Theatre, and the Normandy Invasion and Campaign. The teacher will use interactive maps so that students may visualize the information presented. St- Students will listen closely as the teacher discussed the actual location where each “theatre” took place. Students will be called upon to come to the front of the class to briefly describe the events that occurred at a particular location.

Wednesday Day 98 SACE SS 6.6 United States Involvement in WWII T- The teacher will construct cards with events that occurred during and after the war. St- Each student will be given a 3x5 card with a specific event that occurred during WWII. When the teacher calls upon the class as a whole, students must organize themselves in timeline order. They may not look at their book or their notes. They must work with each other to discover the correct timeline.

Thursday Day 99 SACE SS 6.6 United States Involvement in WWII T- The teacher will play a review game with students. The game is called baseball. St- The entire class will be split into two teams. Each team will collectively decide upon an answer after the teacher calls upon each to answer the question provided. The winning team will score an extra three bonus points on their test.

Friday Day 100 SACE SS 6.6 United States Involvement in WWII T- The teacher will administer a test covering the materials about the US involvement in World War II. St- The students will take a test covering the materials over the course of the last two weeks in regards to United States involvement in WWII. DA- Students will receive an aid to assist them in taking the test if necessary.

Week 25 Monday Day 111 SACE SS 6.6 United States since WWII T- The teacher will discuss with students the economic boom as a result of the war and a social transformation of the United States. St- Students will demonstrate ways in which society has boomed as a result of the war. Each student will construct a poster denoting one main result of the war.

Tuesday Day 112 SACE SS 6.6 United States since WWII T- The teacher will teach students how the expansion of military air power in the first half of the 20th century led to the establishment of the United States Air Force and the Air Force Academy. St- Using the materials provided, students will be split into groups and construct their own airplane, specifically modeling after an air force jet.

Wednesday Day 113 SACE SS 6.6 United States since WWII T- The teacher will show a video covering America’s Space Program. NASA, in addition to other research institutions will be noted in enabling man to land on the moon. St- Students will watch a video about space and fill in the blanks provided within their worksheet that correlates with the video. DA- These students will not be given a worksheet with blanks, but rather all the answers will be filled in so that they may focus on the movie.

Thursday Day 114 SACE SS 6.6 United States since WWII T- The teacher will introduce the special individual who revolutionized the sport of baseball, Jackie Robinson. He was the first African American to play. St- The teacher will allow the students to play a real game of baseball as a class treat!

Friday Day 115 SACE SS 6.6 United States since WWII T- The teacher will conduct a survey noting how many individuals have flown before. St- With the answers recorded from the survey, students must create a graph and chart recording the percentage of students within their classroom that have flown before.

Week 26 Monday Day 116 SACE SS 6.6 United States since WWII T- The teacher will note the struggle for racial and gender equality within the United States. The teacher will read the story of Rosa Parks. St- Students will be instructed to write a two page summary of how they might have responded were they in Rosa Park’s shoes aboard the bus that day. How have they seen recent examples of racism within their own country?

Tuesday Day 117 SACE SS 6.6 United States since WWII T- The teacher will introduce the Brown vs. Board of Education case dealing with integration in the schools. St- Students will be instructed to write a journal entry within their social studies notebooks specifically writing about how they would feel if they were discriminated against.

Wednesday Day 118 SACE SS 6.6 United States since WWII T- The teacher will discuss recent United States relations within the Middle East. The teacher will discuss the Jordan- Israel Peace Treaty. St- The students must construct their own peace treaty for someone with whom they do not get along. As long as the terms are reasonable, each student must agree to their part of the deal.

Thursday Day 119 SACE SS 6.6 United States since WWII T-The teacher will discuss the recent events of 9-11. A slide presentation will be presented to the class. St- Students must interview two individuals in regards to where they were when the Twin Towers fell and their initial reaction.

Friday Day 120 SACE SS 6.6 United States since WWII T- The teacher will administer a test that covers the materials presented over the course of the last two weeks covering the United States since WWII. St- Students will complete a test covering the materials taught over the course of the last two weeks. DA- Students will receive an aid to assist them in taking the test if necessary.

Week 29 Monday Day 131 SACE SS 6.8 Key Issues of the 20th Century T- The teacher will discuss the Great Depression that occurred when the Stock Market crashed in the early 1900’s. The teacher will provide internet access so that students may explore more about this topic. St- Students will be encouraged to explore the internet (within strict guidelines) to find a news article depicting the event that occurred the day, known as Black Friday.

