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The American International School of Freetown

Curriculum Guide

2017/2018 School Year

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All curriculum is rooted in the Mission and Beliefs of our school

Mission Statement AISF develops students' love of learning in an internationally recognized, safe, student-centered and interactive learning environment. Students develop a global perspective that fosters empathy and prepares them for success in an ever-changing world.

Beliefs We believe that:

Respect for everyone’s progress, and care for their safety and wellbeing, are essential for a successful and interactive learning environment.

The diversity of our community enriches our learning experience, and develops global perspectives.

Each member of our community is both a teacher and a learner, participating in an ongoing process of self-realization.

Collaboration and teamwork are vital for progress in an ever-changing, interconnected world.

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Preface from the Director

Teaching and learning at the American School of Freetown build up from what we want students to know and be able to do. The label for that desired result is an intended learning outcome (ILO). The cornerstone of our curriculum design is simple but powerful:

AT AISF we know our students, not just as a group, but every individual learner.

We start our building with a clear vision of our goal for student learning. In sum, the key is to know our students and to plan backwards from our intended learning outcomes. All of the curriculum in this Guide has been designed and written by AISF teachers. They know our students and it is tailored exactly to them. All curriculum in this Guide fulfills the requirements of our good standing in the United States as a fully accredited US international school. The sources for creating curriculum at AISF are US Standards. The intended learning outcomes for all subjects at all grade levels state simply that each child will meet that standard, sometimes with assistance, and others times will exceed the standard. As the US Embassy sponsored school in Sierra Leone, AISF must be certain that every learner can transfer smoothly either to a quality US public school or to a quality international school. Current standards in use at AISF are US Common Core for English/Language Arts and for Mathematics, Next Generation Science, and McRel Standards. All the curriculum templates you read in the Guide will list the US Standards to be met. US Standards are used in American schools all over the world. All the curriculum you read will also explain the ways that the teacher has planned to reach the Intended learning outcomes. The Curriculum Guide is organized by grade levels and by subjects within each grade level. By design, AISF has blended classrooms with two grade levels in each class. Curriculum is presented for each blended classroom: PreK/KG, Grade 1&2, Grade 3&4, Grade 5&6, and Grade7&8. This 2017/2018 school year AISF is running a Grade 9 Pilot which is described in a separate publication. Our aim in this Guide to publish our entire academic curriculum for AISF families. We want all of you to be well informed about the intended learning outcomes for your children’s experience at AISFreetown.

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Scope and Sequence Overview AISF’s multi-grade classes follow curriculums based on standards and benchmarks which correspond to each grade level. Differentiation is integral to the learning in each class from Pre-Kindergarten to Grade 8. For more details about unit progression, and which standards are covered when please refer to the published curriculum documents. Math Pre-Kindergarten follow an Early Years program of play-based activities to develop early math skills. This includes exploring patterns, solving puzzles, playing games, counting and sequencing songs and rhymes, Numberjacks, and Numberblocks, using a range of materials and manipulatives. Students in Kindergarten through Grade 6 follow the program of the Everyday Math Common Core Edition. Grades 7 and 8 use Holt McDougal textbooks as a resource to teach Common Core Math standards. AISF uses the Common Core Math standards and benchmarks to inform all math instruction. English Language Arts Pre-Kindergarten are taught phonics and early writing through the Jolly Phonics and Letterland schema, and through a wide variety of play-based activities. The curriculum in Kindergarten to Grade 8 English Language Arts is tied to the Common Core English Language Arts standards and benchmarks. Kindergarten learn reading through Collins Big Cat leveled readers and guided reading. Kindergarten to Grade 2 are taught Letterland phonics and use Collins Big Cat leveled readers. Grades 3 through 8 learn reading through novel studies, supplemented with informational texts. Students all follow the 6+1 traits of writing model and assessment rubrics for writing. Science Pre-Kindergarten and Kindergarten develop their knowledge and understanding of the world through topic-based learning through play, enhanced by FOSS and Discovery kit resources. Kindergarten through Grade 8 follow Next Generation Science Standards. Grades 1 to 4 follow the TCI science program, and Grades 5 to 8 use FOSS. Social Studies McREL standards and benchmarks are used to inform instruction for Kindergarten through Grade 8. Pre-Kindergarten and Kindergarten follow a bespoke child-led curriculum created by our in-house Early Years specialist teachers. Topics include the history of toys/transport; important people and people who help us in our community, ourselves, our families, our environment and celebrations. These topics flow smoothly into the TCI program, which delves deeper into the topics of family and community. Social Studies from Grade 1 through 8 follow the full TCI program.

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Prekindergarten and Kindergarten 2017/2018

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Prekindergarten Trimester 1

Topic: Water, Water, Everywhere

English Learning Outcomes:

Math Learning Outcomes:

They will listen to and talk about a story. They will say what they like and don’t like. They will answer questions about a story Children will sequence a story with a beginning middle and end. They will orally retell a story. Children will write poetry using interesting words and repetition. Children will perform and read poetry. Children draw and label diagram. Children will recount an event using pictures and captions.

Children will be able to count in 1’s (multiples of 10). They will be able to accurately count a group of objects. They will know that 5 is one more than 4. Children will be able to add and subtract within 5/10 using objects and jottings. Children will be able to compare the weights of two objects using a pan balance. Children will be able to compare the lengths of two objects and measure using non-standard units of measurement. Children will be able to name 2D shapes.

Social Studies Learning Outcomes:

Science Learning Outcomes :

Children will be able to talk about what makes a good friend and how they can be a good friend. They will recognize and talk about how to solve a disagreement. They can do something positive for someone else Children will be able to talk about an important person and what they did. . Children will complete an area study of Lumley Beach. They will produce labelled pictures. They will learn how about how it is different to the city. Children will learn the Christmas story and how Christians celebrate Christmas.

Children will know and understand: Weather and changes over time. Each season has a typical weather pattern that can be observed. Wind speed and Wind direction are components of weather. Meteorologists are scientists who study weather There are different kinds of clouds. Rain is water that comes from clouds.

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Trimester 2 Topic: Plants and Animals

Plants and Animals 11 weeks Trimester 2 PK (K)

Core Books Wow Experiences

Fiction Owl Babies- Mark Waddell Arghhh spider! Lydia Monks The Very Busy Spider- Eric Carle The Very Hungry Caterpillar- Eric Carle Jack and the Beanstalk Non-Fiction Market Day- Lois Ehlert What’s This- A seed’s story Caroline Mockford A Day at the Apple Orchard Diary of a Sunflower This is your Garden- Maggie Smith

Make a tree to go in the garden using found objects. Plant seeds and watch them grow. Trip to Tacugama chimp sanctuary.

Supporting Texts

Camille and the Sunflowers- Laurence Anholt The Gigantic Turnip-

English Tasks/ assessment pieces English Outcomes

Descriptive writing: I can see at night… Narrative: Sequence T.V.H.C.- group book Picture and caption instructions for how to care for a seed Labelled picture of an insect

Narrative: They will listen to and talk about a story. They will say what they like and don’t like. They will answer questions about a story Children will sequence a story with a beginning middle and end. They will orally retell a story. With support they will write a retell of a simple story. Non- Fiction: Children draw and label diagram of an insect. They will sequence picture for a how to guide for how to care for a seed,

Supporting assessment

Phonics daily formative assessments

Math Assessment Math Outcomes

Baseline checklist Weekly task based assessment. See week by week planning for detail.

Counting and cardinality Children will be able to count in 1’s and multiples of 10. They will be able to accurately count a group of objects. They will know that 5 is one more than 4.

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Periodic assessment at end of trimester (see everyday math)

Operations and algebraic thinking Children will be able to add and subtract within 10 using objects. Data and measurement Children will be able to compare the capacity of two containers. Children will be able to compare the lengths of two objects and measure using non-standard units of measurement. Geometry Children will be able to name 2D shapes and some 3D shapes. They will be able to describe the features of some 2D shapes.

Supporting assessments: Math games/ quiz- when appropriate

Social studies assessment tasks Social Studies Outcomes

Labelled desert/ jungle picture Farm to Market story told through pictures Making a Chinese dragon and performing a Chinese dragon dance.

The children will look at pictures of rainforest/ jungle and compare it to the desert. They will discuss similarities and differences. They will go on a trip to Tacugama Chimp Sanctuary where they will see and learn about the chimps. On the way to the sanctuary they will travel through jungle and pass by farms in Regent. In school they will discuss where our food comes from. They will cook with food that we have bought at the market and grown in the garden. They will plant seeds and grow and take care of plants. They will learn how some families celebrate Chinese new year.

Science tasks/ assessment pieces Science Outcomes

Labelled diagram of a plant Picture how to guide for growing a plant from seed

Children will learn to observe plants and record what they see. They will draw a labelled diagram of a plant. Children will learn to compare how plants have grown.

n.b. Phonics- see Letterland

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Trimester 3 Topic: Heroes and Adventurers

Heroes and Adventures

11 weeks Trimester 3 PK (K)

Core Books Wow Experiences

Fiction Super Spud and the Stinky Space Rescue- Sam Lloyd Where the Wild Things Are- Maurice Sendak The Naughty Bus- Jan Oke Non-Fiction Real life heroes Doctor (people who help us) Amanda Askew Firefighter (people who help us) Amanda Askew Police Officer (people who help us) Amanda Askew Awesome Engines: Emergency! Margaret Mayo

Super hero day Make a comic strip Play fire engine in garden Make a space rocket out of boxes New fire engine and fire station toy.

Supporting Texts

Traction Man meets Turbo Dog- Mini Grey Nat Fantastic – Giles Andreae

English Tasks/ assessment pieces English Outcomes

Letter to super spud Character description of a wild thing Retell of Where the Wild Things Are

Narrative: They will listen to and talk about a story. They will say what they like and don’t like. They will answer questions about a story Children will sequence a story with a beginning middle and end. They will describe a character using interesting words. They will orally retell a story. With support they will write a retell of a simple story. Non- Fiction: Children draw and label diagram of a superhero. They will write a caption for a ‘local hero’ picture.

Supporting assessment

Daily phonics formative assessment

Math Assessment Math Outcomes

Baseline checklist Weekly task based assessment. See week by week planning for detail. Periodic assessment at end of trimester (see everyday math)

Counting and cardinality Children will be able to count in 1’s and multiples of 10. They will know one more and one less. Operations and algebraic thinking Children will be able to add and subtract within 10 using objects. They will count on in the heads up to 5 and

Supporting assessments:

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Math games/ quiz- when appropriate they will use a number line. They will begin to learn pairs of numbers that total 10. Data and measurement Children will be able to compare the capacity of two containers. Children will be able to compare the lengths of two objects and measure using non-standard units of measurement. They will use vocabulary associated with time. Geometry They will use appropriate positional language. Children will be able to name 2D shapes and some 3D shapes. They will be able to describe the features of some 2D shapes.

Social studies assessment tasks Social Studies Outcomes

Labelled picture of a local hero. A day in the life of a fire fighter. Drawing and caption of a fire engine Talking and responding to peers in circle time.

Children will learn and talk about local and personal heroes. They will discuss the qualities of a hero. Children will write an opinion piece of writing about their personal hero. During circle times they will discuss ‘growing up’ and the different ways that they have changed since they were a baby. They will discuss what they have learnt this academic year and what they are looking forward to learning next year.

Science tasks/ assessment pieces Science Outcomes

Caring for the plants daily. To record weather observations in the class calendar. Sorting and classifying materials according to size, color, texture

Children will continue to observe and care for the plants in the garden. They will discuss how the plants change and grow over time. They will continue to make daily weather observations and record these in the class calendar. They will sort materials according to their properties. They will explore the texture, shape and size of objects.

n.b. Phonics- see Letterland

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Kindergarten

Subject: English Language Arts Trimester 1

Grade Level: KG Unit Topics and Key Texts: Dinosaurs Tyrannosaurus Drip by Julia Donaldson; fiction and non-fiction books

on dinosaurs Fairy Stories and Traditional Tales The Enormous Turnip, The Gingerbread Man and Cinderella and various others

Unit Lengths: 6 Weeks + 6 Weeks

Stage 1 – Learning Outcomes

Common Core Domains Students will:- Reading Standards

Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. RL.K.1 With prompting and support, retell familiar stories, including key details. RL.K.2 With prompting and support, identify characters, settings, and major events in a story. RL.K.3 Craft and Structure Ask and answer questions about unknown words in a text. RL.K.4 Recognize common types of texts (e.g., storybooks, poems). RL.K.5 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.6 Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.7 (RL.K.8 not applicable to literature) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.9 Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding. RL.K.10

Informational Texts Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. RI.K.1 With prompting and support, identify the main topic and retell key details of a text. RI.K.2 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.3 Craft and Structure With prompting and support, ask and answer questions about unknown words in a text. RI.K.4 Identify the front cover, back cover, and title page of a book. RI.K.5 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.6 Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.7 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.8

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With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.K.9 Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding. RI.K.10

Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features of print. RF.K.1 Follow words from left to right, top to bottom, and page by page. RF.K.1a Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1b Understand that words are separated by spaces in print. RF.K.1c Recognize and name all upper- and lowercase letters of the alphabet. RF.K.1d Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.K.2 Recognize and produce rhyming words. RF.K.2a Count, pronounce, blend, and segment syllables in spoken words. RF.K.2b Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2c Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) RF.K.2d Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.2e Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3 Demonstrate basic knowledge of one-to-one letter-sound RF.K.3a correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. RF.K.3b Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). RF.K.3c Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.3d Fluency Read emergent-reader texts with purpose and understanding. RF.K.4

Writing Standards Text Types and Purposes Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…). W.K.1 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.2 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.3 Production and Distribution of Writing With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.5 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.6 Research to Build and Present Knowledge

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Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.7 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8

Speaking and Listening Standards Comprehension and Collaboration Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1 Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1a Continue a conversation through multiple exchanges. SL.K.1b Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.2 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.3 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.4 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.5 Speak audibly and express thoughts, feelings, and ideas clearly. SL.K.6

Language Standards Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.K.1 Print many upper- and lowercase letters. L.K.1 Use frequently occurring nouns and verbs. L.K.1b Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). L.K.1c Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). L.K.1d Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). L.K.1e Produce and expand complete sentences in shared language activities. L.K.1f Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.K.2 Capitalize the first word in a sentence and the pronoun I. L.K.2a Recognize and name end punctuation. L.K.2b Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.K.2c Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.2d Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. L.K.4 Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). L.K.4a Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. L.K.4b With guidance and support from adults, explore word relationships and nuances in word meanings. L.K.5 Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. L.K.5a

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Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). L.K.5b Identify real-life connections between words and their use (e.g., note places at school that are colorful). L.K.5c Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L.K.5d Use words and phrases acquired through conversations, reading and being read to, and responding to texts. L.K.6

Essential Questions Can you explain what the plot, characters and setting of a story are? What are the differences between fiction and non-fiction books? Can you write clear letters of the alphabet to create labels and captions? Can you hear and see the rhyming words in a poem? Can you predict what will happen next in a story? Can you identify characters and sequence events? Can you explain what a recipe is and how we use it? Can you use simple punctuation and contraction words in writing? Can you break words down into syllables and individual sounds in order to read them?

Stage 2 – Assessment Evidence

Assessment Tasks Retell a story using props, expressive voices, and physical movement To begin to write simple phrases and then sentences using punctuation, correct spacing and

phonetic spellings. Identify and use rhyming words in writing Plan and write a story using storyboards and story maps, revising plot, characters and setting.

Stage 3 – Learning Plan

Learning Activities Understand learning objectives for each lesson Research the author/s of the stories/poems and be aware of other stories by them. Read, discuss, analyze and recite/perform drama sketches based on poem/story, setting and

characters Use the language learned from the story to build a class vocabulary bank of story words and use

repeatedly in speaking and writing. Create story/poem plans, illustrations and oral presentations/dramas, as well as written work. Summarize the story using storyboards and story maps; – beginning, middle, end.

Resources Tyrannosaurus Drip by Julia Donaldson Other fiction and non-fiction texts on Dinosaurs The Enormous Turnip, The Gingerbread Man, Cinderella, and other tales Recipe book/recipes printed from internet

Subject: English Language Arts Trimester 2

Grade Level: KG

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Unit Topics and Key Texts: Plants based on different versions of Jack and the Beanstalk and information texts on plant growth Julia Donaldson based on a range of her stories

Unit Lengths: 6 Weeks + 6 Weeks



Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. RL.K.1 With prompting and support, retell familiar stories, including key details. RL.K.2 With prompting and support, identify characters, settings, and major events in a story. RL.K.3 Craft and Structure Ask and answer questions about unknown words in a text. RL.K.4 Recognize common types of texts (e.g., storybooks, poems). RL.K.5 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.6 Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.7 (RL.K.8 not applicable to literature) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.9 Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding. RL.K.10

Informational Texts Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. RI.K.1 With prompting and support, identify the main topic and retell key details of a text. RI.K.2 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.3 Craft and Structure With prompting and support, ask and answer questions about unknown words in a text. RI.K.4 Identify the front cover, back cover, and title page of a book. RI.K.5 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.6 Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.7 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.8 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.K.9 Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding. RI.K.10

Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features of print. RF.K.1 Follow words from left to right, top to bottom, and page by page. RF.K.1a

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Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1b Understand that words are separated by spaces in print. RF.K.1c Recognize and name all upper- and lowercase letters of the alphabet. RF.K.1d Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.K.2 Recognize and produce rhyming words. RF.K.2a Count, pronounce, blend, and segment syllables in spoken words. RF.K.2b Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2c Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) RF.K.2d Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.2e Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3 Demonstrate basic knowledge of one-to-one letter-sound RF.K.3a correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. RF.K.3b Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). RF.K.3c Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.3d Fluency Read emergent-reader texts with purpose and understanding. RF.K.4

Writing Standards Text Types and Purposes Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…). W.K.1 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.2 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.3 Production and Distribution of Writing With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.5 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.6 Research to Build and Present Knowledge Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.7 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8

Speaking and Listening Standards Comprehension and Collaboration Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1

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Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1a Continue a conversation through multiple exchanges. SL.K.1b Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.2 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.3 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.4 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.5 Speak audibly and express thoughts, feelings, and ideas clearly. SL.K.6

Language Standards Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.K.1 Print many upper- and lowercase letters. L.K.1 Use frequently occurring nouns and verbs. L.K.1b Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). L.K.1c Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). L.K.1d Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). L.K.1e Produce and expand complete sentences in shared language activities. L.K.1f Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.K.2 Capitalize the first word in a sentence and the pronoun I. L.K.2a Recognize and name end punctuation. L.K.2b Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.K.2c Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.2d Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. L.K.4 Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). L.K.4a Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. L.K.4b With guidance and support from adults, explore word relationships and nuances in word meanings. L.K.5 Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. L.K.5a Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). L.K.5b Identify real-life connections between words and their use (e.g., note places at school that are colorful). L.K.5c Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L.K.5d Use words and phrases acquired through conversations, reading and being read to, and responding to texts. L.K.6

Essential Questions

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Can you give an opinion about a character’s actions and begin to see events from another character’s viewpoint? (Jack and Giant/Mother)

Can you point out useful information in non-fiction texts Can you use the past tense (-ed ending) to describe your own actions (recounts on seed growth) Can you use your senses to describe plants? Can you write about your own experiences in greater detail? Can you use and to join sentences? Can you reread your own writing? Can you talk about the significance of the author? (Julia Donaldson) The Illustrator? (Axel Scheffler

and others) How different would a book be with different or no illustrations? Can you recite some rhymes with drama and puppets, adding percussion to emphasize the rhyme?


Assessment Tasks Retell a story using puppets, drama and percussion instruments To write sentences using past tense, and plurals –s and -es. To continue to identify and use rhyming words in writing To write a seed diary/plant growth recount To write stories using text and images To confidently express their opinions on books in book reviews.


Learning Activities Understand learning objectives for each lesson Read, discuss, analyze and recite/perform drama sketches based on poems & stories Use language from texts and discussions to write stories and pieces expressing personal opinions. Research the author/s of the stories/poems and be aware of other stories by them. Search for appropriate information to write simple biographies.

Resources Different versions of Jack and the Beanstalk traditional tale A selection of age-appropriate information texts on plant growth A range of books by Julia Donaldson including The Gruffalo, The Snail and the Whale, Room on the

Broom, The Highway Rat, and others.

Subject: English Language Arts

Trimester 3 Grade Level: KG Unit Topics and Key Texts: Animals based on Handa’s Surprise by Eileen Browne Sea and Coast based on The Lighthouse Keeper’s Lunch by Ronda and David

Armitage and The Rainbow Fish by Marcus Pfister Unit Lengths: 6 Weeks + 6 Weeks



Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. RL.K.1

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With prompting and support, retell familiar stories, including key details. RL.K.2 With prompting and support, identify characters, settings, and major events in a story. RL.K.3 Craft and Structure Ask and answer questions about unknown words in a text. RL.K.4 Recognize common types of texts (e.g., storybooks, poems). RL.K.5 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.6 Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.7 (RL.K.8 not applicable to literature) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.9 Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding. RL.K.10

Informational Texts Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. RI.K.1 With prompting and support, identify the main topic and retell key details of a text. RI.K.2 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.3 Craft and Structure With prompting and support, ask and answer questions about unknown words in a text. RI.K.4 Identify the front cover, back cover, and title page of a book. RI.K.5 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.6 Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.7 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.8 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.K.9 Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding. RI.K.10

Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features of print. RF.K.1 Follow words from left to right, top to bottom, and page by page. RF.K.1a Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1b Understand that words are separated by spaces in print. RF.K.1c Recognize and name all upper- and lowercase letters of the alphabet. RF.K.1d Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.K.2 Recognize and produce rhyming words. RF.K.2a Count, pronounce, blend, and segment syllables in spoken words. RF.K.2b Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2c

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Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) RF.K.2d Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.2e Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3 Demonstrate basic knowledge of one-to-one letter-sound RF.K.3a correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. RF.K.3b Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). RF.K.3c Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.3d Fluency Read emergent-reader texts with purpose and understanding. RF.K.4

Writing Standards Text Types and Purposes Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…). W.K.1 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.2 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.3 Production and Distribution of Writing With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.5 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.6 Research to Build and Present Knowledge Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.7 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8

Speaking and Listening Standards Comprehension and Collaboration Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1 Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1a Continue a conversation through multiple exchanges. SL.K.1b Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.2 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.3

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Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.4 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.5 Speak audibly and express thoughts, feelings, and ideas clearly. SL.K.6

Language Standards Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.K.1 Print many upper- and lowercase letters. L.K.1 Use frequently occurring nouns and verbs. L.K.1b Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). L.K.1c Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). L.K.1d Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). L.K.1e Produce and expand complete sentences in shared language activities. L.K.1f Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.K.2 Capitalize the first word in a sentence and the pronoun I. L.K.2a Recognize and name end punctuation. L.K.2b Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.K.2c Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.2d Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. L.K.4 Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). L.K.4a Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. L.K.4b With guidance and support from adults, explore word relationships and nuances in word meanings. L.K.5 Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. L.K.5a Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). L.K.5b Identify real-life connections between words and their use (e.g., note places at school that are colorful). L.K.5c Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L.K.5d Use words and phrases acquired through conversations, reading and being read to, and responding to texts. L.K.6

Essential Questions Can you sequence a plot in order of events? Can you research fiction and non-fiction books and use new vocabulary in your writing? Can you use adjectives to describe animal/characters’ traits? Can you use past and present tenses and plurals in writing? Can you classify and write about members of the animal kingdom? Can you create rhyming strings of words and use some to write poetry? Can you order and write the days of the week?