Tuesday Day 132 SACE SS 6.8 Key Issues of the 20th Century T- The teacher will explain to students the purpose of the New Deal. St- Given textbooks and other reading materials, students will research the New Deal. Students will be required to write a one page summary of the purpose of Roosevelt’s New Deal.

Wednesday Day 133 SACE SS 6.8 Key Issues of the 20th Century T- The teacher will introduce WWI and the bombing of Pearl Harbor. The teacher will show students a video clip in regards to the beginning of WWII. St- Students will be given a worksheet that correlates with the movie. Students will be expected to fill in all the blanks. DA- These students will not be given a worksheet with blanks, but rather all the answers will be filled in so that they may focus on the movie.

Thursday Day 134 SACE SS 6.8 Key Issues of the 20th Century T- The teacher will again focus on the bombing of Pearl Harbor. Have students imagine what it would have been like to be at the military base when the Japanese attacked. St- Students will write a journal entry regarding the attacks on Pearl Harbor. Students must write about how they would have responded had they been on the base that had been attacked.

Friday Day 135 SACE SS 6.8 Key Issues of the 20th Century T- The teacher will instruct students to find a war veteran or someone related to a war veteran and discuss the events of the war. St- Students will interview individuals that lived through WWII. Students will present their findings to the class in presentation form.

Week 30 Monday Day 136 SACE SS 6.8 Key Issues of the 20th Century T- The teacher will discuss with students the GI Bill of Rights that was passed in 1944, particularly to provide money for the veterans to attend college. St- Students will be split into groups to develop a plan in which their class can raise money or goods to help support those serving in the US military. Students will present their ideas as a group to the class.

Tuesday Day 137 SACE SS 6.8 Key Issues of the 20th Century T- The teacher will introduce and explain the Cold War and its effects upon the United States. The teacher will present a video presenting the Cold War. St- Students will view a movie in regards to the Cold War. Students will be instructed to complete the handout during the movie. The class will collectively discuss some of the key events that transpired during the movie.

Wednesday Day 138 SACE SS 6.8 Key Issues of the 20th Century T- The teacher will discuss communism and its effects on a nation. How the CIA backed the overthrow of Guatemala will also be discussed. The teacher will provide the students with research materials St- Students will deliver a short talk on different aspects of the Guatemala coup. How was it carried out? What was the role of the US?

Thursday Day 139 SACE SS 6.8 Key Issues of the 20th Century T -The teacher will specifically display the recent US involvement within the Middle East over the course of the last 30 years. St- Students will construct a map that depicts the specific countries within the Middle East that were involved with the liberation of the nation of Kuwait during the Bush presidency. Thumb tacks will be used to point out particular areas recognized. DA- Students will be given a pre-constructed map to work with.

Friday Day 140 SACE SS 6.8 Key Issues of the 20th Century T- The teacher will instruct the students in a game over the materials presented. St- Students will play a review game that covers the materials during the 30th century. There will be two teams: the United States and the Soviets. Each team will attempt to win the game by answering as many questions as possible correctly.

Week 33 Monday Day 151 SACE SS 6.9 Middle Ages and their effects today T- The teacher will introduce the materials covering the Middle Ages. The teacher will teach students that only the wealthiest learned how to read during this time. St- The student will be instructed to make up names for themselves with titles such as knight, lord, and lady. Each student will be instructed to write an entry within their journal as if they had that role during the Middle Ages. St- The students will read their entries to the class.

Tuesday Day 152 SACE SS 6.9 Middle Ages and their effects today T- The teacher will discuss with students the role of the church during the Middle Ages. The teacher will instruct students in an art activity.

Wednesday Day153 SACE SS 6.9 Middle Ages and their effects today T- The teacher will read the story of Camelot. The teacher will discuss the specific role of the knights, focusing on the Knights of the Round Table. St- Given the materials provided by the teacher, students will construct their own Camelot within a shadow box. Students will be given three days to complete this project. Once completed, they will be displayed throughout the classroom. DA- Students will be given extra time outside of class to construct their shadowbox so that it may be promptly.

Thursday Day 154 SACE SS 6.9 Middle Ages and their effects today T- The Teacher will introduce terms such as jousting, feudalism, crusades, renaissance, moat, etc.

St- The student will trace the outline of a picture using crayons. The students will cut pieces of cellophane (of different colors) to fit into their outline drawings and tape the cellophane onto the waxed paper or acetate. Next students cut out thin pieces of black construction paper and pasting them on the base to cover the spaces between the cellophane.