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Assessment Tasks To write the days of the week in the correct order To reread own work more accurately and correct initial errors. To adapt a well-known story and use ideas from poems and rhyming words in their own poetry. To describe and write in own words about animals and their characteristics.


Learning Activities Understand learning objectives for each lesson Read, discuss, analyze and recite/perform drama sketches based on poems & stories Plan and write a weekly menu list for each day of the week To find out more about islands and lighthouses and the people that live on them. To discuss and write about ways in which we are all similar and different.

Resources Handa’s Surprise by Eileen Browne Non-fiction texts on Africa and African animals Globe, maps, atlases, percussion instruments, books and poetry on animals, model animals The Lighthouse Keeper’s Lunch by Eileen Browne The Rainbow Fish by Marcus Pfister

Subject: Mathematics

Trimester 1 Grade Level: KG Unit Topics: Everyday Math Units 1-3

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Unit Lengths: Approx. 4 weeks / unit


Common Core Domains Counting and Cardinality K.CC Know number names and the count sequence. 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. 4a. Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 4b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 4c. Understand that each successive number name refers to a quantity that is one larger. 5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compare numbers. 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 7. Compare two numbers between 1 and 10 presented as written numerals. Operations and Algebraic Thinking K.OA Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems. 3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. 5. Fluently add and subtract within 5. Include groups with up to ten objects. Number and Operations in Base Ten K.NBT Work with numbers 11–19 to gain foundations for place value. 1.Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Measurement and Data K.MD Describe and compare measurable attributes. 1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.

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Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Geometry K.G Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 2. Correctly name shapes regardless of their orientations or overall size. 3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”). Analyze, compare, create, and compose shapes. 4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. 6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”


Assessment Tasks End of Unit Reviews – Units 1, 2, 3 End of Unit Math Projects End of Year Review Oral questioning in daily classes Daily lesson observations and reflections on teaching and learning IXL weekly Analytics


Learning Activities To introduce materials that will be used throughout the year and develop counting skills and To introduce the idea of patterns through multi-sensory activities and games To build familiarity with the numbers 1-10 and introduce sorting by attributes To introduce graphing through age/birthday graphs and volume through sand and water play To explore measurement by comparing lengths To explore 2-dimensional shapes and combinations of shapes To reinforce spatial relations vocabulary and concepts To introduce concept of symmetry To develop understanding of teen numbers, counting and numeral recognition skills To lay groundwork for number writing through tactile and kinesthetic activities To introduce estimation and number stories To continue patterning, graphing, and measurement comparison activities To introduce the concepts of addition and subtraction through concrete activities To introduce number writing, skip counting by tens, the pan balance, the basic language of

probability and non-standard measuring tools and units for measuring length To reinforce and extend counting, numeral recognition and number comparison skills To continue shape recognition, patterning, and graphing activities To continue estimation and number story activities

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Resources

Everyday Math Resource boxes, Workbooks, Masters, Assessment and Lesson Guides Additional resources for measuring weight and length, time and temperature; counters, dice and

money


Trimester 2 Grade Level: KG Unit Topics: Everyday Math Units 4-6 Unit Lengths: Approx. 4 weeks / unit


Common Core Domains Counting and Cardinality K.CC Know number names and the count sequence. 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. 4a. Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 4b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 4c. Understand that each successive number name refers to a quantity that is one larger. 5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Compare numbers. 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 7. Compare two numbers between 1 and 10 presented as written numerals. Operations and Algebraic Thinking K.OA Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems. 3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

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5. Fluently add and subtract within 5. Include groups with up to ten objects. Number and Operations in Base Ten K.NBT Work with numbers 11–19 to gain foundations for place value. 1.Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Measurement and Data K.MD Describe and compare measurable attributes. 1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Geometry K.G Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 2. Correctly name shapes regardless of their orientations or overall size. 3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”). Analyze, compare, create, and compose shapes. 4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. 6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”


Assessment Tasks End of Unit Reviews – Units 4, 5, 6 End of Unit Math Projects End of Year Review Oral questioning in daily classes Daily lesson observations and reflections on teaching and learning IXL weekly Analytics


Learning Activities To introduce addition and subtraction symbols and terminology through number stories and

concrete experiences To introduce calculators, attribute blocks and ‘What’s My Rule?’ Fishing game activities To continue patterning activities using pattern blocks To continue exploring 2-dimensional shapes and symmetry

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To reinforce and extending counting, numeral recognition and number-writing skills To reinforce number sequencing and number comparison skills To continue graphing, measuring, patterning, estimation and probability To introduce standard measurement tools and units To reinforce the meanings of addition and subtraction and the use of symbols to write number

models for addition and subtraction number stories To develop awareness of equivalent names for numbers To introduce the concept of making exchanges, the Class Number Grid, skip counting by 5s and tally

marks To introduce nickels, dimes and coin exchanges To introduce 3-dimensional shapes and review 2D shapes and symmetry To explore various ways to measure and compare time To extend patterning skills to include presenting patterns with symbols To introduce counting by 2s and the concept of a half To develop strategies for solving simple addition and subtraction problems, including joining, take-

away and comparison situations

Resources Everyday Math Resource boxes, Workbooks, Masters, Assessment and Lesson Guides Additional resources for measuring weight and length, time and temperature; counters, dice and

money


Trimester 3 Grade Level: KG Unit Topics: Everyday Math Units 7 & 8 + Review Unit Lengths: Approx. 4 weeks / unit


Common Core Domains Counting and Cardinality K.CC Know number names and the count sequence. 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. 4a. Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 4b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 4c. Understand that each successive number name refers to a quantity that is one larger. 5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

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Compare numbers. 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 7. Compare two numbers between 1 and 10 presented as written numerals. Operations and Algebraic Thinking K.OA Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems. 3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. 5. Fluently add and subtract within 5. Include groups with up to ten objects. Number and Operations in Base Ten K.NBT Work with numbers 11–19 to gain foundations for place value. 1.Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Measurement and Data K.MD Describe and compare measurable attributes. 1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Geometry K.G Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 2. Correctly name shapes regardless of their orientations or overall size. 3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”). Analyze, compare, create, and compose shapes. 4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. 6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”


Assessment Tasks

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End of Unit Reviews – Units 7 & 8 End of Unit Math Projects End of Year Review Oral questioning in daily classes Daily lesson observations and reflections on teaching and learning IXL weekly Analytics


Learning Activities To introduce the concept of 10s and 1s and place value using concrete materials To introduce name collections through continued exploration of equivalent names for numbers To introduce quarters and reinforce knowledge of other coins To reinforce addition and subtraction skills and the use of number sentences to model addition and

subtraction number stories To extend data collection and graphing skills To continue to explore ‘What’s My Rule?’ activities with sorting and patterning To reinforce and extend counting, estimation, and other numeration skills To introduce the use of the hour hand to estimate time on an analog clock. The concept of minutes,

Function Machines and function rules To continue to explore place value concepts and equivalent names for numbers To introduce the $1 and $10 bills and reinforce coin names, values and exchanges To introduce ‘missing number’ problems and reinforce the use of number models for addition and

subtraction stories and situations To continue activities with 2D and 3D shapes, graphing and measurement activities To reinforce and extend counting, estimation, and other numeration skills

Resources Everyday Math Resource boxes, Workbooks, Masters, Assessment and Lesson Guides Additional resources for measuring weight and length, time and temperature; counters, dice and

money

Kindergarten Science and Social Studies taught through the topic-based Curriculum of Pre-K and KG Knowledge and Exploration of the World: Trimester 1: Water, Water, Everywhere! Trimester 2: Plants and Animals Trimester 3: Heroes and Adventurers

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Grade 1&2


Trimester 1 Unit Topics and Key Texts: Roald Dahl based on a range of Dahl’s stories including The Twits (the book and

the play). 6 weeks Robots based on The Iron Man by Ted Hughes, other poetry, and a range of non-fiction books on robots and robotics. 6 weeks

Common Core Domains - Whole Year (Letter and numbers denote Common Core Standards references)

Grade 1 Students will:- Reading: Foundational Skills Demonstrate understanding of the organization & basic features of print. RF.1.1 Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.1.A

Grade 2 Students will:- Reading: Foundational Skills

Know and apply grade-level phonics and word analysis

skills in decoding words. RF.2.3

Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3.A

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Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2 Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.A Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.B Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.2.C Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words RF.1.3. Know the spelling-sound correspondences for common consonant digraphs. RF.1.3.A Decode regularly spelled one-syllable words. RF.1.3.B Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.C Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. .RF.1.3.D Decode two-syllable words following basic patterns by breaking the words into syllables. RF.1.3.E Read words with inflectional endings. RF.1.3.F Recognize and read grade-appropriate irregularly spelled words. RF.1.3.G Read with sufficient accuracy and fluency to support comprehension. RF.1.4 Read grade-level text with purpose and understanding. RF.1.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF1.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.1.4.C Reading: Literature texts Ask and answer questions about key details in a text. RL.1.1 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.2

Know spelling-sound correspondences for additional common vowel teams. RF.2.3.B Decode regularly spelled two-syllable words with long vowels. RF.2.3.C Decode words with common prefixes and suffixes. RF.2.3.D Identify words with inconsistent but common spelling-sound correspondences. RF.2.3.E Recognize and read grade-appropriate irregularly spelled words. RF.2.3.F Read with sufficient accuracy and fluency to support comprehension. RF.2.4 Read grade-level text with purpose and understanding. RF.2.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.2.4.C Reading: Literature texts Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.1 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.2 Describe how characters in a story respond to major events and challenges. RL.2.3 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.4 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.5 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.6 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.7 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.9 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.10

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Describe characters, settings, and major events in a story, using key details. RL.1.3 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.4 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.5 Identify who is telling the story at various points in a text. RL.1.6 Use pictures & details in a story to describe its characters, setting, or events. RL.1.7 Compare and contrast the adventures and experiences of characters in stories. RL.1.9 Reading: Information texts (where they differ from above) Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.3 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.5 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) RI.1.9 With prompting and support, read informational texts appropriately complex for Grade 1. RI.1.10 Writing Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide a sense of closure. W.1.2 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.3 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.7 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.8 Speaking and Listening

Reading: Information texts (where they differ from above) Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.2 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.3 Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. RI.2.4 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.5 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.6 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.7 Describe how reasons support specific points the author makes in a text. RI.2.8 Compare and contrast the most important points presented by two texts on the same topic. RI.2.9 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.10 Writing

Write opinion pieces in which they introduce the topic

or book they are writing about, state an opinion, supply

reasons that support the opinion, use linking words

(e.g., because, and, also) to connect opinion and

reasons, and provide a concluding statement or

section. W.2.1

Write informative/explanatory texts in which they

introduce a topic, use facts and definitions to develop

points, and provide a concluding statement or section.

W.2.2

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.3 With guidance and support from adults and peers,

http://www.corestandards.org/ELA-Literacy/RL/1/4/

33

Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1 Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.A Build on others' talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.B Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.1.C Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.2 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.3 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.4 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.5 Produce complete sentences when appropriate to task and situation. SL.1.6 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1 Print all upper- and lowercase letters. L.1.1.A Use common, proper, and possessive nouns. L.1.1.B Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.C Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). L.1.1.E Use frequently occurring adjectives. L.1.1.F Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.G Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.1.J

focus on a topic and strengthen writing as needed by revising and editing. W.2.5 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.6 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.7 Recall information from experiences or gather information from provided sources to answer a question. W.2.8 Speaking and Listening

Participate in collaborative conversations with diverse

partners about grade 2 topics and texts with peers and

adults in small and larger groups. SL.2.1

Follow agreed-upon rules for discussions (e.g., gaining

the floor in respectful ways, listening to others with

care, speaking one at a time about the topics and texts

under discussion). SL.2.1.A

Build on others' talk in conversations by linking their

comments to the remarks of others. SL.2.1.B

Ask for clarification and further explanation as needed

about the topics and texts under discussion. SL.2.1.C

Recount or describe key ideas or details from a text

read aloud or information presented orally or through

other media. SL.2.2

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.3 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.4 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.5 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. SL.2.6 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1 Use collective nouns (e.g., group). L.2.1.A

34

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2 Use end punctuation for sentences. L.1.2.B Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.D Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5.A Define words by category & by one or more key attributes (eg. a duck is a bird that swims; a tiger is a large cat with stripes) L.1.5.B Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.5.D Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). L.1.6

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.1.B Use reflexive pronouns (e.g., myself, ourselves). L.2.1.C Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.1.D Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1.E Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.1.F Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.2 Capitalize holidays, product names, and geographic names. L.2.2.A Use commas in greetings and closings of letters. L.2.2.B Use an apostrophe to form contractions and frequently occurring possessives. L.2.2.C Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.2.D Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.2.E Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.2.3 Compare formal and informal uses of English L.2.3.A Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.4 Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4.A Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4.B Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.4.C Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.4.D Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.4.

35

Demonstrate understanding of word relationships & nuances in word meanings. L.2.5 Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.5.A Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.5.B Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). L.2.6


Grade 1 Assessment Tasks

Write simple sentences using nouns, adjectives, connectives, and correct punctuation.

Use labels, captions, headings and other note forms in writing

Reading skills rely on decoding; gain knowledge of long vowel sounds, alternative spellings, grammar (past and present verb tenses) and punctuation learned (, . ‘ ? ! ).

Writing reflects growing reading skills


Written and spoken expanded sentences using noun phrases incorporating adjectives, connectives, coordination and subordination, and correct punctuation; organizing texts, descriptive language, inverted commas, time and cause words – adverbs, prepositions and conjunctions.

Demonstrate an understanding, and use of, rhyming and exception words, similes and alliteration.

Create and perform own plays and poems.

Learning Plan

Grade 1 Learning Activities:

Understand learning objectives for each lesson

Study the cover design, the blurb and make predictions about stories and characters in a range of Roald Dahl books, Ted Hughes poem, and fiction and non-fiction books on robots.

Read, discuss and analyze the story/poem, setting and characters

Create labelled diagrams, captioned illustrations.

Compare and contrast different stories/poems by the same author – in terms of settings, characters and plots.

Create story/poem plans, illustrations and oral presentations/dramas, and completed

Grade 2 Learning Activities:

Understand learning objectives for each lesson Develop a deeper awareness of Roald Dahl, his

work and his style; develop understanding of organizing texts, descriptive language, inverted commas, time and cause words – adverbs, prepositions and conjunctions.

Develop understanding of words with irregular spellings, correct use of pronouns, possessive apostrophes, construct new words using prefixes, using time and cause words – in particular adverbs for describing movement.

Research the author/s of the stories/poems and be aware of other stories/poems by them; read, discuss, analyze and recite/perform drama sketches based on poem/story, setting and characters.

36

written stories and poems; present performance poetry.

Understand the difference between fiction and non-fiction texts.

Describe some of the features of a non-fiction text: table of contents, index, etc.

Begin to learn how to review your work critically and constructively.

Develop non-fiction work through books/internet research on robots and robotics.

Develop dictionary use; review structuring text and using inverted commas.

Create story/poem plans, illustrations and oral presentations/dramas, and completed written stories and poems; present performance poetry.

Continue to learn how to review your work critically and constructively.

Resources The Enormous Crocodile by Roald Dahl George’s Marvellous Medicine by Roald Dahl The Twits (book and play) by Roald Dahl Revolting Rhymes by Roald Dahl The Iron Man by Ted Hughes Non-fiction books on robots and robotics A selection of children’s poetry books

Trimester 2 Subject: English Language Arts Unit Topics and Key Texts: Kings, Queens and Castles based on non-fictional accounts and information

texts, and fiction (including fantasy) stories. 6 weeks Aliens based on a range of fun, fiction books including Beegu by Alexis Deacon, The Way Back Home by Oliver Jefferies, Cloudland by John Burningham, Colin McNaughton stories and a range of others. 6 weeks

Common Core Domains - Whole Year (Letters and numbers denote Common Core Standards references)

Grade 1 Students will:- Reading: Foundational Skills Demonstrate understanding of the organization & basic features of print. RF.1.1 Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.1.A Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2 Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.A Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.B Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Grade 2 Students will:- Reading: Foundational Skills

Know and apply grade-level phonics and word

analysis skills in decoding words. RF.2.3

Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3.A Know spelling-sound correspondences for additional common vowel teams. RF.2.3.B Decode regularly spelled two-syllable words with long vowels. RF.2.3.C Decode words with common prefixes and suffixes. RF.2.3.D Identify words with inconsistent but common spelling-sound correspondences. RF.2.3.E

37

RF.1.2.C Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words RF.1.3. Know the spelling-sound correspondences for common consonant digraphs. RF.1.3.A Decode regularly spelled one-syllable words. RF.1.3.B Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.C Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. .RF.1.3.D Decode two-syllable words following basic patterns by breaking the words into syllables. RF.1.3.E Read words with inflectional endings. RF.1.3.F Recognize and read grade-appropriate irregularly spelled words. RF.1.3.G Read with sufficient accuracy and fluency to support comprehension. RF.1.4 Read grade-level text with purpose and understanding. RF.1.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF1.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.1.4.C Reading: Literature texts Ask and answer questions about key details in a text. RL.1.1 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.2 Describe characters, settings, and major events in a story, using key details. RL.1.3 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.4 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.5 Identify who is telling the story at various points in a text. RL.1.6 Use pictures & details in a story to describe its characters, setting, or events. RL.1.7

Recognize and read grade-appropriate irregularly spelled words. RF.2.3.F Read with sufficient accuracy and fluency to support comprehension. RF.2.4 Read grade-level text with purpose and understanding. RF.2.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.2.4.C Reading: Literature texts Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.1 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.2 Describe how characters in a story respond to major events and challenges. RL.2.3 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.4 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.5 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.6 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.7 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.9 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.10 Reading: Information texts (where they differ from above)


38

Compare and contrast the adventures and experiences of characters in stories. RL.1.9 Reading: Information texts (where they differ from above) Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.3 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.5 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) RI.1.9 With prompting and support, read informational texts appropriately complex for Grade 1. RI.1.10 Writing Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide a sense of closure. W.1.2 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.3 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.7 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.8 Speaking and Listening Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1 Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.A Build on others' talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.B Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.1.C Ask and answer questions about key details in a text read aloud or information presented orally or

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.2 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.3 Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. RI.2.4 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.5 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.6 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.7 Describe how reasons support specific points the author makes in a text. RI.2.8 Compare and contrast the most important points presented by two texts on the same topic. RI.2.9 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.10 Writing

Write opinion pieces in which they introduce the

topic or book they are writing about, state an

opinion, supply reasons that support the opinion,

use linking words (e.g., because, and, also) to

connect opinion and reasons, and provide a

concluding statement or section. W.2.1

Write informative/explanatory texts in which they

introduce a topic, use facts and definitions to

develop points, and provide a concluding statement

or section. W.2.2

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.3 With guidance and support from adults and peers,

39

through other media. SL.1.2 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.3 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.4 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.5 Produce complete sentences when appropriate to task and situation. SL.1.6 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1 Print all upper- and lowercase letters. L.1.1.A Use common, proper, and possessive nouns. L.1.1.B Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.C Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). L.1.1.E Use frequently occurring adjectives. L.1.1.F Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.G Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.1.J Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2 Use end punctuation for sentences. L.1.2.B Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.D Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5.A Define words by category & by one or more key attributes (eg. a duck is a bird that swims; a tiger is a large cat with stripes) L.1.5.B Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by

focus on a topic and strengthen writing as needed by revising and editing. W.2.5 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.6 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.7 Recall information from experiences or gather information from provided sources to answer a question. W.2.8 Speaking and Listening

Participate in collaborative conversations with

diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups. SL.2.1

Follow agreed-upon rules for discussions (e.g.,

gaining the floor in respectful ways, listening to

others with care, speaking one at a time about the

topics and texts under discussion). SL.2.1.A



Ask for clarification and further explanation as

needed about the topics and texts under discussion.

SL.2.1.C


read aloud or information presented orally or

through other media. SL.2.2

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.3 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.4 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.5 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. SL.2.6 Language Demonstrate command of the conventions of

40

acting out the meanings. L.1.5.D Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). L.1.6

standard English grammar and usage when writing or speaking. L.2.1 Use collective nouns (e.g., group). L.2.1.A Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.1.B Use reflexive pronouns (e.g., myself, ourselves). L.2.1.C Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.1.D Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1.E Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.1.F Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.2 Capitalize holidays, product names, and geographic names. L.2.2.A Use commas in greetings and closings of letters. L.2.2.B Use an apostrophe to form contractions and frequently occurring possessives. L.2.2.C Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.2.D Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.2.E Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.2.3 Compare formal and informal uses of English L.2.3.A Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.4 Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4.A Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4.B Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.4.C Use knowledge of the meaning of individual words to predict the meaning of compound words

41

(e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.4.D Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.4. Demonstrate understanding of word relationships & nuances in word meanings. L.2.5 Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.5.A Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.5.B Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). L.2.6

Assessment Evidence


Plan and write a narrative based on a book. Write expanded sentences using noun

phrases incorporating adjectives, connectives, coordination and subordination, and correct punctuation.

Plan and create a fully labelled and captioned map of a Castle & Forest, Planet & Spaceship settings.

Reading skills will rely less on decoding and show more confidence with alternative spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).

Writing will reflect a wider vocabulary and an increasing understanding of structure that they have identified in their reading, and make use of spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).


Can produce written work that has been proofread and corrected.

Can understand the convention of direct speech

Can use verbs, adverbs, conjunctions, prepositions, time and cause words in writing.

Can read a range of information sources (books and internet) to gather and produce written evidence of how inhabitants lived in castles.

Demonstrate understanding and use of homophones, coordinating and some subordinating clauses.

Show an understanding of the conventions of a play script and a knowledge of a variety of different poetry types.

Learning Plan

Grade 1 Learning Activities


Grade 2 Learning Activities


42

Research the author/s of the story and be aware of other stories by them.

Study the cover design, the blurb and make predictions about the story and characters.

Read, discuss and analyze the story, setting and characters

Use the language learned from the story to build a class vocabulary bank of nouns, adjectives and verbs, and use repeatedly in speaking and writing.

Create plans, drawings and maps, as well as written work.

Summarize the story and identify conflict in the story.

Discuss and use in own writing the structure of the narrative – beginning, middle, end, ‘denouement’.

Ongoing focus on adverbs, conjunctions and prepositions

Introduction of the perfect form of verbs, using this to mark relationships of time and cause.

Learning the skills of proofreading and corrections using correct grammatical terminology.

Compose dialogues, instructions, diary entries, plays and poems – written and performed.

Learn about determiners; continue to use noun phrases and homophones, clauses and the perfect form in increasingly complex sentences.

Work on a widening range of word endings and suffixes.

Resources Warwick Castle & Windsor Castle virtual online tours A range of non-fiction books about castles and their inhabitants Novels and Traditional Tales involving fantasy castles Information on European Kings and Queens and major Chieftaincies of Sierra Leone Beegu by Alexis Deacon The Way Back Home by Olivers Jeffers Cloudland by John Burningham King of the Cloud Forests by Michael Morpurgo The Aliens are Coming & We’re Off to Look for Aliens by Colin McNaughton Aliens Love Underpants by Claire Freedman and Ben Cort Aliens Stole My Underpants by Brian Moses


Trimester 3 Unit Topics and Key Texts: Chocolate based on the Roald Dahl novel Charlie and the Chocolate Factory

and a wide range of non-fiction books on chocolate. 6 weeks Superheroes based on books, comics, models and images of superheroes +

age-appropriate versions of Greek Myths. Internet news articles (Newzilla) on everyday heroes. 6 weeks

Common Core Domains - Whole Year (Letters and numbers denote Common Core Standards references)

Grade 1 Students will:- Reading: Foundational Skills Demonstrate understanding of the organization & basic features of print. RF.1.1

Grade 2 Students will:- Reading: Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words. RF.2.3

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Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.1.A Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2 Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.A Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.B Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.2.C Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words RF.1.3. Know the spelling-sound correspondences for common consonant digraphs. RF.1.3.A Decode regularly spelled one-syllable words. RF.1.3.B Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.C Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. .RF.1.3.D Decode two-syllable words following basic patterns by breaking the words into syllables. RF.1.3.E Read words with inflectional endings. RF.1.3.F Recognize and read grade-appropriate irregularly spelled words. RF.1.3.G Read with sufficient accuracy and fluency to support comprehension. RF.1.4 Read grade-level text with purpose and understanding. RF.1.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF1.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.1.4.C Reading: Literature texts Ask and answer questions about key details in a text. RL.1.1 Retell stories, including key details, and demonstrate

Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3.A Know spelling-sound correspondences for additional common vowel teams. RF.2.3.B Decode regularly spelled two-syllable words with long vowels. RF.2.3.C Decode words with common prefixes and suffixes. RF.2.3.D Identify words with inconsistent but common spelling-sound correspondences. RF.2.3.E Recognize and read grade-appropriate irregularly spelled words. RF.2.3.F Read with sufficient accuracy and fluency to support comprehension. RF.2.4 Read grade-level text with purpose and understanding. RF.2.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.2.4.C Reading: Literature texts Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.1 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.2 Describe how characters in a story respond to major events and challenges. RL.2.3 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.4 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.5 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.6 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.7 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different

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understanding of their central message or lesson. RL.1.2 Describe characters, settings, and major events in a story, using key details. RL.1.3 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.4 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.5 Identify who is telling the story at various points in a text. RL.1.6 Use pictures & details in a story to describe its characters, setting, or events. RL.1.7 Compare and contrast the adventures and experiences of characters in stories. RL.1.9 Reading: Information texts (where they differ from above) Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.3 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.5 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) RI.1.9 With prompting and support, read informational texts appropriately complex for Grade 1. RI.1.10 Writing Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide a sense of closure. W.1.2 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.3 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.7 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.8 Speaking and Listening

authors or from different cultures. RL.2.9 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.10 Reading: Information texts (where they differ from above) Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.2 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.3 Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. RI.2.4 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.5 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.6 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.7 Describe how reasons support specific points the author makes in a text. RI.2.8 Compare and contrast the most important points presented by two texts on the same topic. RI.2.9 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.10 Writing Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.1 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.2


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Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1 Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.A Build on others' talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.B Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.1.C Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.2 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.3 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.4 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.5 Produce complete sentences when appropriate to task and situation. SL.1.6 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1 Print all upper- and lowercase letters. L.1.1.A Use common, proper, and possessive nouns. L.1.1.B Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.C Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). L.1.1.E Use frequently occurring adjectives. L.1.1.F Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.G Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.1.J Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.3 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.5 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.6 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.7 Recall information from experiences or gather information from provided sources to answer a question. W.2.8 Speaking and Listening

Participate in collaborative conversations with

diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups. SL.2.1

Follow agreed-upon rules for discussions (e.g.

gaining the floor in respectful ways, listening to

others with care, speaking one at a time about the

topics and texts under discussion). SL.2.1.A



Ask for clarification and further explanation as

needed about the topics and texts under discussion.

SL.2.1.C


read aloud or information presented orally or

through other media. SL.2.2

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.3 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.4 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.5

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Use end punctuation for sentences. L.1.2.B Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.D Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5.A Define words by category & by one or more key attributes (eg. a duck is a bird that swims; a tiger is a large cat with stripes) L.1.5.B Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.5.D Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). L.1.6

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. SL.2.6 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1 Use collective nouns (e.g., group). L.2.1.A Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.1.B Use reflexive pronouns (e.g., myself, ourselves). L.2.1.C Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.1.D Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1.E Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.1.F Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.2 Capitalize holidays, product names, and geographic names. L.2.2.A Use commas in greetings and closings of letters. L.2.2.B Use an apostrophe to form contractions and frequently occurring possessives. L.2.2.C Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.2.D Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.2.E Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.2.3 Compare formal and informal uses of English L.2.3.A Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.4 Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4.A Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4.B

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Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.4.C Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.4.D Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.4. Demonstrate understanding of word relationships & nuances in word meanings. L.2.5 Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.5.A Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.5.B Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). L.2.6

Assessment Evidence


Written narrative, then performed as a drama, based on other stories read

Written and spoken expanded sentences using noun phrases incorporating adjectives, connectives, coordination and subordination, and correct punctuation.

Reading skills rely less on decoding and show more confidence with alternative spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).

Writing reflects a wider vocabulary and an increasing understanding of structure that they have identified in their reading, and make use of spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).


Well-researched and well-presented information, demonstrating the skills of effective speaking and reading.

Demonstrate an understanding of texts’ contents and meanings.

Produce high-quality written pieces. Recognize themes in R Dahl’s work and use

inference skills. Accurately use inverted commas to record

direct speech. Be aware of and explain the use of

advertising. Explain the features of a myth and a recount. Understand a character can be described by

what they say/do. Use rhyme, homophones and compound

words in written work.

Learning Plan

Learning Activities Grade 2 Learning Activities

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Research the author/s of the stories/poems and be aware of other stories by them.

Read, discuss, analyze and recite/perform drama sketches based on poem/story, setting and characters

Use the language learned from the story to build a class vocabulary bank of nouns, adjectives and verbs, and use repeatedly in speaking and writing.

Create story/poem plans, illustrations and oral presentations/dramas, as well as written work.

Summarize the story and identify conflict in

the story; discuss and use in own writing the

structure of the narrative – beginning,

middle, end, ‘denouement’.

Lessons will involve aspects of art, design and

ICT in creating new chocolate wrappers and

video advertisements and comic strips.

To research and present information with effective speaking and reading.

Explore and understand texts’ contents and meanings.

Learn more about inference in Dahl’s and other’s work.

Focus on spelling and dictionary skills, including words of Greek origin.

Read and replicate different text-types. Revise direct speech, the perfect form,

possessive apostrophes, and time and cause words.

To develop and improve their ability to compose and present stories and information orally.

Bringing together history and geography into Literacy in understanding the origins and manufacture of chocolate, Ancient Greece.

Lessons will involve aspects of art, design and ICT in creating new chocolate wrappers and video advertisements and comic strips.

Resources Charlie and the Chocolate Factory by Roald Dahl A wide range of non-fiction books and online videos & websites on chocolate – types, history,

production, etc. A wide variety of books, comics, models and images of superheroes. Age-appropriate versions of Greek Myths. Internet news articles (Newzilla) on everyday heroes A range of children’s poetry.

Trimester 1 Subject: Mathematics Grade Level: 1 & 2 Unit Topics: Everyday Math Grade 1: Units 1-4 Grade 2: Units 1-4 Unit Lengths: Approx. 4 weeks / unit

Common Core Domains Stage 1 – Learning Outcomes (numbers reference Common Core Standards)

Grade 1 Operations and Algebraic Thinking 1.0A Represent and solve problems involving addition and subtraction Use up to three whole numbers totaling no more than 20, to solve word problems,

Grade 2 Operations and Algebraic Thinking 2.0A Represent and solve problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with

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by using objects, drawings and equations with a symbol. 1.OA.1, 1.OA.2 Understand and apply properties of operations and the relationship between addition and subtraction: Understand the commutative property of addition e.g. 4 + 5 = 5 + 4, and subtraction is an unknown-addend problem, e.g. subtract 10 – 8 by finding the difference (2) or knowing all the number bonds to ten 9+1, 8+2 etc. 1.OA.3, 1.OA.4 Add and Subtract within 20 Use strategies including counting forward and backwards, decomposing numbers to create easier, equivalent sums, e.g. 8+6 = 8+2+4 = 10+4 = 14; understanding the commutative properties of addition and subtraction e.g. knowing that 8 + 4 = 12, one knows 12 – 8 = 4. 1.OA.5, 1.OA.6 Work with addition and subtraction Understand the meaning of the +, - and = symbols and if equations are true of false. Determine ‘missing’ numbers in an equation, e.g. 8 + ? = 11. 1.OA.7, 1.OA.8 Number and Operations in Base Ten 1.NBT Extend the counting sequence Count, read and write to 120. 1.NBT.1 Understand place value Tens and units; compare two digit numbers using >, = and < symbols 1.NBT.2, 1.NBT 3 Use place value understanding and properties of operations to add and subtract: add within 100 (adding a two digit and one digit number, or a two digit and a multiple of 10 e.g. 24+7 or 24+20). Understand one adds tens and tens and ones and ones, sometimes being necessary to compose a ten. Mentally know ten more or ten less. Subtract multiples of ten from multiples of ten e.g. 90-30 1.NBT.2a, 1.NBT.2b, 1.NBT.2c Measurement and Data 1.MD

unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.12.OA.A.1 Add and subtract within 20. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.B.2 Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2.OA.C.3 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2.OA.C.4 Number and Operations in Base Ten 2.NBT Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 2.NBT.A.1 Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a "hundred." 2.NBT.A.1.A The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.A.1.B Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.A.2 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.A.3 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.A.4 Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.B.5 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.B.6 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers,

http://www.corestandards.org/Math/Content/2/OA/A/1/

http://www.corestandards.org/Math/Content/2/OA/B/2/

http://www.corestandards.org/Math/Content/2/OA/C/3/


http://www.corestandards.org/Math/Content/2/NBT/A/1/

http://www.corestandards.org/Math/Content/2/NBT/A/1/a/

http://www.corestandards.org/Math/Content/2/NBT/A/1/b/




http://www.corestandards.org/Math/Content/2/NBT/B/5/


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Measure lengths indirectly and by iterating length units: measure and compare lengths of objects using whole numbers, understand and express length measurement using correct vocabulary and standard and non-standards units of measure, e.g. ruler, hand width, piece of paper. Introduction to simple non-standard measurement of mass and volume. 1.MD.1, 1.MD.2 Tell and write the time on analogue and digital faces, to the hour and half hour. 1.MD.3 Represent and interpret data: organize, represent and interpret data for up to three categories, and ask and answer questions based on their data presentations. 1.MD.4 Geometry 1.G Reason with shapes and their attributes: recognize and distinguish defining attributes of two and three dimensional shapes. 1.G.1 Compose 2D and 3D shapes to create a composite image and compose new ones from the composite shape. 1.G.2 Partition circles, rectangles or squares into equal portions and use relevant vocabulary, describing the whole as two halves or four quarters. Understand this decomposition creates smaller equal shares. 1.G.3

one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.B.7 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 2.NBT.B.8 Explain why addition and subtraction strategies work, using place value and the properties of operations.1 2.NBT.B.9 Measurement and Data 2.MD Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.A.1 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.2 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.A.3 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.A.4 Relate addition and subtraction to length. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.B.5 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. 2.MD.B.6 Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.C.7 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 2.MD.C.8 Represent and interpret data. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.D.9




http://www.corestandards.org/Math/Content/2/MD/A/1/




http://www.corestandards.org/Math/Content/2/MD/B/5/


http://www.corestandards.org/Math/Content/2/MD/C/7/


http://www.corestandards.org/Math/Content/2/MD/D/9/

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Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1using information presented in a bar graph. 2.MD.D.10 Geometry 2.G Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.A.1 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.A.2 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. 2.G.A.3


Assessment Tasks End of Unit Assessments – Units 1,

2, 3, & 4 End of Unit Math Projects Oral questioning in daily classes Daily lesson marking IXL weekly Analytics

Assessment Tasks End of Unit Assessments – Units 1, 2, 3, & 4 End of Unit Math Projects Oral questioning in daily classes Daily lesson marking IXL weekly Analytics


Learning Activities To practice counting on a number

line and comparing pairs of numbers

To learn how to represent data using tally counts

To explore various uses of numbers

To introduce the analog clock To practice finding the values of

various combinations of pennies and nickels

To introduce number models for change-to-more and change-to-less situations

To explore numeric, visual and concrete patterns and to introduce frames and arrows

Learning Activities To review number patterns, number sequences,

number grids, and number lines. To review months, weeks, and days, and telling the

time. To practice addition facts. To compare numbers using the symbols <, >, and = To make up, represent, and solve addition and

subtraction number stories. To review and apply alternative strategies for addition

and subtraction. To practice addition To practice addition and subtraction facts for sums and

differences up to and including 10. To review place value in 2-digit and 3-digit numbers. To review coin values and exchanges among coins. To tell time and to write time in digital-clock notation. To gather data by counting and to analyze data. To read and show temperatures.


http://www.corestandards.org/Math/Content/2/G/A/1/



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To find the values of collections of dimes, nickels and pennies

To measure and compare lengths using and non-standard and standard units

To introduce and practice addition facts

To review telling time on the hour, half hour and quarter hour

To develop different strategies for adding 2- and 3-digit numbers.

Resources Everyday Math Resource boxes, Grade 1 & 2 Workbooks, Masters, Assessment and Lesson Guides Additional resources for measuring weight and length, time and temperature; counters, dice and

money; base-10 blocks; pattern templates

Trimester 2 Subject: Mathematics Grade Level: 1 & 2 Unit Topics: Everyday Math Grade 1:- Units 5-8 Grade 2:– Units 5-7 Unit Lengths: Approx. 4 weeks / unit


Grade 1 Operations and Algebraic Thinking 1.0A Represent and solve problems involving addition and subtraction Use up to three whole numbers totaling no more than 20, to solve word problems, by using objects, drawings and equations with a symbol. 1.OA.1, 1.OA.2 Understand and apply properties of operations and the relationship between addition and subtraction: Understand the commutative property of addition e.g. 4 + 5 = 5 + 4, and subtraction is an unknown-addend problem, e.g. subtract 10 – 8 by finding the difference (2) or knowing all the number bonds to ten 9+1, 8+2 etc. 1.OA.3, 1.OA.4 Add and Subtract within 20 Use strategies including counting forward and backwards, decomposing numbers to create easier, equivalent sums, e.g. 8+6 = 8+2+4 = 10+4 = 14; understanding the commutative properties of addition and subtraction e.g. knowing that 8 + 4 = 12, one knows 12 – 8 = 4. 1.OA.5, 1.OA.6

Grade 2 Operations and Algebraic Thinking 2.0A Represent and solve problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.12.OA.A.1 Add and subtract within 20. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.B.2 Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2.OA.C.3 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2.OA.C.4





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Work with addition and subtraction Understand the meaning of the +, - and = symbols and if equations are true of false. Determine ‘missing’ numbers in an equation, e.g. 8 + ? = 11. 1.OA.7, 1.OA.8 Number and Operations in Base Ten 1.NBT Extend the counting sequence Count, read and write to 120. 1.NBT.1 Understand place value Tens and units; compare two digit numbers using >, = and < symbols 1.NBT.2, 1.NBT 3 Use place value understanding and properties of operations to add and subtract: add within 100 (adding a two digit and one digit number, or a two digit and a multiple of 10 e.g. 24+7 or 24+20). Understand one adds tens and tens and ones and ones, sometimes being necessary to compose a ten. Mentally know ten more or ten less. Subtract multiples of ten from multiples of ten e.g. 90-30 1.NBT.2a, 1.NBT.2b, 1.NBT.2c Measurement and Data 1.MD Measure lengths indirectly and by iterating length units: measure and compare lengths of objects using whole numbers, understand and express length measurement using correct vocabulary and standard and non-standards units of measure, e.g. ruler, hand width, piece of paper. Introduction to simple non-standard measurement of mass and volume. 1.MD.1, 1.MD.2 Tell and write the time on analogue and digital faces, to the hour and half hour. 1.MD.3 Represent and interpret data: organize, represent and interpret data for up to three categories, and ask and answer questions based on their data presentations. 1.MD.4 Geometry 1.G Reason with shapes and their attributes: recognize and distinguish defining attributes of two and three dimensional shapes. 1.G.1 Compose 2D and 3D shapes to create a composite image and compose new ones from the composite shape. 1.G.2

Number and Operations in Base Ten 2.NBT Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 2.NBT.A.1 Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a "hundred." 2.NBT.A.1.A The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.A.1.B Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.A.2 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.A.3 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.A.4 Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.B.5 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.B.6 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.B.7 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 2.NBT.B.8 Explain why addition and subtraction strategies work, using place value and the properties of operations.1

2.NBT.B.9 Measurement and Data 2.MD Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.A.1













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Partition circles, rectangles or squares into equal portions and use relevant vocabulary, describing the whole as two halves or four quarters. Understand this decomposition creates smaller equal shares. 1.G.3

Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.2 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.A.3 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.A.4 Relate addition and subtraction to length. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.B.5 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. 2.MD.B.6 Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.C.7 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 2.MD.C.8 Represent and interpret data. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.D.9 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1using information presented in a bar graph. 2.MD.D.10 Geometry 2.G Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.A.1











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Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.A.2 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. 2.G.A.3


Assessment Tasks Unit Assessments – Units 5, 6 & 7 End of Unit Math Projects Mid-Year Assessment Test Oral questioning in daily classes Daily lesson marking IXL weekly Analytics

Assessment Tasks End of Unit Assessments – Units 5, 6 ,7 & 8 End of Unit Math Projects Mid-Year Assessment Test Oral questioning in daily classes Daily lesson marking IXL weekly Analytics


Learning Activities To investigate place-value concepts for

tens and ones To explore addition of two-digit

numbers To make up and solve a variety of

number stories To introduce the “What’s My Rule?”

routine To introduce fact-finding strategies To review coin values, measurements

and time To develop procedures for

addition/subtraction problems To introduce My Reference Book To sort attribute blocks by attribute

rules To extend their familiarity with

polygons To identify 3-D shapes To explore symmetrical shapes

Learning Activities To develop the concepts of point and line

segment. To identify, name, and classify polygons. To observe similarities and differences among 3D

shapes. To explore symmetry. To introduce and practice array models. To review strategies for solving addition and

subtraction problems. To develop procedures for multiplication/division

problems. To describe patterns that result from skip counting

by 2s, 5s, and 10s. To build mental arithmetic skills for adding 1-digit

and multi-digit numbers. To make frequency tables, line plots, and bar

graphs from real-life data. To review basic fraction concepts, use fractions to

name parts of the whole and of a collection, find pairs of equivalent fractions, and solve number stories involving fractions.

Resources Everyday Math Resource boxes, Workbooks, Masters, Assessment and Lesson Guides Additional resources for measuring weight and length, time (calendars and clocks) and temperature

(thermometers); counters, dice, money; base-10 blocks, pattern templates.