St- The students will copy key terms in their social studies notebook, writing a summary of the definition in their own words. St- The students will work on their shadow boxes.

Friday Day 155 SACE SS 6.9 Middle Ages and their effects today T-The teacher will instruct students to find a picture within the magazines provided by the teacher to display to the class. Pictures must contain objects to key terms discussed throughout the week. St- The students will work on their shadow boxes. Today, the boxes will be turned in for grading and display.

Week 34 Monday Day 156 SACE SS 6.9 Middle Ages and their effects today

Tuesday Day 157 SACE SS 6.9 Middle Ages and their effects today

Wednesday Day 158 SACE SS 6.9 Middle Ages and their effects today

Thursday Day 159 SACE SS 6.9 Middle Ages and their effects today

Friday Day 160 SACE SS 6.9 Middle Ages and their effects today

T- The teacher will read the story of King Arthur to the class.

T- The teacher will introduce the sundial and the role that it played both in medieval times up until today.

T- The teacher will read the story Castle by David Macaulay. Boston: Houghton Mifflin Company, 1977 This awardwinning classic book illustrates and describes in detail how a castle and town were planned and constructed to keep people safe during an attack. St- Given materials needed, the students will construct their own castle and present it to the class.

T- The teacher will discuss the Act of Suppression that was passed in 1536. The teacher will access the websitehttp://web. lemoyne.edu/ ~begieral/start. html to take students on a virtual excavation tour.

T- The teacher will introduce a variety of different poems to the class. Different styles such as ballad will be discussed. St- Students will be instructed to write their own ballad.

St- Read to students an ageappropriate version of the legend of King Arthur. Have groups of students re-create chosen scenes as a play. Have them write the dialogue and stage directions, make costumes and props, and act out the scene for their classmates.

St- Students will construct their own sundials with the materials provided by the teacher.

St- Here students will learn what archaeology is, how to excavate an ancient site, and how to draw conclusion.

St- Each student will read his or her ballad aloud to the class. DA- Student will work with an aide to construct their own ballad.

Week 29 Day 131 Day 132 Day 133 Day 134 Day 135 SACE SS 6.8 SACE SS 6.8 SACE SS 6.8 SACE SS 6.8 SACE SS 6.8 Key Issues of Key Issues of Key Issues of Key Issues of Key Issues of the 20th Century the 20th Century the 20th Century the 20th Century the 20th Century

T- The teacher will discuss the Great Depression that occurred when the Stock Market crashed in the early 1900’s. The teacher will provide internet access so that students may explore more about this topic.

T- The teacher will explain to students the purpose of the New Deal.

T- The teacher will introduce WWI and the bombing of Pearl Harbor. The teacher will show students a video clip in regards to the beginning of WWII.

T- The teacher will again focus on the bombing of Pearl Harbor. Have students imagine what it would have been like to be at the military base when the Japanese attacked.

T- The teacher will instruct students to find a war veteran or someone related to a war veteran and discuss the events of the war.

St- Students will be encouraged to explore the internet (within strict guidelines) to find a news article depicting the event that occurred the day, known as Black Friday.

St- Given textbooks and other reading materials, students will research the New Deal. Students will be required to write a one page summary of the purpose of Roosevelt’s New Deal.

St- Students will be given a worksheet that correlates with the movie. Students will be expected to fill in all the blanks.

St- Students will write a journal entry regarding the attacks on Pearl Harbor. Students must write about how they would have responded had they been on the base that had been attacked.

St- Students will interview individuals that lived through WWII. Students will present their findings to the class in presentation form.

Week 30 Day 136 Day 137 Day 138 Day 139 Day 140 SACE SS 6.8 SACE SS 6.8 SACE SS 6.8 SACE SS 6.8 SACE SS 6.8 Key Issues of Key Issues of Key Issues of Key Issues of Key Issues of th th th th the 20 Century the 20 Century the 20 Century the 20 Century the 20th Century

T- The teacher will discuss with students the GI Bill of Rights that was passed in 1944, particularly to provide money for the veterans to attend college.

T- The teacher will introduce and explain the Cold War and its effects upon the United States. The teacher will present a video presenting the Cold War.

T- The teacher will discuss communism and its effects on a nation. How the CIA backed the overthrow of Guatemala will also be discussed. The teacher will provide the students with research materials.

T- The teacher will specifically display the recent US involvement within the Middle East over the course of the last 30 years.

T- The teacher will instruct the students in a game over the materials presented.