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Trimester 3 Subject: Mathematics Grade Level: 1 & 2 Unit Topics: Everyday Math Grade 1: Units 8-10 Grade 2: Units 9-12 Unit Lengths: Approx. 4 weeks / unit


Grade 1 Operations and Algebraic Thinking 1.0A Represent and solve problems involving addition and subtraction Use up to three whole numbers totaling no more than 20, to solve word problems, by using objects, drawings and equations with a symbol. 1.OA.1, 1.OA.2 Understand and apply properties of operations and the relationship between addition and subtraction: Understand the commutative property of addition e.g. 4 + 5 = 5 + 4, and subtraction is an unknown-addend problem, e.g. subtract 10 – 8 by finding the difference (2) or knowing all the number bonds to ten 9+1, 8+2 etc. 1.OA.3, 1.OA.4 Add and Subtract within 20 Use strategies including counting forward and backwards, decomposing numbers to create easier, equivalent sums, e.g. 8+6 = 8+2+4 = 10+4 = 14; understanding the commutative properties of addition and subtraction e.g. knowing that 8 + 4 = 12, one knows 12 – 8 = 4. 1.OA.5, 1.OA.6 Work with addition and subtraction Understand the meaning of the +, - and = symbols and if equations are true of false. Determine ‘missing’ numbers in an equation, e.g. 8 + ? = 11. 1.OA.7, 1.OA.8 Number and Operations in Base Ten 1.NBT Extend the counting sequence Count, read and write to 120. 1.NBT.1 Understand place value Tens and units; compare two digit numbers using >, = and < symbols 1.NBT.2, 1.NBT 3 Use place value understanding and properties of operations to add and

Grade 2 Operations and Algebraic Thinking 2.0A Represent and solve problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.12.OA.A.1 Add and subtract within 20. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.B.2 Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2.OA.C.3 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2.OA.C.4 Number and Operations in Base Ten 2.NBT Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 2.NBT.A.1 Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a "hundred." 2.NBT.A.1.A The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.A.1.B Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.A.2









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subtract: add within 100 (adding a two digit and one digit number, or a two digit and a multiple of 10 e.g. 24+7 or 24+20). Understand one adds tens and tens and ones and ones, sometimes being necessary to compose a ten. Mentally know ten more or ten less. Subtract multiples of ten from multiples of ten e.g. 90-30 1.NBT.2a, 1.NBT.2b, 1.NBT.2c Measurement and Data 1.MD Measure lengths indirectly and by iterating length units: measure and compare lengths of objects using whole numbers, understand and express length measurement using correct vocabulary and standard and non-standards units of measure, e.g. ruler, hand width, piece of paper. Introduction to simple non-standard measurement of mass and volume. 1.MD.1, 1.MD.2 Tell and write the time on analogue and digital faces, to the hour and half hour. 1.MD.3 Represent and interpret data: organize, represent and interpret data for up to three categories, and ask and answer questions based on their data presentations. 1.MD.4 Geometry 1.G Reason with shapes and their attributes: recognize and distinguish defining attributes of two and three dimensional shapes. 1.G.1 Compose 2D and 3D shapes to create a composite image and compose new ones from the composite shape. 1.G.2 Partition circles, rectangles or squares into equal portions and use relevant vocabulary, describing the whole as two halves or four quarters. Understand this decomposition creates smaller equal shares. 1.G.3

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.A.3 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.A.4 Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.B.5 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.B.6 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.B.7 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 2.NBT.B.8 Explain why addition and subtraction strategies work, using place value and the properties of operations.1 2.NBT.B.9 Measurement and Data 2.MD Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.A.1 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.2 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.A.3 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.A.4 Relate addition and subtraction to length. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.B.5













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Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. 2.MD.B.6 Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.C.7 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 2.MD.C.8 Represent and interpret data. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.D.9 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1using information presented in a bar graph. 2.MD.D.10 Geometry 2.G Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.A.1 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.A.2 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. 2.G.A.3


Assessment Tasks End of Unit Assessments – Units 8, 9,

10 End of Unit Math Projects End of Year Assessment Oral questioning in daily classes Daily lesson marking IXL weekly Analytics

Assessment Tasks End of Unit Assessments – Units 9, 10, 11 & 12 End of Unit Math Projects End of Year Assessment Test Oral questioning in daily classes Daily lesson marking IXL weekly Analytics










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Learning Activities To extend work with money to

include dollars To extend place-value concepts to

hundreds To continue to develop an

understanding of fractional parts of the whole

To reinforce counting. Adding and subtracting with 10s and 1s

To extend fraction concepts to fractions other than unit fractions

To use region models to compare fractions

To introduce the concept of equivalent fractions

To analyze height data collected To measure progress through daily

reviews, reminders and assessment activities

To send home summer vacation Math activities to families

Learning Activities To review measuring with yards and meters. To measure longer distances. To develop the concepts of perimeter and area. To know units of weight. To review notation and equivalencies for money

amounts. To provide experience with comparing prices,

estimating costs, and making change. To develop and extend place-value concepts. To review addition and subtraction algorithms using

sums of money. To introduce and practice the trade-first subtraction

algorithm. To solve multiplication and division number stories. To practice multiplication and division facts using a

products table and fact families. To review time equivalencies and calendar facts; to

read times in different ways and show time on a clock face.

To show events on a timeline. To review and extend shortcuts and strategies for

learning multiplication and division. To collect and analyze data related to measurement,

using line plots, frequency tables, and bar graphs; to identify the range, median and mode.

Resources Everyday Math Resource boxes, Workbooks, Masters, Assessment and Lesson Guides Additional resources for measuring weight and length, time (calendars and clocks) and temperature

(thermometers); counters, dice, money; base-10 blocks, pattern templates.

Subject: Science Trimester 1

Unit Topics and lengths: Plant and Animal Survival 8 lessons + assessment

Stage 1 – Common Core Domains

Grade 1 (Grade 2 curriculum being taught, but these standards may be referenced):

Grade 2 2-LS2-1 Ecosystems: Interactions, Energy, and Dynamics Plan and conduct an investigation to determine if plants need sunlight and water to grow.

https://www.nextgenscience.org/pe/2-ls2-1-ecosystems-interactions-energy-and-dynamics


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1-LS1-2 From Molecules to Organisms: Structures and Processes

Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

1-LS3-1 Heredity: Inheritance and Variation of Traits

Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

2-LS2-2 Ecosystems: Interactions, Energy, and Dynamics

Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

2-LS4-1 Biological Evolution: Unity and Diversity

Make observations of plants and animals to compare the diversity of life in different habitats.

Essential Questions What kind of living things are there? What do animals and plants need to survive? How do plants and animals depend on each other? Why do some plants and animals live in some places and not others? How do plants and animals survive in a rainforest? How do plants and animals survive in a desert? How do plants and animals survive in a pond? How do plants and animals survive in an ocean?


Assessment Tasks TCI assessment activities within each lesson and at end of unit.


Learning Activities Use TCI interactive learning tools and science kit resources for every lesson in unit, including:

Conduct experiments Record observations and data Interpret and discuss findings. Draw conclusions

Resources www.teachtci.com – teacher led TCI presentations Bringing Science Alive! Exploring Science Practices, TCI (2015) Bringing Science Alive! Exploring Science Practices

Interactive Student Notebook, TCI (2015) TCI Science kit resources, clipboards, magnifying glasses, soil, measuring sticks Selected other resources from the internet, classroom and school libraries as needed

Subject: Science

Trimester 2

https://www.nextgenscience.org/pe/1-ls1-2-molecules-organisms-structures-and-processes

https://www.nextgenscience.org/pe/1-ls1-2-molecules-organisms-structures-and-processes

https://www.nextgenscience.org/pe/1-ls3-1-heredity-inheritance-and-variation-traits

https://www.nextgenscience.org/pe/1-ls3-1-heredity-inheritance-and-variation-traits



https://www.nextgenscience.org/pe/2-ls4-1-biological-evolution-unity-and-diversity

http://www.teachtci.com/

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Unit Topic and lengths: Materials and their Uses 6 lessons + assessment


Grade 1

(Grade 2 curriculum being taught, but these standards may be referenced):

K-2-ETS1-1 Engineering Design

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.


Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.


Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Grade 2

2-PS1-1 Matter and Its Interactions

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.


Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.*


Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.


Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Essential Questions What is everything made of? How are liquids and solids different? How are liquids and solids used for different purposes? How can some materials be reused? What happens when materials are mixed? What happens when materials are heated or cooled?


Assessment Tasks Lesson Games: students test their understanding of key concepts with educational games. Interactive Student Workbooks: students record their understanding of both the readings and

activities. Review during lessons to gauge students’ understanding. Vocabulary Cards: students check their understanding of the key vocabulary terms with digital flip

cards.

https://www.nextgenscience.org/pe/k-2-ets1-1-engineering-design



https://www.nextgenscience.org/pe/2-ps1-1-matter-and-its-interactions




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Class Participation: opportunities embedded in lessons to check students’ understanding. TCI assessment tool for every lesson.


Learning Activities TCI interactive learning tools and science kit resources for every lesson in unit, including:

Conduct experiments Record observations and data Interpret and discuss findings. Draw conclusions


Interactive Student Notebook, TCI (2015) TCI Science kit resources Selected other resources from the internet, classroom and school libraries as needed

Subject: Science

Trimester 3 Unit Topic and length: Earth’s Surface 7 lessons + assessment


Grade 1

Grade 2 curriculum being taught, but these standards may be referenced):

1-ESS1-1 Earth's Place in the Universe

Use observations of the sun, moon, and stars to describe patterns that can be predicted.


Make observations at different times of year to relate the amount of daylight to the time of year.

Grade 2


Use information from several sources to provide evidence that Earth events can occur quickly or slowly. 2-ESS2-1 Earth's Systems Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*

2-ESS2-2 Earth's Systems

Develop a model to represent the shapes and kinds of land and bodies of water in an area.

2-ESS2-3 Earth's Systems

Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Essential Questions What’s on Earth’s surface? What kinds of land and water are found on Earth?


https://www.nextgenscience.org/pe/1-ess1-1-earths-place-universe



https://www.nextgenscience.org/pe/2-ess2-1-earths-systems



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How do maps show land and water? How does Earth’s surface change? How do earthquakes and volcanoes change the land? How do wind and water change the land? How can problems caused by wind and water be solved?


Assessment Tasks TCI assessment activities within each lesson and at end of unit.


Learning Activities TCI interactive learning tools and science kit resources for every lesson in unit, including:

conduct experiments record observations and data interpret and discuss findings. Draw conclusions


Interactive Student Notebook, TCI (2015) TCI Science kit resources Selected other resources from the internet, classroom and school libraries as needed

Subject: SOCIAL STUDIES

TRIMESTER 1 Unit Topic: My School and Family

Stage 1 – Desired Results

MCREL Domains History (H) Geography (G) Civics (C) Economics (E)

Student Outcomes (numbers refer to MCREL Standards)

Grade 1 C.1.1.2 Discuss roles of people who hold positions of authority C.2.1.3 Demonstrate ways of being a good citizen in multiple settings C.3.1.1 Explain why rules, laws, and consequences are needed C.3.1.2 Describe ways people improve communities C.3.1.3 Describe ways classrooms and schools work to accomplish common tasks and establish responsibilities

Grade 2 C.1.2.2 Describe roles and responsibilities of people in authority in local communities C.2.2.3 Describe roles and responsibilities of individuals in a democracy C.3.2.1 Interpret rules and laws as they relate to students C.3.2.2 Examine successful and unsuccessful attempts to improve communities


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C.3.2.3 Describe ways communities work to accomplish common tasks and establish responsibilities

Essential Questions How do we get along in school? Why is it important to learn from each other? Why do schools have rules? Who works at our school? How are we good helpers at school?


Assessment Tasks

Lesson Games: students test their understanding of key concepts with educational games. Interactive Student Workbooks: students record their understanding of both the readings and


cards. Class Participation: opportunities embedded in lessons to check students’ understanding. TCI assessment tool for every lesson.


Work together to draw a picture and discover the value of cooperating to complete a task. Illustrate another example of how we can get along in school, especially when conflicts arise. Complete questionnaires that reveal your own interests and special talents. Practice appropriate

ways to talk and listen. Color gift boxes to express in code our classmates unique personalities. Play a game without rules to discover why rules are needed. Read about four reasons for such rules. Illustrate one class rule and the consequences of breaking it. Act out the roles of school staff based on photos and recordings of each person describing his/her

job and skills. Create a class book about the people who work in our school. Explore four citizenship situations at school and discuss three options for each case before choosing

the best way to be a good helper. Create awards for people who have been good helpers at our school.

Resources www.teachtci.com – teacher led TCI presentations My School and Family, TCI (2016) My School and Family Interactive Notebook, TCI (2016) First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Selected other resources from the internet, classroom and school libraries as needed Art and craft materials Recording equipment (phone/camera/webcam)


TRIMESTER 2


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Unit Topic: My School and Family (continued)




Grade 1 G.8.1.1 Use map keys, legends, symbols, compass rose, and directional words to show a relationship between places G.8.1.2 Use maps, globes, and photographs to describe the physical and human characteristics of a familiar place G.8.1.3 Construct and label maps of familiar places G.9.1.2 Discuss how cultural characteristics create diversity in a community, place, or region H.12.1.1 Explain ways family and school have changed using chronological terms (e.g., yesterday/past, today/present, tomorrow/future) H.12.1.3 Compare present day families, objects, and events with those in the past using visual representations, news stories, and artifacts (e.g. daily life tasks, food, clothing, transportation, communication, recreation)

Grade 2 G.8.2.1 Use map keys, legends, symbols, intermediate directions, scale, and compass rose to derive information from maps G.8.1.2 Use geographic representations to describe the physical and human characteristics of a community G.8.2.3 Construct and label maps of familiar and unfamiliar places H.12.2.1 Create historical narratives using chronological sequences of related events in the community or region (e.g., founding of the town, construction of an important building) H.12.2.2 Create timelines to understand the development of the local community (e.g., founding, growth) H.12.2.3 Compare life in your community past and present using maps, photographs, news stories, artifacts, or interviews (e.g. transportation, communication, recreation, jobs, housing) H.12.2.4 Investigate ways individuals, groups, and events have shaped one’s community

Essential Questions What is a map? What was school like long ago? What groups do we belong to? How are families special? What do families need and want?






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In a Social Studies Skill Builder, students practice reading a classroom map, its key, and a compass rose.

In a Response Group activity, students view and read about school-related artifacts from the past, discussing their use.

In a Social Studies Skill Builder, students examine pictures and categorize them into groups as school, family, or community. They then read about and recognize the different type of groups to which they belong.

In a Writing for Understanding activity, students read about different family members, types of homes, and family activities. They then create a book to share how their own families are special.

In a Problem-Solving group work activity, students create triaramas (three-dimensional scenes) that depict what families would need and want on a camping trip, and then explain why selected items are needs or wants.

Resources www.teachtci.com – teacher led TCI presentations My School and Family, TCI (2016) My School and Family Interactive Notebook, TCI (2016) First Atlas for Sierra Leone Schools, MacMillan (1993) Wall maps and a globe of the world showing countries and continents Social Studies and the Environment, Conservation Society of Sierra Leone Selected other resources from the internet, classroom and school libraries as needed Triarama materials.


TRIMESTER 3 Unit Topic: My School and Family (continued)




Grade 1 and label maps of familiar places G.9.1.2 Discuss how cultural characteristics create diversity in a community, place, or region H.12.1.1 Explain ways family and school have changed using chronological terms (e.g., yesterday/past, today/present, tomorrow/future) H.12.1.3 Compare present day families, objects, and events with those in the past using visual representations, news stories, and artifacts (e.g. daily life tasks, food, clothing, transportation, communication, recreation)

Grade 2 H.12.2.1 Create historical narratives using chronological sequences of related events in the community or region (e.g., founding of the town, construction of an important building) H.12.2.2 Create timelines to understand the development of the local community (e.g., founding, growth) H.12.2.3 Compare life in your community past and present using maps, photographs, news stories, artifacts, or interviews (e.g. transportation, communication, recreation, jobs, housing)


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H.12.2.4 Investigate ways individuals, groups, and events have shaped one’s community

Essential Questions How do family members care for each other? How do families change over time? Where do families live? What are family traditions? What do good neighbors do? Have we been good citizens throughout the year?






In a Response Group activity, students sort family pictures into three categories of caring for each other—helping each other, sharing knowledge, and spending time together.

In a Visual Discovery activity, students explore what happens when people grow older. They also learn some reasons why families change in size.

In a Writing for Understanding activity, students will compare and contrast where they live to the places in four videos.

In an Experiential Exercise, students explore the term tradition and then experience family traditions for birthdays and holidays from two different cultures.

In a Problem-Solving group work activity, groups of four illustrate and assemble puzzles that show examples of actions good neighbors take.

Students learn about how they can be a good citizen throughout the year. Students use the Lesson Game and Vocabulary Cards in this lesson to study for the whole course summative assessment.

Resources www.teachtci.com – teacher led TCI presentations My School and Family, TCI (2016) My School and Family Interactive Notebook, TCI (2016) First Atlas for Sierra Leone Schools, MacMillan (1993) Wall maps and a globe of the world showing countries and continents Social Studies and the Environment, Conservation Society of Sierra Leone Selected other resources from the internet, classroom and school libraries as needed Puzzles Pictures/photos of their families + other families


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Grade 3&4 English Language Arts Trimester 1

GRADE 3 Unit Length: 11 Weeks

STAGE 1 – GENERAL LEARNING OUTCOMES (US COMMON CORE DOMAINS)

Common Core Domains

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions from the text (R1)

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Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas (R2)

Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3)

Interpret words and phrases as they are used in text, including determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning or tone (R4)

Assess how point of view or purpose shapes the content and style of a text (R6)

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take (R9)

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences (W3)

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W4)

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (W5)

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others (W6)

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation (W7)

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, build on others’ ideas and expressing their own clearly and persuasively (SL1)

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience (SL4)

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate (SL6)

Demonstrate command of the conventions for standard English grammar and usage when writing or speaking (L1)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (L2)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate (L4)

Intended Learning Outcomes (Specific US Common Core Standards by Number)

Students will:

Demonstrate understanding of a story and its characters (RL3.1, RL3.2, RL3.3, RL3.4, RL3.5, RL3.6)

Identify themes, settings, and plots of stories (RL3.9, RI3.4)

Write an organized, clear story or piece of informative writing using evidence and appropriate vocabulary (W3.1, W3.2, W3.3, W3.4, W3.5)

Use technology to publish writing and for research (W3.6, W3.10)

Contribute to a group discussion and present an idea verbally (SL3.1, SL3.4, SL3.6)

Use standard English conventions such as capitalization and punctuation in all writing (L3.2, L3.4)

Essential Questions:

How can inferences and interpretation of a text be supported by evidence?

How can the theme of a novel be identified and analyzed through the course of a story?

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How can a piece of writing convey ideas and/or analysis?

How can the writing process inform and improve my writing?

How do conventions in writing improve communication?

How do discussions help develop the understanding of a text, theme, or character?

How do digital, multimedia and visual presentations aid in the analysis of a topic, text or theme?

How do context clues, peer discussion, and a dictionary help in the understanding of a word and how to use it appropriately in speaking and writing?

STAGE 2 – ASSESSMENT EVIDENCE

Assessment Tasks

Describe a chapter and how it fits into the story by identifying what happens before and after in a piece of writing or a visual format with captions

Compare two novels by the same author in an informative piece of writing

Write a narrative that includes dialogue

Submit writing pieces that are typed on a computer

Create and deliver a presentation about a library book read independently

Use new vocabulary in writing and speaking

Additional tests/quizzes as needed

Self-assessment on completion of unit

STAGE 3 – LEARNING PLAN

Learning Activities

Understand learning objectives for the unit and each lesson

Research the authors of our novels

Make predictions about a novel after looking at the novel cover, blurb, and author

Read, discuss and analyze the class novels as we read them

Practice speaking in formal English during discussions

Create diagrams, drawings and concept maps as well as written answers to analysis and comprehension questions.

As we read, make predictions about what you think will happen and why

Summarize the novel after we have finished and identify the conflict in the story

Group work to discuss themes, explore characters and their interactions, and to create a character analysis

As a group create a plot diagram and continue to add to it as the story develops

Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing

Play vocabulary games and spelling games

Explore 6+1 traits of writing through activities covering each trait

Practice grammar and conventions using IXL and workbooks

Keep a writing journal

Go over expectations and practice giving presentations

Read independently using the class and school libraries as well as RazKids online

Resources

Busybody Nora

The Boxcar Children, Gertrude Chandler Warner, 1977

Reading A-Z

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English Language Arts Trimester 2 GRADE 3 Unit Length: 1 Trimester


Common Core Domains




Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole (R5)














Students will:











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Assessment Tasks




Create and deliver a presentation about a book read in class





Learning Activities














Use Microsoft Word to publish assessed writing pieces




Resources

The Mouse and the Motorcycle, Beverly Cleary

Ramona Quimby, Age 8, Beverly Cleary

Reading A-Z

Traits of Writing, Ruth Culham (2003)

Selected other resources from the classroom and school libraries as well as online as needed



Common Core Domains

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Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole (R5)














Students will:















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Assessment Tasks




Create and deliver a presentation about a book read in class





Learning Activities














Use Microsoft Word to publish assessed writing pieces




Resources

Charlotte’s Web, EB White (1952)

Ramona Quimby, Age 8, Beverly Cleary

Reading A-Z

Traits of Writing, Ruth Culham (2003)

Selected other resources from the classroom and school libraries as well as online as needed



Common Core Domains Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text (R1) Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and ideas (R2) Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3)

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Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone (R4)

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole (R5)

Assess how point of view or purpose shapes the content and style of a text (R6) Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take (R9) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence (W1) Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content (W2) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences (W3) Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience (W4) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

(W5) Use technology, including the Internet, to produce and publish writing and to interact and collaborate with

others (W6) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames

(a single sitting or a day or two) for a range of tasks, purposes, and audiences (W10) Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively (SL1) Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and

the organization, development, and style are appropriate to task, purpose, and audience (SL4) Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English

when indicated or appropriate (SL6) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing (L2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate (L4)

Student Outcomes (the numbers refer to Common Core Standards)

Students should be able to: Demonstrate understanding of a story or nonfiction writing using evidence from the text (RL4.1) (RL4.2) (RL4.3)

(RL4.4) (RL4.5) (RL4.6) Identify themes, settings, and plots of stories (RL4.9) (RI4.4) Write an organized, clear story or piece of informative writing using evidence and appropriate vocabulary

(W4.1) (W4.2) (W4.3) (W4.4) (W4.5) Use technology to publish writing, and for research (W4.6) (W4.10) Contribute to a group discussion and present an idea verbally (SL4.1) (SL4.4) (SL4.6) Use standard English grammar such as capitalization and punctuation in all writing (L4.2) (L4.4)

Essential Questions How are inferences and interpretation of a text supported by evidence? How can the theme of a novel be identified and analyzed through the course of the story? How can a piece of writing convey ideas and/or analysis? How can the writing process improve my writing? How do conventions in writing improve communication? How do discussions help develop in the understanding of a text, theme or character? How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately

in speaking and writing?

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Assessment Tasks

Create a timeline of events within a novel using a visual or multimedia format Compare how themes and topics are explored in different novels or short stories in an informative piece of

writing Write a narrative with dialogue, transitional words and a conclusion Publish all major writing pieces, after editing them Create and deliver an organized and detailed presentation about a library book read independently Use new vocabulary in writing and speaking Additional tests/quizzes as needed Self-assessment on completion of unit


Learning Activities Understand learning objectives for the unit and each lesson Research the authors of our novels After looking at the novel cover, blurb and author make predictions about the novel Read, discuss and analyze the class novels as we read them Babe: The Gallant Pig & Cricket in Times Square Practice speaking in formal English during discussions Create diagrams, drawings and concept maps, as well as written answers to analysis and comprehension

questions Make predictions as we read about what you think will happen and why Summarize the novel after we have finished and identify conflict in the story Group work to discuss themes, explore characters and their interactions, and to create a character analysis As a group create a plot diagram and continue to add to it as the story develops Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing Play vocabulary games and spelling games Explore 6+1 traits of writing through activities covering each trait Use Microsoft word to publish assessed writing pieces Practice grammar and conventions using IXL and workbooks Go over expectations and practice giving presentations Read independently using the class and school libraries Watch the movie of the novel, where available

Resources Babe: The Gallant Pig, Dick King-Smith (2001) Cricket in Times Square, George Selden (1960) Grade 4 Writing Skills, Harcourt (2006) Grade 4 Vocabulary, Spectrum (2004) Grade 4 Reading, Spectrum (2007) Narrative Writing, Saddleback Educational Publishing (2013) Traits of Writing, Ruth Culham (2003) 730 Journal Prompts, The Education Center (1999) Thinking Critically About…, New Path Learning Graphic Organizers (2009) Dictionary and Thesaurus for Students, Webster’s Second Edition (2011) Selected other resources from the classroom and school libraries as needed



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details and ideas (R2) Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3) Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone (R4) Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text

(e.g. a section, chapter, scene, or stanza) relate to each other and the whole (R5) Assess how point of view or purpose shapes the content and style of a text (R6) Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
















(RL4.4) (RL4.5) (RL4.6) Identify themes, settings, and plots of stories (RL4.9) (RI4.4) Write an organized, clear story or piece of informative writing using evidence and appropriate vocabulary

(W4.1) (W4.2) (W4.3) (W4.4) (W4.5) Use technology to publish writing, and for research (W4.6) (W4.10) Contribute to a group discussion and present an idea verbally (SL4.1) (SL4.4) (SL4.6) Use standard English grammar such as capitalization and punctuation in all writing (L4.2) (L4.4)

Essential Questions How are inferences and interpretation of a text supported by evidence? How can the theme of a novel be identified and analyzed through the course of the story?

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How can a piece of writing convey ideas and/or analysis? How can the writing process improve my writing? How do conventions in writing improve communication? How do discussions help develop in the understanding of a text, theme or character? How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately



Assessment Tasks

Create a timeline of events within a novel using a visual or multimedia format, then use this to write a summary of the novel

Compare how themes and topics are explored in different novels or short stories in an informative piece of writing

Write a narrative with dialogue, transitional words and a conclusion Publish all major writing pieces, after editing them Create and deliver an organized and detailed presentation about a novel read in class Use new vocabulary in writing and speaking Additional tests/quizzes as needed Self-assessment on completion of unit


Learning Activities Understand learning objectives for the unit and each lesson Research the authors of our novels After looking at the novel cover, blurb and author make predictions about the novel Read, discuss and analyze the class novels as we read them Because of Winn-Dixie and Ben and Me Practice speaking in formal English during discussions Create diagrams, drawings and concept maps, as well as written answers to analysis and comprehension


Resources Because of Winn-Dixie, Kate DiCamillo (2000) Ben and Me, Robert Lawson (1939) Grade 4 Writing Skills, Harcourt (2006) Grade 4 Vocabulary, Spectrum (2004) Grade 4 Reading, Spectrum (2007) Narrative Writing, Saddleback Educational Publishing (2013) Traits of Writing, Ruth Culham (2003) 730 Journal Prompts, The Education Center (1999) Thinking Critically About…, New Path Learning Graphic Organizers (2009) Dictionary and Thesaurus for Students, Webster’s Second Edition (2011)

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Selected other resources from the classroom and school libraries as needed

English Language Art TRIMESTER 3 GRADE 4 Unit Length: 1 Trimester






















(RL4.4) (RL4.5) (RL4.6) Identify themes, settings, and plots of stories (RL4.9) (RI4.4)

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Write an organized, clear story or piece of informative writing using evidence and appropriate vocabulary (W4.1) (W4.2) (W4.3) (W4.4) (W4.5)

Use technology to publish writing, and for research (W4.6) (W4.10) Contribute to a group discussion and present an idea verbally (SL4.1) (SL4.4) (SL4.6) Use standard English grammar such as capitalization and punctuation in all writing (L4.2) (L4.4)




Assessment Tasks

Write a summary and opinion piece about both novels read this trimester Write a narrative with dialogue, ideas with supporting details, transitional words and a conclusion Publish all major writing pieces, after editing and redrafting them Create and deliver an organized and detailed presentation about a book read in class Use new vocabulary in writing and speaking Additional tests/quizzes as needed Self-assessment on completion of unit


Learning Activities Understand learning objectives for the unit and each lesson Research the authors of our novels After looking at the novel cover, blurb and author make predictions about the novel Read, discuss and analyze the class novels as we read them Because of Winn-Dixie and Ben and Me Practice speaking in formal English during discussions Create diagrams, drawings and concept maps, as well as written answers to analysis and comprehension


Resources Dear Mr. Henshaw, Beverly Clearly (1983) The Little Prince, Antoine de Saint Exupery (1943) Grade 4 Writing Skills, Harcourt (2006) Grade 4 Vocabulary, Spectrum (2004) Grade 4 Reading, Spectrum (2007)

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Narrative Writing, Saddleback Educational Publishing (2013) Traits of Writing, Ruth Culham (2003) 730 Journal Prompts, The Education Center (1999) Thinking Critically About…, New Path Learning Graphic Organizers (2009) Dictionary and Thesaurus for Students, Webster’s Second Edition (2011) Selected other resources from the classroom and school libraries as needed

MATH TRIMESTER 1 GRADE 3 Unit Length: 1 Trimester


Common Core Domains

Represent and solve problems involving multiplication and division

Understand properties of multiplication and the relationship between multiplication and division

Multiply and divide within 100

Solve problems including the four operations, and identify and explain patterns in arithmetic

Use place value understanding and properties of operations to perform multi-digit arithmetic

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects

Represent and interpret data

Geometric measurement: understand concepts of area and relate area to multiplication and addition

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures


Students will:

Interpret products of whole numbers (3.OA.1)

Interpret whole-number quotients of whole numbers (3.OA.2)

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (3.OA.3)

Determine the unknown whole number in a multiplication or division equation relating three whole numbers (3.OA.4)

Apply properties of operations as strategies to multiply and divide (3.OA.5)

Understand division as an unknown-factor problem (3.OA.6)

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations (3.OA .7)

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding (3.OA.8)

Identify arithmetic patterns and explain them using properties of operations (3.OA.9)

Use place value understanding to round whole numbers to the nearest 10 or 100 (3.NBT.1)

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, an/or the relationship between addition and subtraction (3.NBT.2)

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes (3.MD.1)

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3.MD.3)

Recognize area as an attribute of plane figures and understand concepts of area measurement (3.MD.5)

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A square with side length 1 unit, called “a unit square”, is said to have “one square unit” of area, and can be used to measure area (3.MD.5a)

A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. (3.MD.5b)

Measure areas by counting unit squares (3.MD.6)

Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths (3.MD.7a)

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters (3.MD.8)


What is place value and how does it affect numbers?

What is the relationship between addition and subtraction?

What is the relationship between multiplication and division?

How can the size of an object be measured and communicated?

How can a shape be made larger, smaller, flipped, or rotated?

What is a plane?

What is the relationship between angles in a shape?


Assessment Tasks

Ongoing and daily observation of exercises and activities

Everyday Math Unit 1 Test





Learning Activities

Grade 3 Everyday Math Unit 1: Routines, Review, and Assessment

Grade 3 Everyday Math Unit 2: Adding and Subtracting Whole Numbers

Grade 3 Everyday Math Unit 3: Linear Measures and Area

Grade 3 Everyday Math Unit 4: Multiplication and Division

Resources

Everyday Math Grade 3 resources

IXL online practice

Base ten blocks

Pattern Blocks

Fraction cards

Manipulatives

Place Value Charts

Other materials and resources as necessary

Math Trimester 2 GRADE 3 Unit Length: 1 Trimester


Common Core Domains



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Solve problems including the four operations, and identify and explain patterns in arithmetic


Develop understanding of fractions as numbers




Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures

Reason with shapes and their attributes


Students will:

Determine the unknown whole number in a multiplication or division equation relating three whole numbers (3.OA.4)


Understand division as an unknown-factor problem (3.OA.6)


Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding (3.OA.8)

Identify arithmetic patterns and explain them using properties of operations (3.OA.9)

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations (3.NBT.3)

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b (3.NF.1)

Understand a fraction as a number on the number line; represent fractions on a number line diagram (3.NF.2)

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line (3.NF.2.A)

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line (3.NF.2.B)

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line(3.NF.3.A)

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model (3.NF.3.B)

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram (3.NF.3.C)

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (3.NF.3.D)

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes (3.MD.1)


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Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters.

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning (3.MD.7b)

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters (3.MD.8)

Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories (3.G.1)

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (3. G.2)







What is a plane?



Assessment Tasks







Learning Activities

Grade 3 Everyday Math Unit 5: Place Value in Whole Numbers and Decimals

Grade 3 Everyday Math Unit 6: Geometry


Grade 3 Everyday Math Unit 8: Fractions

Resources


IXL online practice

Base ten blocks

Pattern Blocks

Fraction cards

Manipulatives

Place Value Charts


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Common Core Domains





Develop understanding of fractions as numbers





Students will:

Interpret whole-number quotients of whole numbers (3.OA.2)

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (3.OA.3)



Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, an/or the relationship between addition and subtraction (3.NBT.2)

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations (3.NBT.3)

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b (3.NF.1)

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size (3.NF.3)

Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply and divide to solve one-step word problems involving masses or volumes that are given in the same units (3.MD.2)


A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. (3.MD.5b)

Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths (3.MD.7a)

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning (3.MD.7b)

Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning 3.MD.7c)

Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems (3.MD.7d)


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What is a plane?



Assessment Tasks






Learning Activities


Grade 3 Everyday Math Unit 10: Measurement and Data

Grade 3 Everyday Math Unit 11: Probability; Year-Long Projects, Revisited

Resources


IXL online practice

Base ten blocks

Pattern Blocks

Fraction cards

Manipulatives

Place Value Charts




Common Core Domains

Use the four operations with whole numbers to solve problems

Gain familiarity with factors and multiples

Generate and analyze patterns

Generalize place value understanding for multi-digit whole numbers

Use place value understanding and properties of operation to perform multi-digit arithmetic

Understand decimal notation for fractions

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit


Draw and identify lines and angles, and classify shapes by properties of their lines and angles


Students will:

Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations (4.OA.1)

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Find all factor pairs or a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite (4.OA.4)

Generate a number of shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself (4.OA.5)

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right (4.NBT.1)

Read a write multi-digit whole numbers using base-ten numerals, number manes and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place using >, =, and < symbols to record the results of comparisons (4.NBT.2)

Fluently add and subtract multi-digit whole numbers using the standard algorithm (4.NBT.4)

Use decimal notation for fractions with denominators 10 or 100 (4. NF.6)

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols <, =, and > and justify the conclusions (4.NF.7)

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g’ lb, oz; l,ml;hr,min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table (4.MD.1)

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4.MD.2)

Make a line plot to display a data set of measurements in fractions of a unit. Solve problems involving addition and subtraction of fractions by using information presented in line plots (4.MD.4)

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures (4.G.1)

Classify two-dimensional figures based on the presence of absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles (4.G.2)







What is a plane?



Assessment Tasks







Learning Activities

Grade 4 Everyday Math Unit 1:


Grade 4 Everyday Math Unit 3: Multiplication and Division; Number Sentences and Algebra


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Resources


IXL online practice

Base ten blocks

Pattern Blocks

Fraction cards

Manipulatives

Place Value Charts




Common Core Domains

Use the four operations with whole numbers to solve problems

Generalize place value understanding for multi-digit whole numbers

Use place value understanding and properties of operation to perform multi-digit arithmetic

Extend understanding of fraction equivalence and ordering

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers



Geometric measurement: understand concepts of angle and measure angles



Students will:

Multiply or divide to solve word problems involving multiplicative comparison (4.OA.2)

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding (4.OA.3)

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right (4.NBT.1)

Read a write multi-digit whole numbers using base-ten numerals, number manes and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place using >, =, and < symbols to record the results of comparisons (4.NBT.2)

Use place value understanding to round multi-digit whole numbers to any place (4.NBT.3)

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models (4. NBT.5)

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equation, rectangular arrays, and/or area models (4.NBT.6)

Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions (4.NF.1)

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Compare two fractions with different numerators and different denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, = or <, and justify the conclusions (4.NF.2)

Understand a fraction a/b with a>1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (a). Decompose a fraction into a sum of fractions with the same denomination in more than one way, recording each decomposition by an equation. Justify decompositions (b). Add and subtract mixed numbers with like denominators (c). Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators (d). (4.NF.3a,b,c,d)

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b (a). Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number (b). (4.NF.4ab)


Apply the area and perimeter formulas for rectangles in real world and mathematical problems (4.MD.3)


Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. And angel that turns through 1/360 of a circle is called a “one-degree angle” and can be used to measure angles (a). And angle that turns through n one-degree angles is said to have an angel measure of n degrees (b). (4.MD.5ab)

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure (4.MD.6)

Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems (4.MD.7)

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures (4.G.1)

Classify two-dimensional figures based on the presence of absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles (4.G.2)







What is a plane?



Assessment Tasks







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Learning Activities





Resources


IXL online practice

Base ten blocks

Pattern Blocks

Fraction cards

Manipulatives

Place Value Charts




Common Core Domains

Generate and analyze patterns

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers

Understand decimal notation for fractions





Students will:

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself (4.OA.5)

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b (a). Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number (b). Solve word problems involving multiplication of a fraction by a whole number (c). (4.NF.4abc)

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 (4.NF.5)

Use decimal notation for fractions with denominators 10 or 100 (4.NF.6)

Know relative sizes of measurement units within one system of units. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table (4.MD.1)


Apply the area and perimeter formulas for rectangles in real world and mathematical problems (4.MD.3)


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Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry (4.G.3)







What is a plane?



Assessment Tasks







Learning Activities



Grade 4 Everyday Math Unit 11: 3D Shapes, Weight, Volume, and Capacity

Grade 4 Everyday Math Unit 12: Rates

Resources


IXL online practice

Base ten blocks

Pattern Blocks

Fraction cards

Manipulatives

Place Value Charts


SCIENCE TRIMESTER 1 GRADE 3-4 CYCLE 1 Unit Length: 1 Trimester

STAGE 1 – GENERAL LEARNING OUTCOMES (NEXT GENERATION SCIENCE STANDARDS)

DOMAIN: Life Science

Intended Learning Outcomes (Specific Next Generation Science Standard by Number)

Performance Expectation 3-LS2-1. Construct an argument that some animals form groups that help members survive. 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

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3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Disciplinary Core Idea LS2.C: Ecosystem Dynamics, Functioning, and Resilience

When the environment changes in ways that affect a place's physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.

LS2.D: Social Interactions and Group Behavior

Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

LS4.C: Adaptation

For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.

LS4.A: Evidence of Common Ancestry and Diversity

Some kinds of plants and animals that once lived on Earth are no longer found anywhere.

Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments.

LS4.D: Biodiversity and Humans

Populations live in a variety of habitats, and change in those habitats affects the organisms living there


Where do organisms live?

How does living in a group help some animals survive?

How do environments change?

What happens to organisms in changing environments?

How do people learn about extinct organisms?

What do fossils show about environments of long ago?


Assessment Tasks

Create a presentation using Storyboard, Keynote, Powerpoint or other media to demonstrate one environmental change and the effect it had on organisms.

Create a project that explains how scientists (paleontologists in particular) use attributes of fossilized animals to determine probable habitat, diet, and other characteristics.

Chapter tests and quizzes


Learning Activities


Complete a KWL chart at relevant stages throughout the unit

Engage in activities and investigations

Maintain a science journal with vocabulary, notes, and data collected

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Use animal attributes to help determine the environment in which they would best survive as well as answer questions about diet

Gather evidence to construct an explanation about the importance of living in groups for an animal’s survival.

Analyze data so that they are able to recommend a design for a new animal crossing in a state park

Research using the library, classroom resources, interviews and the internet

Present and compare information in written, spoken and visual projects

Watch relevant video clips and interviews

Use TCI interactive website to explore further reading and knowledge check assignments

Grade 3 TCI Unit 1, Lessons 1-6 Resources

www.teachtci.com – students all have their own log in information

Teacher led TCI presentations

Unit 1: Environments and Living Things, TCI (2011)

Selected other resources from the internet, classroom and school libraries as needed



DOMAIN: Physical Science


Performance Expectation 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-PS2-2. Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets

Disciplinary Core Idea PS2.A. Forces and Motion

Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object's speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.)

PS2.B. Types of Interactions

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

Objects in contact exert forces on each other.



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What do forces do?

What happens when forces are balanced or unbalanced?

How can you predict patterns of motion?

What can magnetic forces do?

What can electric forces do?


Assessment Tasks



Learning Activities




Maintain a science journal with vocabulary, notes, and data collected.





Grade 3 TCI Unit 2, Lessons 1-5

Resources



Unit 2: Forces and Motion, TCI (2011)




DOMAIN: Earth Science


Performance Expectation 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.

. 3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Disciplinary Core Idea ESS2.D: Weather and Climate


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Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.

Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.


What makes weather?

How is temperature measured?

How is wind measured?

How are rain and snow measured?

How is weather predicted?

How are weather and climate related?

How does extreme weather affect people?

How can people reduce extreme weather damage?


Assessment Tasks



Learning Activities




Maintain a science journal with vocabulary, notes, and data collected.





Grade 3 TCI Unit 2, Lessons 1-5

Resources



Unit 3: Weather and Climate, TCI (2011)


Social Studies Trimester 1 GRADE 3-4 Unit Length: 1 Trimester




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Understands family life now and in the past, and the importance of democratic values (H1.1, H1.2, H4.4, H4.5, H.4.14)

Understands the characteristics and uses of maps, globes, and other geographic tools (G1.1, G1.2, G1.3) Understands how humans modify the physical environment (G14.1) Understands ideas about civic life, politics, law enforcement and government (C1.1, C1.3, C1.7, C3.1, C3.2) Understands basic features of market structures and exchanges domestically and internationally (E4.4, E2.3)

Essential Questions How are communities different, and how do they change? What tools do geographers use, and how? How are goods made and exchanged? What does a good citizen do?


Assessment Tasks

Create a storyboard explaining the differences between rural, suburban and urban communities Create maps of the classroom, school and playground using grid squares, and all other essential features of a

map Create a project explaining how people use the environment, and how this can change their environment Chapter tests and quizzes Self-assessment at end of unit


Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Examine maps and practice map reading skills Practice making maps and identify the importance of tools such as title, key and compass rose Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create a display explaining how humans interact with their environment using storyboard, clay, and

information Research using the library, classroom resources, interviews and the internet Present and compare information in written, spoken and visual projects Watch relevant video clips and interviews Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons 1 – 5

Resources www.teachtci.com – students all have their own log in information Teacher led TCI presentations Our Community, TCI (2011) Our Community Interactive Notebook, TCI (2011) First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Selected other resources from the internet, classroom and school libraries as needed

SOCIAL STUDIES TRIMESTER 2 GRADE 3-4 Unit Length: 1 Trimester


MCREL Domains


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History (H) Geography (G) Civics (C) Economics (E)


Understands family life now and in the past, and the importance of democratic values (H1.1, H1.2, H4.4, H4.5, H4.14)


Essential Questions How are communities different, and how do they change? What tools do geographers use, and how? How are goods made and exchanged? What does a good citizen do?


Assessment Tasks

Complete a simulation of a factory, and then create a storyboard explaining how a factory operates Create a poster explaining the different jobs people do in our community and the services they offer Create a PowerPoint explaining how to be a smart consumer, include pictures from field trip Explore how Freetown has changed over time and create an interactive timeline Chapter tests and quizzes Self-assessment at end of unit


Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Examine maps and practice map reading skills Practice making maps and identify the importance of tools such as title, key and compass rose Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including storyboards, flow diagrams, Venn diagrams and concept

maps Interview people with different jobs in our school to understand how services are provided in a community Field Trip to Freetown Mall to better understand how and why goods are bought and sold, and how to be a

smart consumer Research using the library, classroom resources, interviews and the internet Present and compare information in written, spoken and visual projects Watch relevant video clips and interviews Use TCI interactive website to explore further reading and knowledge check assignments


Resources www.teachtci.com – students all have their own log in information Teacher led TCI presentations Our Community, TCI (2011) Our Community Interactive Notebook, TCI (2011) First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Storyboards, www.storyboardthat.com Selected other resources from the internet, classroom and school libraries as needed


http://www.storyboardthat.com/

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SOCIAL STUDIES TRIMESTER 3

GRADE 3-4 Unit Length: 1 Trimester




Understands family life now and in the past, and the importance of democratic values (H1.1, H1.2, H4.4, H4.5, H4.14)


Essential Questions How can one person make a difference? How do leaders help their communities? What does a good citizen do? What do communities share?