St- Students will be split into groups to develop a plan in which their class can raise money or goods to help support those serving in the US military. Students will present their ideas as a group to the class.

St- Students will view a movie in regards to the Cold War. Students will be instructed to complete the handout during the movie. The class will collectively discuss some of the key events that transpired during the movie.

St- Students will deliver a short talk on different aspects of the Guatemala coup. How was it carried out? What was the role of the US?

St- Students will construct a map that depicts the specific countries within the Middle East that were involved with the liberation of the nation of Kuwait during the Bush presidency. Thumb tacks will be used to point out particular areas recognized.

St- Students will play a review game that covers the materials during the 30th century. There will be two teams: the United States and the Soviets. Each team will attempt to win the game by answering as many questions as possible correctly.

Week 33 Day 151 SACE SS 6.9 Middle Ages

Day 152 SACE SS 6.9 Middle Ages

Day 153 SACE SS 6.9 Middle Ages

Day 154 SACE SS 6.9 Middle Ages

Day 155 SACE SS 6.9 Middle Ages and

and their effects today T- The teacher will introduce the materials covering the Middle Ages. The teacher will teach students that only the wealthiest learned how to read during this time. St- The student will be instructed to make up names for themselves with titles such as knight, lord, and lady. Each student will be instructed to write an entry within their journal as if they had that role during the Middle Ages. The students will read their entries to the class.

and their effects today T- The teacher will discuss with students the role of the church during the Middle Ages. The teacher will instruct students in an art activity. St- The student will trace the

outline of a picture using crayons. The students will cut pieces of cellophane (of different colors) to fit into their outline drawings and tape the cellophane onto the waxed paper or acetate. Next students cut out thin pieces of black construction paper and pasting them on the base to cover the spaces between the cellophane.

and their effects today T- The teacher will read the story of Camelot. The teacher will discuss the specific role of the knights, focusing on the Knights of the Round Table.

and their effects today T- The Teacher will introduce terms such as jousting, feudalism, crusades, renaissance, moat, etc.

their effects today T-The teacher will instruct students to find a picture within the magazines provided by the teacher to display to the class. Pictures must contain objects to key terms discussed throughout the week. St- The students will work on their shadow boxes. Today, the boxes will be turned in for grading and display.

St- Given the materials provided by the teacher, students will construct their own Camelot within a shadow box. Students will be given three days to complete this project. Once completed, they will be displayed throughout the classroom.

St- The students will copy key terms in their social studies notebook, writing a summary of the definition in their own words. St- The students will work on their shadow boxes.

Week 34 Day 156

Day 157

Day 158

Day 159

Day 160

SACE SS 6.9 Middle Ages and their effects today T- The teacher will read the story of King Arthur to the class.

SACE SS 6.9 Middle Ages and their effects today T- The teacher will introduce the sundial and the role that it played both in medieval times up until today.

SACE SS 6.9 Middle Ages and their effects today T- The teacher will read the story Castle by

David Macaulay.

SACE SS 6.9 Middle Ages and their effects today

SACE SS 6.9 Middle Ages and their effects today T- The teacher will introduce a variety of different poems to the class. Different styles such as ballad will be discussed. St- Students will be instructed to write their own ballad.

T- The teacher will discuss the Act of Suppression that was passed in 1536. The teacher will access the websitehttp://web. lemoyne.edu/ ~begieral/start. html to take students on a virtual excavation tour.

St- Read to

students an ageappropriate version of the legend of King Arthur. Have groups of students recreate chosen scenes as a play. Have them write the dialogue and stage directions, make costumes and props, and act out the scene for their classmates.

St- Students will construct their own sundials with the materials provided by the teacher.

St- Given materials needed, the students will construct their own castle and present it to the class.

St- Here students will learn what archaeology is, how to excavate an ancient site, and how to draw conclusion.

St- Each student will read his or her ballad aloud to the class.