Assessment Tasks

Students will identify problems their community and propose solutions. Students will conduct a mock demonstration urging community leaders to improve the school playground. Students will create a Good Citizen book recording all the good citizen acts they will perform. Students will discover the economic interdependence of communities by exchanging product cards. Chapter tests and quizzes Self-assessment at end of unit


Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including storyboards, flow diagrams, Venn diagrams and concept

maps Create an award for someone who has helped your community Conduct interviews about being good citizens Design a postcard about an aspect of your community to share with other communities Interview people with different jobs in our school to understand how services are provided in a community Research using the library, classroom resources, interviews and the internet Present and compare information in written, spoken and visual projects Watch relevant video clips and interviews Use TCI interactive website to explore further reading and knowledge check assignments


Resources

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www.teachtci.com – students all have their own log in information Teacher led TCI presentations Our Community, TCI (2011) Our Community Interactive Notebook, TCI (2011) First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Storyboards, www.storyboardthat.com Selected other resources from the internet, classroom and school libraries as needed

Grade 5&6

Trimester 1

Subject: English Language Arts Grade Level: 5 & 6



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Unit Topic: Adventure (Grade 5) / Courage (Grade 6) Unit Length: 12 Weeks













others (W6) Draw evidence from literary or informational texts to support analysis, reflection, and research (W9) Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively (SL1) Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,

and orally (SL2) Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and


when indicated or appropriate (SL6) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

(L1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when



Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression (L6)


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Grade 5 Students should be able to:

Demonstrate understanding of fiction and nonfiction writing using evidence from the text (RL5.1) (RL5.2) (RL5.3) (RL5.4) (RL5.5) (RL5.6)

Compare themes, settings, and plots of different stories (RL5.9) (RI5.4)


Use technology to publish writing, and for research, and demonstrate keyboarding skills (W5.6) (W5.10)

Contribute to a group discussion and present an idea verbally (SL5.1) (SL5.4) (SL5.6)

Use standard English grammar such as correct spelling, capitalization and punctuation in all writing (L5.2) (L5.4)


Analyze and compare fiction and nonfiction pieces of writing (RL6.1)(RL6.2) (RL6.3) (RL6.4) (RI6.1) (RI6.4)

Produce clear, organized and reasoned persuasive, informative and fictional writing (W6.1) (W6.2) (W6.3) (W6.4) (W6.5) (W6.10)

Use technology for research and to publish writing and for research, and demonstrate keyboarding skills (W6.6) (W6.9)

Prepare for, and participate in, discussions and oral presentations, and incorporate visual aids (SL6.1) (SL6.2) (SL6.4) (SL6.5)

Demonstrate a command of formal English in writing and speaking (L6.1) (L6.2) (L6.4) (L6.6)




Assessment Tasks

Grade 5 Compare the structure of two novels and

describe their differences and similarities Compare how themes and topics are explored in

at least two different novels in an informative piece of writing

Create a fictional piece of writing using narrative techniques and with a conclusion that follows the story’s events

Publish all major writing pieces, after editing them

Create and deliver a presentation about a novel in a logically organized format that uses details to support the main ideas

Use new vocabulary in writing and speaking Additional tests/quizzes as needed Self-assessment on completion of unit

Grade 6 Read and analyze two novels determining the

themes and using contextual evidence to support conclusions

Produce a piece of informative writing examining the historical context of one novel read this trimester

Create a presentation explaining the theme of adventure and comparing the two novels, present using appropriate voice, eye contact and pronunciation

Create a piece of fictional writing that engages the reader and uses narrative techniques

Publish all major writing pieces, after editing them Understand and use grade appropriate vocabulary Additional tests/quizzes as needed Self-assessment on completion of unit


Learning Activities Understand learning objectives for the unit and each lesson Research the authors of our novels

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After looking at the novel cover, blurb and author make predictions about the novel Read, discuss and analyze the class novels as we read them - Grade 5: James and The Giant Peach & The Egypt Game - Grade 6: The Heritage Keeper & The Breadwinner Practice speaking in formal English during discussions Create diagrams, drawings and concept maps, as well as written answers to analysis and comprehension

questions Make predictions as we read about what you think will happen and why Summarize the novel after we have finished and identify conflict in the story Group work to discuss themes, explore characters and their interactions, and to create a character analysis Create a plot diagram and continue to add to it as the story develops Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing Play vocabulary games and spelling games Explore 6+1 traits of writing through activities covering each trait Write “Friday Letters” to parents about the week Use Microsoft word to publish assessed writing pieces Use storyboard to create scenes from the novel Act of parts of the novel using skits Read informational text about the novel’s subject matter and discuss Read nonfiction texts to explore the rough historical inspiration for the class novels Practice grammar and conventions using IXL and workbooks Go over expectations and practice giving presentations Read independently using the class and school libraries Watch short videos explaining the context of the novels Watch the movie of the novel, where available

Resources James and the Giant Peach, Roald Dhal (1961) The Egypt Game, Zilpha Keatly Snyder (1967) The Breadwinner, Deborah Ellis (2000) The Heritage Keeper, Jacqueline Leigh (2016) Courts and Cruisers, Jacqueline Leigh (unpublished) The Laws of the Taliban, SlideShare: https://www.slideshare.net/Halligan/the-laws-of-the-taliban The Taliban, Encyclopedia Britannica, https://www.britannica.com/topic/Taliban Newsela.com IXL.com

Grade 5 Writing Skills, Harcourt (2006) Grade 6 Writing Skills, Harcourt (2006) Daily Language Review (Grades 5 and 6), Evan-Moor (2010) Traits of Writing, Ruth Culham (2003) 730 Journal Prompts, The Education Center (1999) Thinking Critically About…, New Path Learning Graphic Organizers (2009) Dictionary and Thesaurus for Students, Webster’s Second Edition (2011) Selected other resources from the classroom and school libraries as needed

Trimester 2 Subject: English Language Arts Grade Level: 5 & 6 Unit Topic: Overcoming Adversity (Grade 5) / Freedom (Grade 6) Unit Length: 12 Weeks


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Analyze and compare fiction and nonfiction pieces of writing (RL6.1)(RL6.2) (RL6.3) (RL6.4) (RI6.1) (RI6.4)

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Assessment Tasks


describe their differences and similarities in a formal piece of writing

Compare how themes and topics are explored in at least two different novels in an informative piece of writing

Write a narrative using narrative techniques and with a conclusion that follows the story’s events






Produce a piece of informative writing examining the historical context of one novel read this trimester

Create a presentation explaining the theme of adventure and comparing the two novels, present using appropriate voice, eye contact and pronunciation




Learning Activities Understand learning objectives for the unit and each lesson Research the authors of our novels After looking at the novel cover, blurb and author make predictions about the novel Read, discuss and analyze the class novels as we read them - Grade 5: Holes & Esperanza Rising - Grade 6: Crispin: The Cross of Lead & The Bronze Bow

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Practice speaking in formal English during discussions Create diagrams, drawings and concept maps, as well as written answers to analysis and comprehension

questions Make predictions as we read about what you think will happen and why Summarize the novel after we have finished and identify conflict in the story Group work to discuss themes, explore characters and their interactions, and to create a character analysis As a group create a plot diagram and continue to add to it as the story develops Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing Play vocabulary games and spelling games Explore 6+1 traits of writing through activities covering each trait Write “Friday Letters” to parents about the week Use Microsoft word to publish assessed writing pieces Use storyboard to create scenes from the novel Act of parts of the novel using skits Read informational text about the novel’s subject matter and discuss Read nonfiction texts to explore the rough historical inspiration for the class novels Practice grammar and conventions using IXL and workbooks Go over expectations and practice giving presentations Read independently using the class and school libraries Watch short videos explaining the context of the novels Watch the movie of the novel, where available

Resources Holes, Louis Sachar (1998) Esperanza Rising, Pam Manoz Ryan (2000) The Bronze Bow, Elizabeth George Speare (1961) Crispin: The Cross of Lead, Avi (2002) Medieval Times, Civilizations of the Past (2012) You wouldn’t want to be a Medieval Knight, Fiona McDonald (2004) You wouldn’t want to live in a Medieval Castle, Fiona McDonald (2009) Ancient Rome, Cultural Atlas for Young People (2007) Ancient Rome, Miles Kelly Publishing (2007) Newsela.com IXL.com


Trimester 3

Subject: English Language Arts Grade Level: 5 & 6 Unit Topic: Discrimination (Grade 5) / Fantasy (Grade 6) Unit Length: 12 Weeks



textual evidence when writing or speaking to support conclusions drawn from the text (R1)

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Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3) Interpret words and phrases as they are used in a text, including determining technical, connotative, and























Analyze and compare fiction and nonfiction pieces of writing (RL6.1)(RL6.2) (RL6.3) (RL6.4) (RI6.1) (RI6.4) (RL6.7)


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in speaking and writing? How do cinematic techniques bring a literary work to life?


Assessment Tasks


describe their differences and similarities in a formal piece of writing

Compare how themes and topics are explored in at least two different novels in an informative piece of writing

Write a narrative using narrative techniques and with a conclusion that follows the story’s events




Grade 6 Read and analyze a major novel determining the


Produce a piece of informative writing examining the differences and similarities between the novel and the movie, and explain how cinematography brought the novel to life

Watch the movie and discuss how the lighting, sound, colors, camera focus and angles affect the viewer’s understanding of the story

Create a piece of fantasy writing that engages the reader and uses narrative techniques



Learning Activities Understand learning objectives for the unit and each lesson Research the authors of our novels After looking at the novel cover, blurb and author make predictions about the novel Read, discuss and analyze the class novels as we read them - Grade 5: Number the Stars & Journey to Jo’Burg - Grade 6: The Hobbit Practice speaking in formal English during discussions

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Create diagrams, drawings and concept maps, as well as written answers to analysis and comprehension questions

Make predictions as we read about what you think will happen and why Summarize the novel after we have finished and identify conflict in the story Group work to discuss themes, explore characters and their interactions, and to create a character analysis As a group create a plot diagram and continue to add to it as the story develops Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing Play vocabulary games and spelling games Explore 6+1 traits of writing through activities covering each trait Write “Friday Letters” to parents about the week Use Microsoft word to publish assessed writing pieces Use storyboard to create scenes from the novel Act of parts of the novel using skits Read informational text about the novel’s subject matter and discuss Read nonfiction texts to explore the rough historical inspiration for the class novels Practice grammar and conventions using IXL and workbooks Go over expectations and practice giving presentations Read independently using the class and school libraries Read as write poetry as part of the celebration of poetry month Watch short videos explaining the context of the novels Watch the movie of the novel, where available Grade 6 will watch the three Hobbit movies by Peter Jackson, discuss the cinematic techniques and compare the

movie to the novel

Resources Journey to Jo’Burg, Beverley Naidoo (1986) Number the Stars, Lois Lowry (1989) The Hobbit, JRR Tolkien (1937) The Hobbit – Motion Picture Trilogy, Directed by Peter Jackson (2014) Newsela.com IXL.com


Trimester 1

Subject: Social Studies

Grade Level: Grades 5 & 6

Unit Topic: Our Community and Beyond (Grade 5) / Introduction to History & Geography (Grade 6)

Unit Length: 12 Weeks


MCREL Domains History (H) Geography (G)

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Civics (C) Economics (E)



Understand the interactions between societies in the Americas, Europe, and Africa and their impacts on each other (H29.1, H29.3, H29.4)

Understand the concept of regions, and the impact of human migration on regions (G5.1, G5.2, G5.3, G9.3, G9.4)

Understand how humans can protect the environment through the use of clean energy (G14.1, G14.3)

Understand the central ideas of constitutional government, and how different countries interact with one another (C8.1, C8.2, C8.3, C22.1)

Understand basic features of market structures and exchanges (E4.3, E4.4, E4.5, E4.6)


Identify patterns of change and continuity in history (H1.4, H2.1)

Understand how major empires arose and were transformed by global trade (H9.5, H9.6, H28.1, H28.2, H34.5)

Understand major global trends from 1000 BC to the present day (H11.1, H11.2, H18.2, H25.1, H37.1)

Demonstrate a knowledge of geographic tools and how to use them, and understands patterns of land use (G1.1, G1.2, G1.4, G3.1, G3.2, G3.3, G3.4)

Understand the idea of nation-states and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)

Understand different economic systems, and the basis of international trade (E2.2, E2.3, E10.3)

Essential Questions What are regions, and how do they change? How does geography affect the way we live? How does global trade affect our economy? How are governments set up and run?

Essential Questions Why do we study history and geography? How has geography influenced the course of

human history? What were the major factors leading to the

creation of civilizations? How has migration influenced the course of

human history?


Assessment Tasks

Grade 5 Create a storyboard explaining the role of

explorers in opening up the world to interactions between societies

Create a travel brochure for a city in West Africa Create a case study of migration examining push

and pull factors Create a project explaining diversity and giving

examples from different regions Chapter tests and quizzes Self-assessment at end of unit

Grade 6 Create accurate maps to show physical and

political geography, and other relevant data Demonstrate an understanding of different types

of sources in a presentation Create a detailed storyboard to explain a major

event in early human history Create a presentation outlining how geography

influenced the settlement of early of humans Chapter tests and quizzes Self-assessment at end of unit


Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Practice making maps and identify the importance of tools such as title, key and compass rose Use the tools of geography to draw conclusions about the relationship between geography and history Read information and discuss together, explain to one another what we understood by the information Present homework research to the group in an informal manner and answer/ask questions

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Discussion of the differences between primary and secondary sources, and what purposes might sources be produced for; to inform, persuade etc.

Create visual representations of material including flow diagrams, Venn diagrams and concept maps Interview a relevant person about diversity (Grade 5) Use a storyboard to show a dialogue representative of an event in history (Grade 6) Research using the library, classroom resources, interviews and the internet Present and compare information in written, spoken and visual projects Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips and interviews Use TCI interactive website to explore further reading and knowledge check assignments

o Grade 5 TCI Lessons 1 – 6 o Grade 6 TCI Lessons:

Ancient World Lessons 1 – 3 Geography Lessons 1 – 2

Resources www.teachtci.com – students all have their own log in information Teacher led TCI presentations Our Community and Beyond, TCI (2011) Our Community and Beyond Interactive Notebook, TCI (2011) Geography Alive: Regions and People, TCI (2008) Geography Alive: Regions and People Interactive Notebook, TCI (2008) History Alive: The Ancient World, TCI (2016) History Alive: The Ancient World Interactive Notebook, TCI (2016) History Alive: The Medieval World, TCI (2017) History Alive: The Medieval World Interactive Notebook, TCI (2017) Newsela.com

IXL.com First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Geography Grade 5, Spectrum (2007) Storyboards, www.storyboardthat.com Selected other resources from the internet, classroom and school libraries as needed

Trimester 2



Unit Topic: Our Community and Beyond (Grade 5) / Middle East & Central Asia (Grade 6)



MCREL Domains History (H) Geography (G) Civics (C)



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Economics (E)


Grade 5 Understands the interactions between societies

in the Americas, Europe, and Africa and their impacts on each other (H29.1, H29.3, H29.4)

Understands the concept of regions, and the impact of human migration on regions (G5.1, G5.2, G5.3, G9.3, G9.4)

Understands how humans can protect the environment through the use of clean energy (G14.1, G14.3)

Understands the central ideas of constitutional government, and how different countries interact with one another (C8.1, C8.2, C8.3, C22.1)

Understands basic features of market structures and exchanges (E4.3, E4.4, E4.5, E4.6)

Grade 6 Can identify patterns of change and continuity in

history (H1.4, H2.1) Understands how major empires arose and were

transformed by global trade (H9.5, H9.6, H28.1, H28.2, H34.5)

Understands major global trends from 1000 BC to the present day (H11.1, H11.2, H18.2, H25.1, H37.1)

Demonstrates a knowledge of geographic tools and how to use them, and understands patterns of land use (G1.1, G1.2, G1.4, G3.1, G3.2, G3.3, G3.4)

Understands the idea of nation-states and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)

Understands different economic systems, and the basis of international trade (E2.2, E2.3, E10.3)


Essential Questions How did geography influence the rise of the first

city-states in Mesopotamia? How did Judaism and Islam originate and develop? What innovations did medieval Muslims make? How can having valuable natural resources affect a

region?


Assessment Tasks

Grade 5 Participate in a discussion about the three

different cultures learned about from interviews, and their differences and similarities

Create a prezi explaining how and why goods are bought and sold, include pictures from field trip

Create a storyboard about using money wisely Create a project explaining global trade, what,

who, why, where and how? Chapter tests and quizzes Self-assessment at end of unit

Grade 6 Create a physical map of Southwest and Central

Asia Create a project explaining the beliefs of either

Judaism or Islam Create a detailed storyboard to explain an

advancement in science, medicine or astronomy made by Muslim scholars

Create a presentation outlining how the discovery of oil has changed one country in the Middle East in the past 100 years

Chapter tests and quizzes Self-assessment at end of unit


Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Examine maps and practice map reading skills Practice making maps and identify the importance of tools such as title, key and compass rose Read information and discuss together, explain to one another what we understood by the information Present homework research to the group in an informal manner and answer/ask questions Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc.

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Create visual representations of material including storyboards, flow diagrams, Venn diagrams and concept maps

Interview three people from different countries, preferably from different continents to understand their culture (Grade 5)

Field Trip to Freetown Mall to better understand how and why goods are bought and sold, and how to be a smart consumer (Grade 5)

Use a storyboard to show a dialogue representative of an event in history (Grade 6) Use IXL to learn about relevant geography, economics, civics and history Research using the library, classroom resources, interviews and the internet Present and compare information in written, spoken and visual projects Watch relevant video clips and interviews Use TCI interactive website to explore further reading and knowledge check assignments

o Grade 5 TCI Lessons 7 – 11

o Grade 6 TCI Lessons

Ancient World Lessons 4 – 6, 11, 12

Medieval World Lessons 7 – 10

Geography Lessons 24 – 26, Mapping Lab Southwest & Central Asia

Resources www.teachtci.com – students all have their own log in information Teacher led TCI presentations Our Community and Beyond, TCI (2011) Our Community and Beyond Interactive Notebook, TCI (2011) Geography Alive: Regions and People, TCI (2008)

Geography Alive: Regions and People Interactive Notebook, TCI (2008)

History Alive: The Ancient World, TCI (2016)

History Alive: The Ancient World Interactive Notebook, TCI (2016)

History Alive: The Medieval World, TCI (2017)

History Alive: The Medieval World Interactive Notebook, TCI (2017)

Newsela.com

IXL.com Prezi.com First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Geography Grade 5, Spectrum (2007) Storyboards, www.storyboardthat.com Selected other resources from the internet, classroom and school libraries as needed

Trimester 3



Unit Topic: Our Community and Beyond (Grade 5) / South Asia (Grade 6)



MCREL Domains History (H) Geography (G)



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Civics (C) Economics (E)


Grade 5 Understands the interactions between societies

in the Americas, Europe, and Africa and their impacts on each other (H29.1, H29.3, H29.4)

Understands the concept of regions, and the impact of human migration on regions (G5.1, G5.2, G5.3, G9.3, G9.4)

Understands how humans can protect the environment through the use of clean energy (G14.1, G14.3)

Understands the central ideas of constitutional government, and how different countries interact with one another (C8.1, C8.2, C8.3, C22.1)

Understands basic features of market structures and exchanges (E4.3, E4.4, E4.5, E4.6)

Grade 6 Can identify patterns of change and continuity in history

(H1.4, H2.1) Understands how major empires arose and were

transformed by global trade (H9.5, H9.6, H28.1, H28.2, H34.5)


Demonstrates a knowledge of geographic tools and how to use them, and understands patterns of land use (G1.1, G1.2, G1.4, G3.1, G3.2, G3.3, G3.4)




Essential Questions How did geography affect early human settlement in

South Asia? What are the origins and beliefs of Hinduism and

Buddhism? What were the significant achievements of the

Gupta Empire? How can people both experience and protect natural

places?


Assessment Tasks

Grade 5 Write a letter to a government official

highlighting a problem in our community and how it could be solved

Role play participating in a public meeting, holding a peaceful demonstration, campaigning for a candidate and voting

Create a case study of an environmental problem and how it is affecting the community

Create a project addressing a global environmental issue

Chapter tests and quizzes Self-assessment at end of trimester

Grade 6 Create physical and political maps of South Asia Create a poster about the main beliefs of either

Buddhism or Hinduism Create a PowerPoint or storyboard about the

significant achievements of the Gupta Empire Write a newspaper article about the effects if the IT

revolution on India Create a project about climbing Mount Everest and

some of the challenges you would face Chapter tests and quizzes Self-assessment at end of unit


Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Examine maps and practice map reading skills Practice making maps and identify the importance of tools such as title, key and compass rose Read information and discuss together, explain to one another what we understood by the information

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Present homework research to the group in an informal manner and answer/ask questions Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Create visual representations of material including storyboards, flow diagrams, Venn diagrams and concept

maps Study an environmental problem and brainstorm how to solve it (Grade 5) Use a storyboard to show a dialogue representative of an event in history (Grade 6) Use IXL to learn about relevant geography, economics, civics and history Research using the library, classroom resources, interviews and the internet Present and compare information in written, spoken and visual projects Watch relevant video clips and interviews Use TCI interactive website to explore further reading and knowledge check assignments

o Grade 5 TCI Lessons 12 – 16

o Grade 6 TCI Lessons

Ancient World Lessons 13 – 18

Geography Lessons 27 – 29

Resources www.teachtci.com – students all have their own log in information Teacher led TCI presentations Our Community and Beyond, TCI (2011) Our Community and Beyond Interactive Notebook, TCI (2011) Geography Alive: Regions and People, TCI (2008) Geography Alive: Regions and People Interactive Notebook, TCI (2008) History Alive: The Ancient World, TCI (2016) History Alive: The Ancient World Interactive Notebook, TCI (2016) History Alive: The Medieval World, TCI (2017) History Alive: The Medieval World Interactive Notebook, TCI (2017) Newsela.com

IXL.com Prezi.com First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Geography Grade 5, Spectrum (2007) Storyboards, www.storyboardthat.com Selected other resources from the internet, classroom and school libraries as needed

Trimester 1

Subject: Math Grade Level: 5, 6 Unit Topic: Geometry Unit Length: 30 lessons


Common Core Domains Geometry

Student Outcomes (Common Core Standards)

Grade 5 Use the coordinate system to describe shapes and make graphs (6.G.A.1, 6.G.A.2, 6.G.B.3)

Grade 6 Find area and volume of common shapes and prisms(6.G.A.1, 6.G.A.2, 6.G.A.3, 6.G.A.4 )

Essential Questions







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How are shapes made? How are shapes defined? What does it mean to be two dimensional? How can the size of an object be measured and communicated?


Assessment Tasks

Grade 5 Plot figures using the first quadrant of a

coordinate plane and identify the vertices using coordinate pairs (x,y).

Classify shapes in a hierarchy (e.g. an equilateral triangle is 1. A triangle 2. An acute triangle 3. All sides are equal) (e.g. a rhombus is 1. A quadrilateral 2. A parallelogram 3. Has equal opposing angles with one pair acute and the other obtuse)

Grade 6 Calculate area and volume of two and three dimensional

figures.

Draw two dimensional figure on a coordinate plane and

calculate edge lengths.

Model three dimensional figures using nets and calculate area and volume of those shapes.


Learning Activities Make an ongoing glossary in students own words of the terms: point; line; ray; line segment; angle; vertices;

perpendicular; parallel; right angle; acute angle; obtuse angle; polygon; regular polygon; irregular polygon; triangle; right triangle; acute triangle; obtuse triangle; equilateral triangle; quadrilateral; square; rectangle; rhombus; trapezoid; parallelogram; pentagon; hexagon; heptagon; octagon; nonagon; decagon; axis; coordinate plane; symmetry

Grade 5 Everyday Math Units 1 and 3 Grade 6 Everyday Math Unit 5, and 10 Sort shapes into Venn Diagrams Connect the dots to make shapes using coordinate pairs to indicate location of vertices and a coordinate plane Make tessellation (art integration) Draw and name points, lines, rays, and segments. Identify and draw perpendicular and parallel lines. (1week) Plot coordinates on the MPR floor using the tile lines as grid lines.

Resources

Everyday Math (EM) Student Reference Book

EM Student Math Journal (Grade 5, Unit 1 and Unit 3 Grade 6 Unit 5 and Unit 10)

EM Geometry Template

EM Geometry Manipulatives

Trimester 2

Subject: Math Grade Level: 5, 6 Unit Topic: Measurement Unit Length: 1 Trimester


Common Core Domains Measurement and Data


Grade 5 (5.MD.A) convert measurement units within a

measurement system. (5.MD.B) Represent and interpret data.

Grade 6 (6.RP.A) Understand ratio concepts and use ratio

reasoning to solve problems.

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(5.MD.C) Understand concepts of volume. (6.SP.A) Develop understanding of statistical variability

(6.SP.B) Summarize and describe distributions.

Essential Questions How is the amount of something measured? What is the best way to present data? What can be measured?


Assessment Tasks

Grade 5 Everyday Math Unit 9 Test Everyday Math Unit 10 Test Everyday Math Unit 11 Test Everyday Math Unit 12 Test

Grade 6 Everyday Math Unit 1 Test Everyday Math Unit 7 Test Everyday Math Unit 8 Test Everyday Math Unit 9 Test


Learning Activities Grade 5 Everyday Math Unit 9: Coordinates, Area, Volume, and Capacity Grade 5 Everyday Math Unit 10: Using Data; Algebraic Concepts and Skills Grade 5 Everyday Math Unit 11: Volume Grade 5 Everyday Math Unit 12: Probability, Ratios, and Rates Everyday Math Grade 6 Unit 1 Everyday Math Grade 6 Unit 7 Everyday Math Grade 6 Unit 8 Everyday Math Grade 6 Unit 9

Resources:

Everyday Math Grade 5


Trimester 3 Subject: Math Grade Level: 5, 6 Unit Topic: Number Theory Unit Length: 1 Trimester


NGSS Domains Operations and Algebraic Thinking Number and Operations in Base Ten


Grade 5 (5.OA.A) Use parenthesis in numerical

expressions. (5.NBT.A) Understand place value as modeled by

expanded notation. (5.NBT.B) Perform problems using the basic four

functions for multi-digit numbers with decimals.

Grade 6 (6.NS.A.1) Multiply and divide fractions. (6.NS.B.2) Find common factors and multiples. (6.EE.A&B&C) Use and Understand single variable

expressions.

Essential Questions What is the relationship between addition and subtraction? What is the relationship between multiplication and division? What is place value and how does it affect numbers?


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Assessment Tasks

Grade 5 Everyday Math Unit 1 Test Everyday Math Unit 4 Test

Grade 6 Everyday Math Unit 4 Test Everyday Math Unit 6 Test


Learning Activities Grade 5 Everyday Math Unit 1: Number Theory Grade 5 Everyday Math Unit 4: Division Everyday Math Grade 6 Unit 4 Everyday Math Grade 6 Unit 6

Resources:



Trimester 1 Subject: Science Grade Level: 5, 6 Unit Topic: Biology Unit Length: 1 Trimester

Stage 1 – Desired Results NGSS Domains

Life Science Student Outcomes (Common Core Standards) Grade 5 (Year 1)

(5-LS1) Understand that matter moves through plants and changes forms and that plants get that matter from air and water.

Grade 5 (Year 2) (5-LS2) Understand food webs and

ecosystems.

Grade 6 (Year 1) (MS-LS1-4) Use evidence and reasoning to

support an explanation for how specialized structures affect a plants success.

Grade 6 (Year 2) (MS-LS1-7) Develop a model to describe how food

is used by organisms to support growth and release energy.

Essential Questions Year 1 What do plants need to live? How do plants reproduce?

Essential Questions Year 2 How do plants and animals fit into their environment? How are some living things dependent on other living things?

Stage 2 – Assessment Evidence Assessment Tasks Grade 5 (Year 1)

Create a PowerPoint on the lifecycle of a plant.

Compare and contrast the lifecycles of at least three plants citing observations made in the garden.

Compare traditional growth medium for a plant to hydroponic growth and explain why a plant does not need soil.

Grade 5 (Year 2) Create an EcoColumn and record the growth

and development of the ecosystem.

Grade 6 (Year 1) Create a PowerPoint on the lifecycles of annual

and perennial plants. Compare and contrast the lifecycles of at least five

plants citing observations made in the garden. Write a lab report comparing traditional growth

medium for a plant to a hydroponic system. Grade 6 (Year 2)

Create an EcoColumn and record the growth and development of the ecosystem including graphing the growth of the plants.

Build a food web using the web site bubbl.us.

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Build a food web using the web site bubbl.us. Create an inventory of living things and

describe the structures that help each to survive in its niche.

Create an inventory of living things and describe the structures that help each to survive in its niche.

Stage 3 – Learning Plan Learning Activities Year 1

Online study of plant lifecycles. Seed observations and classification of seeds based on appearance. Planting in the garden Sprouting of tomatoes in the classroom. Transplanting tomatoes to the garden Ongoing journals of plant growth and development. Research on background of plant domestication followed by a presentation of learning. Hydroponic growth of tomato plants for comparison to soil growth.

Learning Activities Year 2 Origin of Seeds investigation Growing Further; investigation of germination. Investigating arthropods and their response to light and shelter. Observing gastropods and their adaptations to life on land and in water Eco Column construction and observation.

Resources Year 1: survivalessentials.com seed bank; School garden space; soil; plastic cups; Resources Year 2: FOSS Structures of Life Module, Bubble.us website. Water bottles for creating Eco Columns

Trimester 2 Subject: Science Grade Level: 5-6 Unit Topic: Earth Science Unit Length: 1 Trimester


NGSS Domains Earth Science


Grade 5 (Year 1)

(5-ESS2&3) Model examples of interactions between geosphere, biosphere, hydrosphere and atmosphere.

Grade 5 (Year 2)

(5-ESS1-2) Represent Data to reveal patterns of daily changes in length and direction of shadows.

Grade 6 (Year 1)

(MS-ESS2-2) Construct an explanation for how geoscience processes have changed the Earth’s Surface.

Grade 6 (Year 2)

(MS-ESS2-6) Describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Essential Questions (Year 1) What is the Earth made of? How does the climate of the earth affect our lives?

Essential Questions (Year 2)

How does the movement of the earth around the sun affect Earth weather and climate?


Assessment Tasks

Grade 5 (Year 1) Grade 6 (Year 1)

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Make a table and graph of temperature and precipitation and compare their data to historical averages.

Complete the FOSS “Earth Materials Notebook” and make similar observations on additional rock samples.

Present rock collection sorted into basic rock types of igneous, sedimentary, or metamorphic as well as by mineral composition.

Grade 5 (Year 2)

Make a sundial and record the shadow positions several times through one day.

Conduct an experiment to test the rates that different materials heat in the sun.

Create an apparatus for heating water.

Make a table and graph of temperature and precipitation and compare their data to historical averages for ate lease two different locations.

Complete the FOSS “Earth Materials Notebook” and use the tests demonstrated to sets additional rock samples.

Present rock collection of ten different samples sorted into basic rock types of igneous, sedimentary, or metamorphic as well as by mineral composition.

Grade 6 (Year 2)

Make a Sundial and record the shadow positions several times over several days.

Conduct an experiment to test the rates that different materials heat in the sun and accurately identify properties of a heat sink.

Create an apparatus for heating water using principles of surface area and color absorption.


Learning Activities (Year 1) Daily recording of weather. Making and sorting rock collections. “Mock Rock” observations and testing. Scratch tests. Testing for calcite in rocks. Observing minerals that together make up granite. Observing weathering and erosion using models.

Learning Activities (Year 2)

Create a sundial to track the suns movements.

Teat how different materials heat at different rates when placed in the sun.

Create a solar hot water heater.

Design and build a solar oven.

Resources: FOSS “Earth Material” Kit; FOSS “Solar Energy” Kit

Trimester 3 Subject: Science Grade Level: 5, 6 11Unit Topic: Physical Science Unit Length: 55 lessons


NGSS Domains Energy Motion and Stability: Forces and Interactions Matter and Its Interactions Waves and Their Applications in Technologies for Information Transfer

Student Outcomes (NGSS Standards)

Grade 5 Year 1 Year 1 (MS-PS2 and MS-PS3))

http://www.nextgenscience.org/4ps3-energy

http://www.nextgenscience.org/3ps2-motion-stability-forces-interactions

http://www.nextgenscience.org/5ps1-matter-interactions

http://www.nextgenscience.org/4ps4-waves-applications-technologies-information-transfer

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Model matter and classify materials. (5-PS1-1, 5-PS1-2, 5-PS1-3, 5-PS1-4)

Model gravity on earth. (5-PS2-1)

Model food as stored energy that originated from sunlight. (5-PS3-1)

Grade 5 Year 2

Model food as stored energy that originated from sunlight. (5-PS3-1)

Model matter and classify materials. (5-PS1-1,

5-PS1-2, 5-PS1-3, 5-PS1-4)

Present an explanation of the relationship between mass and gravity.

Plan and conduct an experiment to test thermal transfer.

Year 2 (MS-PS1)

Analyze the property of substances and observe the interaction of substances.

Model particle motion in relation to heat, pressure and thermal dynamics.

Balance chemical equations to demonstrate conservation of mass in chemical reactions.

Essential Questions Year 1 What is the relationship between energy and force? How does energy change forms?

Essential Questions Year 2

How is energy stored in food?

What are the properties biological energy storage materials?


Assessment Tasks

Grade 5 Year 1 Conduct an experiment on the conservation of

energy and write a lab report. Provide a written, oral, or diagramed

explanation of the relationship between energy and force.

Provide a written, oral, or diagramed explanation of how energy is transferred from one form to another.

Design a process that converts energy from one form to another and write a procedure for that process.

Model and label the parts of a wave. Provide a written, oral, or diagramed

explanation of how reflected light produces images.

Design a code for communication using waves. Grade 5 Year 2

Define and give examples of carbohydrates, lipids, and proteins, and describe one way to test for each.

Analyze food labels to determine contents and nutritional value.

Write up lab reports on the testing for lipids, carbohydrates, proteins and acids in food.

Grade 6 Year 1 Create a 3D model of an atom. Conduct an experiment to measure the about of

CO2 released from a baking soda and vinegar reaction by weighing the materials before and after the reaction.

Provide a written, oral, or diagramed explanation of the difference between energy and force using gravitational force as an example.

Provide a written, oral, or diagramed explanation of how energy is transferred from one form to another using food and trophic levels as an example.

Grade 6 Year 2

Describe the way animals use lipids, carbohydrates, and protein in energy storage.

Conduct and write up a lab using yeast to test for carbohydrates. Include a description yeast metabolism including food sources and waste products.

Explain the role of acid in digestion and nutrition including the effects of vitamin C deficiency.

Create a full day’s menu that will satisfy hunger without going over daily recommended amounts of calories, sodium, or sugar.


Learning Activities Year 1 “What is Energy” Inquiry into the types and sources of energy.

o 4-PS3-2 and 5-PS3-1 FOSS Magnetism and Electricity Investigation 1: The Force

o “Magnetic or not”

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o “Force Over Distance” FOSS Matter and Energy Investigations

o “Energy Sources” an investigation into different sources of energy o “Converting Energy” an exploration into changing energy from one form to another o “Energy on the Move” investigating energy moving in electric current, waves and movement. o “Reflected Light” an investigation into “bouncing” light energy to change its direction o “Colored light” investigating the light spectrum as different energy levels of light. o “Fact of the Matter” exploration of the physical properties of solids liquids and gas. o “Weighty Matters” an investigation on weight and mass as well as the need for standard units of

measure. o “A matter of Volume” an investigation into volume as a measure of space and the need for standard

units to measure it. o “Measuring Temperature” an investigation into temperature as a measure of the energy in a material. o “Melting and Evaporation” an investigation into phase change. o “Reactions” and exploration of conservation of matter following a chemical reaction.

Learning Activities Year 2

FOSS Food and Nutrition module o “The Fat Test” and investigation into lipids. o “The Sugar Test” an investigation into carbohydrates using yeast as an indicator. o “The Acid Test” Testing for the presence of acid in food to indicate the presence of vitamin C o “Free Lunch” a look at how to read food labels and understand nutritional recommendations.

Resources Year 1

FOSS Magnetism and Electricity Investigation 1: The Force

FOSS Matter and Energy Resources Year 2

FOSS Food and Nutrition

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Grade 7&8

Trimester 1


Grade Level: 7 & 8

Unit Topic: Communication (Grade 7) / Justice and Injustice (Grade 8)

Unit Length: 12 weeks




details and ideas (R2)

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Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3) Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone (R4) Assess how point of view or purpose shapes the content and style of a text (R6) Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the










the organization, development, and style are appropriate to task, purpose, and audience (SL4) Make strategic use of digital media and visual displays of data to express information and enhance

understanding of presentations (SL5) Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English








Analyze and compare fiction and nonfiction pieces of writing, including poems and dramas (RL7.1) (RL7.2) (RL7.3) (RL7.4) (RI7.1) (RI7.4)


Use technology for research and to publish writing (W7.6) (W7.9)


Analyze and compare fiction and nonfiction pieces of writing, including poems and dramas, and identify author bias (RL8.1) (RL8.2) (RL8.3) (RL8.4) (RI8.1) (RI8.4)

Produce clear, organized, engaging and reasoned persuasive, informative and fictional writing (W8.1) (W8.2) (W8.3) (W8.4) (W8.5) (W8.10)

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Demonstrate a command of formal English in writing and speaking, including a varied vocabulary (L7.1) (L7.2) (L7.4) (L7.6)

Use technology for research, collaboration and to publish writing (W8.6) (W8.9)

Prepare for, and participate in, discussions and oral presentations, and incorporate visual aids, using evidence to back up arguments (SL8.1) (SL8.2) (SL8.4) (SL8.5) (SL8.6)


Essential Questions How can inferences and interpretation of a text be supported by evidence? How can the theme of a novel/short story be identified and analyzed through the course of the story? How can a piece of writing be interpreted in another form, such as a movie, and what is the purpose of

producing writing in different forms? How can a piece of informative writing convey ideas and analysis? How can the writing process improve my writing? How do conventions in writing improve communication? How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately



Assessment Tasks



Produce a piece of informative writing examining the context of one novel read in class

Create a presentation explaining the theme of communication, and comparing the two novels, present using appropriate voice, eye contact and pronunciation


Understand and use grade appropriate vocabulary Additional tests/quizzes as needed Self-assessment on completion of unit


themes, how they develop through the text, and using strong contextual evidence to support conclusions

Produce a piece of informative writing examining the differences and similarities between how the two novels deal with the issue of justice and injustice

Create a presentation explaining the theme of justice and injustice and comparing the two novels, present using appropriate voice, eye contact and pronunciation

Film scenes from Monster following the screenplay, make minor adaptions of needed

Create a piece of fictional writing that engages the reader, uses narrative techniques and provides a reflective conclusion

Understand and use grade appropriate vocabulary

Additional tests/quizzes as needed Self-assessment on completion of unit


Learning Activities Understand learning objectives for the unit and each lesson Research the authors of our novels and what other novels they have written After looking at the novel cover, blurb and author make predictions about the novel Read, discuss and analyze the class novels as we read them - Grade 7: The Giver & Walkabout (Gathering Blue, Messenger & Son can also be interchanged)

126

- Grade 8: Monster & Roll of Thunder, Hear My Cry Create diagrams and concept maps, as well as written answers to analysis and comprehension questions Make predictions as we read about what you think will happen and why Summarize the novel after we have finished and identify conflict in the story Group work to discuss themes, explore characters and their interactions, and to create a character analysis Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing Play vocabulary games and spelling games Explore 6+1 traits of writing through activities covering each trait Discuss the writing process and use peer editing before submitting draft writing Use Microsoft word to publish assessed writing pieces Read nonfiction texts to explore the rough historical inspiration for the class novels Read informational text about the novel’s subject matter and discuss Use storyboard to create scenes from the novel Act of parts of the novel using skits Practice grammar and conventions using IXL and workbooks Go over expectations and practice giving presentations Read independently using the class and school libraries Watch the movie of the novel, if available

Resources The Giver, Lois Lowry (1993) Gathering Blue, Lois Lowry (2000) Messenger, Lois Lowry (2004) Son, Lois Lowry (2012) Walkabout, James Vance Marshall (1957) Monster, Walter Dean Myers (1999) Roll of Thunder, Hear My Cry, Mildred D. Taylor (1976) Newsela.com

IXL.com

Daily Language 6 Traits Writing Review (7 and 8), Evan-Moor (2010) Traits of Writing, Ruth Culham (2003) Expository Writing, Meeting Writing Standards (2001) Thinking Critically About…, New Path Learning Graphic Organizers (2009) Dictionary and Thesaurus for Students, Webster’s Second Edition (2011) Selected other resources from the classroom and school libraries as needed

Trimester 2


Grade Level: 7 & 8

Unit Topic: Persecution (Grade 7) / Power (Grade 8)





details and ideas (R2) Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3)

127

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone (R4)

Assess how point of view or purpose shapes the content and style of a text (R6) Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the























Analyze and compare fiction and nonfiction pieces of writing, including poems and dramas, and identify author bias (RL8.1) (RL8.2) (RL8.3) (RL8.4) (RI8.1) (RI8.4)



128





Essential Questions How can inferences and interpretation of a text be supported by evidence? How can the theme of a novel/short story be identified and analyzed through the course of the story? How can a piece of writing be interpreted in another form, such as a movie, and what is the purpose of

producing writing in different forms? How can a piece of informative writing convey ideas and analysis? How can the writing process improve my writing? How do conventions in writing improve communication? How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately



Assessment Tasks




Create a presentation explaining the theme of persecution, and comparing the two novels, present using appropriate voice, eye contact and pronunciation





themes, how they develop through the text, and using strong contextual evidence to support conclusions

Produce a piece of informative writing examining the differences and similarities between how the two novels deal with the issue of power

Create a presentation explaining the theme of power and comparing the two novels, present using appropriate voice, eye contact and pronunciation

Create a piece of fictional writing that engages the reader, uses narrative techniques and provides a reflective conclusion



Learning Activities Understand learning objectives for the unit and each lesson Research the authors of our novels and what other novels they have written After looking at the novel cover, blurb and author make predictions about the novel Read, discuss and analyze the class novels as we read them - Grade 7: Letters From Rifka & Anne Frank’s Diary - Grade 8: Animal Farm & 1984 Create diagrams and concept maps, as well as written answers to analysis and comprehension questions Make predictions as we read about what you think will happen and why Summarize the novel after we have finished and identify conflict in the story Group work to discuss themes, explore characters and their interactions, and to create a character analysis Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing Play vocabulary games and spelling games

129

Explore 6+1 traits of writing through activities covering each trait Discuss the writing process and use peer editing before submitting draft writing Use Microsoft word to publish assessed writing pieces Read nonfiction texts to explore the rough historical inspiration for the class novels Read informational text about the novel’s subject matter and discuss Use storyboard to create scenes from the novel Act of parts of the novel using skits Practice grammar and conventions using IXL and workbooks Go over expectations and practice giving presentations Read independently using the class and school libraries Watch the movie of the novel, if available

Resources Letters from Rifka, Karen Hesse (1992) Anne Frank: The Diary of a Young Girl, Anne Frank (1947) Animal Farm, George Orwell (1946) 1984, George Orwell (1949) Anne Frank Fonds, http://www.annefrank.ch/contemporary-historical-context.html Newsela.com

IXL.com


Trimester 3


Grade Level: 7 & 8

Unit Topic: Dreams, Hopes and Plans (Grade 7) / Shakespeare (Grade 8)






figurative meanings, and analyze how specific word choices shape meaning or tone (R4) Assess how point of view or purpose shapes the content and style of a text (R6) Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the




details, and well-structured event sequences (W3)

130




Draw evidence from literary or informational texts to support analysis, reflection, and research (W9) Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,


















Analyze and compare fiction and nonfiction pieces of writing, including poems and dramas, and identify author bias (RL8.1) (RL8.2) (RL8.3) (RL8.4) (RL8.7) (RI8.1) (RI8.4)





Essential Questions How can inferences and interpretation of a text be supported by evidence? How can the theme of a novel/short story be identified and analyzed through the course of the story?

131

How can a piece of writing be interpreted in another form, such as a movie, and what is the purpose of producing writing in different forms?