Resources: Science Allen, K., Berg, L., Dusheck, J., & Taylor, M. (2002). Holt Science and Technology: Enviornmental Science . Austin: Holt, Reinhart, & Winston. Badders, W., Bethel, L., Fu, V., Peck, D., Sumners, C., & Valentino, C. (2003). Discovery Works Unit E: Oceanography. Houghton Mifflin Company. Berry, K., Fronk, R., Hemenway, M., Kaska, K., & Malin, P. (2002). Holt Science and Technology: Weather and Climate. Austin: Holt, Reinhart, & Winston. Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W. (2002). Holt Science and Technology: Forces, Motion, and Energy. Austin: Holt, Reinhart, & Winston. Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W.. (2002). Holt Science and Technology: Interactions of Matter. Austin: Holt, Reinhart, & Winston. Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W. (2002). Holt Science and Technology: Introduction to Matter. Austin: Holt, Reinhart, & Winston. Cooney, T., DiSpezio, M., Foots, B., & Matamoros, A. (2003). Scott Foresman Science. Glenview: Pearson Education: Scott Foresman. Feather, R., Ortleb, E., Blume, S., & Aubrecht, G. (1990). Science Connections. Columbus: Merrill Publishing Company. (2002). Harcourt Science. Orlando, FL: Harcourt, INC. SciLinks.com. Accessed 16 Oct 2007 from www.scilinks.com. Scott Foresman Science. Accessed 17 Oct 2007 from www.sfscience.com. Springfield College in Illinois. Accessed 17 Oct 2007 from www.sci.edu.

Math Albert, Jim. Probability Activities. http://www-math.bgsu.edu. Revised 24 Nov 1996. Accessed 31 Oct 2007. Baynes, Wilma. Bisecting Angles and Segments. Learn NC. Accessed 30 Oct 2007. Bell, Max. Everyday Mathematics: The University of Chicago School Mathematics Project Volume 1. (2004). Chicago: McGraw Hill Wright Group. Bell, Max. Everyday Mathematics: The University of Chicago School Mathematics Project Volume 2. (2004). Chicago: McGraw Hill Wright Group. Burton, G., Hopkins, M., Johnson, H., & Kaplan, J. (1994). Mathematics Plus. Washington D.C.: Harcourt Brace & Company. Champagne, R., Ginsburg, H., Greenes, C., & Leutzinger, L. (1995). Mathematics: Exploring Your World. Morristown, NJ: Silver Burdett Ginn. Greenes, C., Leiva, M., & Vogeli, B. (2002). Mathematics Volume 1. Boston: Houghton Mifflin Company. Greenes, C., Leiva, M., & Vogeli, B. (2002). Mathematics Volume 2. Boston: Houghton Mifflin Company. Mathematics Problem Solving. Volume 5, Number 10. RHL School. 8 Nov 1999 Accessed 31 Oct 2007. www.rhlschool.com/math5n10.htm. Quia. Battleship: Exponents. Accessed 31 Oct 2007. www.quia.com/ba/1000.html.

Language Arts Beech, L., Beers,J., Cramer, R, Feder, C., McCarthy, T., Najimy, N., Triplett, D. (1987). Scott, Foresman Language. Glenview, Illinois: Scott, Foresman and Company. Carroll, J., Feldman, K., Kinsella, K., Stump,C., Wilson, E. (2002). Prentice Hall Literature Timeless Voices, Timeless Themes. Saddle River, New Jersey: Prentice Hall. Cooper, D., Pikulski, J. (2003). Houghton Mifflin Reading: Teacher’s Edition. Boston, MA: Houghton Mifflin. International Reading Association, National Council of Teachers of English. (2006). “Reading and Writing Workshop: Freak the Mighty.” Retrieved November 13, 2006 from http://www.readwritethink.org/lessons/lesson_view.asp?id=41 Paterson, K. (1981). Jacob Have I Loved. New York: Harpercollins Paulsen, G. (2000). Hatchet. London: Pan MacMillan Publishing Sachar, L. (1998). Holes. New York: Dell Yearling. Rand, Phyllis. (1991). A Beka: Spelling, Vocabulary, and Poetry. Pensecola, FL: A Beka Book

Social Studies http://edtech.kennesaw.edu/web/wwarI.html. World War I and World War II. Accessed 10 Dec 2007. http://www.adl.org/tools_teachers/lesson_racial_segregation.asp. Accessed 10 Dec 2007. http://www.bcca.org/misc/qiblih/latlong_us.html#VIRGINIA. Accessed 10 Dec 2007. http://www.history.navy.mil/photos/events/spanam/eve-pge.htm. Events - SpanishAmerican War. Accessed 10 Dec 2007 http://www.loc.gov/rr/hispanic/1898/. The World of 1898: The Spanish American War Homepage. Accessed 10 Dec 2007. http://www.sonofthesouth.net/texas/westward-expansion-map.htm. Westward Expansion Map. Accessed 10 Dec 2007. http://www.u-s-history.com/pages/h1061.html. The Progressive Movement Accessed 10 Dec 2007.