How can a piece of informative writing convey ideas and analysis? How can the writing process improve my writing? How do conventions in writing improve communication? How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately



Assessment Tasks




Create a presentation explaining the theme of hopes, dreams and plans, and comparing the two novels, present using appropriate voice, eye contact and pronunciation




Grade 8 Read and analyze two plays determining the themes,

character interactions, and use strong contextual evidence to support conclusions

Act out both plays using dramatic techniques to make the play come to life, present using appropriate voice, eye contact and pronunciation

Produce a piece of expository writing examining how Shakespeare portrays supernatural events in both plays

Read some of Shakespeare’s poems, participate in a group discussion about how these poems help you understand the writer, and the time period in which he was writing

Create a piece of fictional writing that addresses the supernatural, uses narrative techniques and provides a reflective conclusion



Learning Activities Understand learning objectives for the unit and each lesson Research the authors of our novels and what other novels they have written After looking at the novel cover, blurb and author make predictions about the novel Read, discuss and analyze the class novels as we read them - Grade 7: Red Scarf Girl & Dragonwings - Grade 8: A Midsummer Night’s Dream & Julius Caesar Create diagrams and concept maps, as well as written answers to analysis and comprehension questions Make predictions as we read about what you think will happen and why Summarize the novel after we have finished and identify conflict in the story Group work to discuss themes, explore characters and their interactions, and to create a character analysis Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing Play vocabulary games and spelling games Explore 6+1 traits of writing through activities covering each trait Discuss the writing process and use peer editing before submitting draft writing Use Microsoft word to publish assessed writing pieces Read as write poetry as part of the celebration of poetry month Read nonfiction texts to explore the rough historical inspiration for the class novels Read informational text about the novel’s subject matter and discuss Use storyboard to create scenes from the novel Act of parts of the novel using skits

132

Practice grammar and conventions using IXL and workbooks Go over expectations and practice giving presentations Read independently using the class and school libraries Watch the movie of the novel, if available

Resources Red Scarf Girl, Ji-Li Jiang (1997) Dragonwings, Laurence Yep (1975) A Midsummer Night’s Dream, William Shakespeare (2008, by the Royal Shakespeare Company)

Julius Caesar, William Shakespeare (2007, by the Royal Shakespeare Company) Complete Works of William Shakespeare, http://shakespeare.mit.edu/ Teaching Shakespeare, Rex Gibson (1998) Shakespeare Set Free, Peggy O’Brian (1993) Newsela.com

IXL.com


Trimester 1

Year 1



Unit Topic: China





Grade 7 Students should be able to: Understand how major empires arose and were

transformed by global trade (H9.3, H28.1, H28.2, H28.5, H33.4, H34.5)


Understand reform, revolution, and social change in the early 20th century (H38.3)



Understand major global trends 1000 BC to the present day (H11.2, H18.2, H25.2, H31.4, H42.3, H45.3)


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Understand the challenges of resource distribution, and how this affects development and environmental issues (G16.1, G16.2, G16.5, G16.7, G.18.1 G18.2)




Understand the idea of nation-states, trade relations and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)

Understands different economic systems, and the basis of international trade (E2.2, E2.3, E10.3, E10.8)

Essential Questions How has geography influenced the course of human history? How did early Chinese inventions and discoveries affect their economy and development? How did early Chinese philosophers influence China’s government? How can China meet the demands of its large, and growing, population? How has pollution affected China, and what efforts are being made towards clean energy? How has communism affected China in the last century?


Assessment Tasks

Grade 7 Create a physical map of Monsoon Asia Create a case study of the Terracotta Warriors or

the Great Wall of China, and what these can tell us about ancient China

Create a detailed storyboard to show the invention of a major Chinese achievement, such as gunpowder or paper money

Analyze the challenge of China’s growing population and present on how China’s experiences can help other rapidly growing populations such as Nigeria or Indonesia


Grade 8 Create a physical map of Monsoon Asia Analyze the successes and failures of one major

dynasty and present these in a PowerPoint or prezi

Create a detailed storyboard to show the invention of a major Chinese achievement, such as gunpowder or paper money

Analyze the challenge of China’s growing population and present on how China’s experiences can help other rapidly growing populations such as Nigeria or Indonesia

Create a case study of the One Child Policy, including personal stories

Discuss communism and how it has affected China (come prepared to a class discussion on the topic)



Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Create an introductory fact sheet about China Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event in history Case Study: Terracotta Warriors or Great Wall of China (Grade 7 only)

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Case Study: One Child Policy (Grade 8 only) Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons:



Geography Lesson 30, Mapping Lab Monsoon Asia

Resources www.teachtci.com – students all have their own log in information Teacher led TCI presentations Geography Alive: Regions and People, TCI (2008) Geography Alive: Regions and People Interactive Notebook, TCI (2008) History Alive: The Ancient World, TCI (2016) History Alive: The Ancient World Interactive Notebook, TCI (2016) History Alive: The Medieval World, TCI (2017) History Alive: The Medieval World Interactive Notebook, TCI (2017) Newsela.com

IXL.com Prezi.com Infographics, www.pictochart.com Storyboards, www.storyboardthat.com Selected other resources from the internet, classroom and school libraries as needed

Trimester 1

Year 2



Unit Topic: Africa



MCREL Domains History (H)


http://www.pictochart.com/


135

Geography (G) Civics (C) Economics (E)
















Essential Questions How has geography influenced the course of human history? What were the major achievements of ancient Egypt and Kush? In what ways did colonialism affect Africa, now and in the past? How might ethnic group differences affect who controls resources and power in a society? How successful are development initiatives in Africa?


Assessment Tasks

Grade 7 Create a physical map of Africa Analyze the successes and failures of one

kingdom in ancient Egypt Create a case study about Great Zimbabwe Create a detailed storyboard about the slave

trade Discuss colonization and decolonization, come

prepared to, and participate in, the class discussion

Analyze the successes and failures of a development initiative in Africa


Grade 8 Create a physical map Africa Analyze the successes and failures of two kingdoms in

ancient Egypt Create a case study about Great Zimbabwe Create a detailed storyboard to show the arrival of

Europeans and their impact on Africa Discuss colonization and decolonization, come

prepared to, and participate in, the class discussion Analyze two different types of development

initiatives in Africa (micro-finance, IGO-led, grass roots, foreign-direct investment etc.)



Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Create an introductory fact sheet about a country in Africa Read information and discuss together, explain to one another what we understood by the information

136

Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event, or events, in history Create a case study about Great Zimbabwe Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons:



Geography Lessons 19 – 23 & Mapping Lab Africa



Trimester 2

Year 1



Unit Topic: Japan, the Koreas, Oceania & Antarctica



MCREL Domains History (H) Geography (G) Civics (C)




137

Economics (E)
















Essential Questions How has geography influenced the course of human history? How did having a military society affect Japan’s history? How can population density affect how people live? What is globalization and how does it affect people and places? How do people adapt to life on an island?


Assessment Tasks

Grade 7 Write a diary entry as a samurai during Japan’s

militaristic age Create a case study of either North or South Korea

including political, economic, geographic and historical information

Create a detailed physical map of an island in Oceania

Create a detailed storyboard to show the European exploration and colonization of Australia or New Zealand

Research what types of work scientists are doing in Antarctica, and create an infographic


Grade 8 Write a diary entry as an aristocrat during Japan’s

golden age Create a project comparing North and South

Korea including political, economic, geographic and historical information, present this information to the class

Discussion about the Korean war, students will come prepared to a class ready to share research

Create a detailed physical map of an island in Oceania

Create a detailed storyboard to show the European exploration and colonization of Australia or New Zealand

Create a handout about the history of Aborigines and their treatment at the hands of European settlers



138

Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Create an introductory fact sheet about China Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event in history Case Study: Scientists in Antarctica (Grade 7 only) Case Study: Compare North and South Korea (Grade 8 only) Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons:


Geography Lessons 31 – 35, Mapping Lab Oceania & Antarctica



Trimester 2

Year 2



Unit Topic: Ancient Europe



MCREL Domains History (H)




139

Geography (G) Civics (C) Economics (E)














Essential Questions How has geography influenced the course of human history? How did democracy develop in ancient Greece? How did the form of government in ancient Rome change over time? How has ancient Greece and ancient Rome contributed to the modern world? How did Christianity originate and spread?


Assessment Tasks

Grade 7 Create a physical map of Europe Examine the major differences between Athens

and Sparta, then create a visual display explaining these

Create a skit about democracy in ancient Greece

Create a case study about at least one Greek philosopher (Socrates, Plato and Aristotle)

Write a speech describing Athens during its Golden Age

Create a detailed storyboard about the Roman Empire


Grade 8 Create a physical map Europe Examine the major differences between Athens and

Sparta, then create a visual display explaining these Come prepared to, and participate in, a class

discussion about the development of democracy Create a case study about the three major Greek

philosophers (Socrates, Plato and Aristotle) Create a prezi about Athens during its Golden Age Create a detailed storyboard about the Roman

Empire Chapter tests and quizzes Self-assessment at end of unit


Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create maps to explain political and physical geography, as well as data such as population and pollution

140

Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event, or events, in history Create a case study about the Greek philosophers Socrates, Plato and Aristotle Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons:


Medieval World Lesson 1

Geography Mapping Lab Europe & Russia



Trimester 3

Year 1



Unit Topic: The Americas (Grades 7 & 8)





Grade 7 Grade 8




141

Understands how major empires arose and were transformed by global trade (H9.3, H28.1, H28.2, H28.5, H33.4, H34.5)


Understands reform, revolution, and social change in the early 20th century (H38.3)

Understands the challenges of resource distribution, and how this affects development and environmental issues (G16.1, G16.2, G16.5, G16.7, G.18.1 G18.2)



Understands how major empires arose and were transformed by global trade (H9.3, H28.1, H28.2, H28.5, H33.4, H34.5)

Understands major global trends 1000 BC to the present day (H11.2, H18.2, H25.2, H31.4, H42.3, H45.3)

Understands reform, revolution, and social change in the early 20th century (H38.3)

Understands the challenges of resource distribution, and how this affects development and environmental issues (G16.1, G16.2, G16.5, G16.7, G.18.1 G18.2)

Understands the idea of nation-states, trade relations and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)


Essential Questions What were the significant achievements of the Mayans, Aztecs and Incas? How did the Columbian Exchange affect the Americas? Why does spatial inequality exist in urban areas, and how can it be addressed? How does where you live

impact how you live? How can natural resources be used and preserved?


Assessment Tasks

Grade 7 Create a physical map of North and South

America Write diary entries as an Aztec working on

building Tenochtitlan Identify and categorize Mayan, Aztec and Inca

artifacts, then create a museum Come prepared to, and participate in, a

debate about which policies should be implemented to address urban sprawl in North America

Study four social classes in Mexico City and create a project describing inequality in Mexico City

Create a project about how to protect and preserve the Amazon Rainforest


Grade 8 Create a physical map of North and South America Write diary entries as an Aztec working on building

Tenochtitlan Identify and categorize Mayan, Aztec and Inca

artifacts, then create a museum Come prepared to, and participate in, a debate about

which policies should be implemented to address urban sprawl in North America, refer to case studies

Study four social classes in Mexico City and create a project describing inequality in Mexico City

As a group create a magazine feature about the environment and way of life in the Andean Mountains



Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Create an introductory fact sheet about one country in the region Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps

142

Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event in history Create case studies using various formats Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons:


Geography Lesson 3 – 13, Mapping Lab Canada & USA, Mapping Lab Latin America



Trimester 3

Year 2



Unit Topic: The Age of Discovery & Modern Europe










143

Understand how major empires arose and were transformed by global trade (H9.3, H28.1, H28.2, H28.5, H33.4, H34.5)






Understand how major empires arose and were transformed by global trade (H9.3, H28.1, H28.2, H28.5, H33.4, H34.5)






Essential Questions How did events in Europe contribute to the decline of feudalism and the rise of democratic thought?

In what ways have various leading figures of the Renaissance affected modern society? How did the Scientific Revolution change the way people understood the world? How did the Age of Exploration change the way Europeans viewed the world? What factors contribute to the success or failure of new nation-states?


Assessment Tasks

Grade 7 Create a skit about the different roles in feudal

Europe Create a case study about the life and

achievements of one important Renaissance figure

Create a cause and effect diagram to show how the reformation changed Europe and the world

Compare the experiences of different European explorers in a prezi, PowerPoint or infographic

Create a detailed storyboard about how pollution in one part of the world affects other regions

Create a fact sheet about one of the former Soviet Republics, share this information with the class in a handout


Grade 8 Create a skit about the different roles in feudal

Europe Create a case study about the life and achievements

of two important Renaissance figures Create a cause and effect diagram to show how the

reformation changed Europe and the world Compare the experiences of different European

explorers in a prezi, PowerPoint or infographic Create a detailed storyboard about how pollution in

one part of the world affects other regions Gather information from maps, charts, and reading to

determine which of the nation-states formed after the breakup of the Soviet Union are most likely to be politically and economically successful, then come prepared to a class discussion about the topic



Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps

144

Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event, or events, in history Create a case study about important Renaissance figures Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons:

Medieval World Lessons 2 – 6, 27 – 34

Geography Lessons 14 – 18



Trimester 1 Subject: Mathematics Grade Level: 7, 8 Unit Domain: Geometry Unit Length: 30 Lessons


NGSS Context

Solve real-world and mathematical problems involving angle measure, area, surface area, and volume of

prisms cylinders, cones, and spheres.

Draw construct, and describe geometrical figures and describe the relationships between them.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Understand and apply the Pythagorean Theorem.




145


Grade 7

Draw to scale (7.G.A.1, 7.G.A.2)

Find volume and area of real world objects

(7.G.A.3, 7.G.B.4, 7.G.B.5, 7.G.B.6, 8.G.C.9)

Grade 8

Show rotation, reflection, translation, and dilation in

the real world and on a coordinate plane. (8.G.A.1, 8.G.A.2,

8.G.A.3, 8.G.A.4)

Prove facts about the sum of angles in triangles and

transected parallel lines. (8.G.A.5)

Use the Pythagorean Theorem. (8.G.B.6, 8.G.B.7,

8.G.B.8)

Essential Questions How can the size of an object be measured and communicated? How can a shape be made bigger, smaller, flipped or rotated? What is a plane? What is the relationship between angles in a shape?


Assessment Tasks

Grade 7 Scale shapes up and down using a protractor

and ruler. Identify (from a model or drawing) the two

dimensional shapes made by a plane bisecting a three dimensional shape.

Calculate area and volume of two and three dimensional figures.

Grade 8 Describe the results of manipulating a shape through

rotation, reflection, translation, and dilation. Calculate the sum of the angles within a regular

polygon. Apply the Pythagorean Theorem.


Learning Activities Measure shapes. Model shapes. Explore rotation, flip, reflection, and dilation. Scale shapes up and down. Calculate surface area, volume. Calculate the measure of angles and distances based on opposite adjacent and congruent angles as well as the

Pythagorean Theorem and basic trigonometry.

Resources

Everyday Math Grade 6 units 5 and 10

Holt McDougal Mathematics Grade 8 Unit 5

Holt McDougal Algebra 1 Unit 1

Trimester 2

Subject: Math Grade Level: 7, 8 Unit Topic: Number Theory Unit Length: 1 Trimester


Domains The Number System Expressions and Equations




http://www.corestandards.org/Math/Content/7/G/B/4/



http://www.corestandards.org/Math/Content/8/G/C/9/









146


Grade 7 (7.NS.A.1) Add and subtract positive and

negative numbers. (7.EE.A) Generate equivalent expressions. (7.EE.B) express real world problems as

algebraic expressions.

Grade 8 (8.NS.A) Explain how rational numbers are different

than irrational numbers. o Prove that the decimals repeat in rational

numbers (8.EE.A) Solve equations with radicals and exponents. (8.EE.B) Show relationships between proportional

relationships and linear equations.

Essential Questions How can algebra represent real life situations? What is a rational number?


Assessment Tasks

Essential Questions How can algebra represent real life situations? What is a rational number?


Assessment Tasks

Grade 7 Holt McDougal (grade 8) Chapter 1 Test Holt McDougal (grade 8) Chapter 7 Test

Grade 8 Holt McDougal (Algebra 1) Chapter 4 Test Holt McDougal (Algebra 1) Chapter 6 Test


Learning Activities Holt McDougal Grade 8 Chapter 1 Holt McDougal Grade 8 Chapter 7 Holt McDougal Algebra Chapter 4 Holt McDougal Algebra Chapter 6

Resources: Holt McDougal Algebra I Holt McDougal Grade 8

Trimester 3 Subject: Math Grade Level: 7, 8 Unit Topic: Ratios and Statistics Unit Length: 1 Trimester


Domains Ratios and Proportional Relationships Statistics and Probability


Grade 7 (7.RP.A.) Analyze proportional relationships

and use them to solve real world and mathematical problems.

Grade 8 (8.SP.A) Investigate patterns of association in

bivariate data. (8.F.A) Define, evaluate, and compare functions.

147

(7.SP.A&B) Draw inferences about populations and make comparisons.

(7.SP.C) Investigate chance processes and develop, use, and evaluate probability models.

(8.F.B) Use functions to model relationships between quantities.

Essential Questions How can a relationship be represented as a function? How can related information be presented mathematically?


Assessment Tasks

Grade 7 Holt McDougal (grade 8) Chapter 4 Test Holt McDougal (grade 8) Chapter 9 Test

Grade 8 Holt McDougal (Algebra 1) Chapter 3 Test Holt McDougal (Algebra 1) Chapter 10 Test


Learning Activities Holt McDougal Grade 8 Chapter 4 Holt McDougal Grade 8 Chapter 9 Holt McDougal Algebra Chapter 3 Holt McDougal Algebra Chapter 10

Resources: Holt McDougal Algebra I; Holt McDougal Grade 8; Everyday Math Grade 6

Trimester 1 Subject: Science Grade Level: 7, 8 Unit Topic: Physical Science Unit Length: 55 lessons

Stage 1 – Desired Results NGSS Domains Year 1

Motion and Stability: Forces and Interactions Energy

NGSS Domains Year 2 Matter and its Interactions

Student Outcomes (NGSS Standards) Year 1 (MS-PS2 and MS-PS3))

Plan and conduct an experiment to demonstrate that for every action there is an equal and opposite reaction.

Plan and conduct an experiment to demonstrate the relationship between mass, acceleration and force. Present an explanation of the relationship between mass and gravity. Plan and test the relationship between how the number of coils or the number of magnets affects an

electric motor’s speed. Plan and conduct an experiment to test thermal transfer.

Year 2 (MS-PS1) Develop models to describe atomic composition. Analyze the property of substances and observe the interaction of substances. Model particle motion in relation to heat, pressure and thermal dynamics. Balance chemical equations to demonstrate conservation of mass in chemical reactions.

Essential Questions Year 1 How do forces interact?

148

How is energy stored and transferred? Essential Questions Year 2

What is everything made of? How do substances combine and react? How do fluids respond to pressure?

Stage 2 – Assessment Evidence Assessment Tasks Year 1

Conduct and report on an experiment for each of Newton’s Laws of Motion. Describe and demonstrate magnetic interactions in terms of potential and kinetic energy using two

magnets. Describe and demonstrate gravitational interactions in terms of potential and kinetic energy using a ball

and the earth. Conduct and report on a lab calculating the attractive force of a magnet at varying distances. Design and test product that increases heat transfer by increasing surface area or conductivity. Design and test a product that decreases heat transfer through insulation.

Year 2 Conduct a lab and report on the general properties of substances. Demonstrate the properties of air under pressure. Conduct a demonstration explaining the difference between kinetic and potential energy. Write a fictional story of “Ed Energy” he changes from potential to kinetic to heat energy. Quantify in a lab how much energy is required to cause a phase change in different substances. Balance chemical equations to demonstrate conservation of mass.

Stage 3 – Learning Plan Learning Activities Year 1

“What is Force” an Introduction into Newton’s Laws “Here to There” a study of motion as a change in position “Speed” a study of speed as the rate of change of a position “Comparing Speeds” a study of distance vs. time graphs “Representing Motion” a study of position graphs and distance graphs to analyze motion. “Acceleration” a study of the change of velocity over time. “Force” an exploration using spring scales to measure force. “Gravity” a study of the universal force of gravity as explained by Newton. “Momentum” a study of momentum through collision interactions. “Electromagnetism” an exploration of the forces generated by magnetic fields and the interactions

between motion of a magnet and an electric field. “Conduction and Insulation” an exploration of heat as the kinetic motion of molecules and the transfer of

energy needed to heat or cool an object. Learning Activities Year 2

“Substances” an introduction to the safety procedures, tools, and some substances used in chemistry. “Elements” a study of the first periodic table as constructed by Mendeleyev as well as several modern

periodic tables. “Particles” a look at properties of ideal gasses to understand pressure and particles. “Kinetic Energy” a look at particle motion as kinetic energy and heat “Energy Transfer” a lab of heating up and cooling down. “Heat of Fusion” and “Phase Change” Look at the amount of heat needed to change between the different

states of mater “Solutions” and “Reactions” work with understanding conservation of mass after in solutions and

chemical reactions. Resources Year 1

Newton’s Laws of Motion o 1. Inertia 2. F=M*A 3. Equal and Opposite

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FOSS Force and Motion FOSS Electronics

Resources Year 2 FOSS Chemical Reactions

Trimester 2

Subject: Science Grade Level: 7, 8 Unit Topic: Biology Unit Length: 1Trimester


NGSS Domains Life Science


Middle School (Year 1) (MS-LS1-4&5, MS-LS4) Construct an explanation of the process of natural selection. (MS-LS1-6&&) Construct a model to explain energy movement through an ecosystem. (MS-LS2) Explain limiting factors and interdependence within an ecosystem. (MS-LS3) Explain asexual vs. sexual reproduction and the inheritance of traits.

Middle School (Year 2)

(MS-LS1-1,2,3,4, and 5) Understand the complexity of living things from cell to organism and how body systems work together to allow an organism to be successful.

Essential Questions (Year 1) How do plants grow and reproduce? How do plants get energy? How do plants adapt to their environment? How can mutation and selective breeding create new strains of plants?

Essential Questions (Year 2)

What is the body made of?

How do body systems work together?


Assessment Tasks

Grade 7 (Year 1)

Lab report on origins of adaptive coloration through predation within an ecosystem.

Lab report comparing the timing of the lifecycle of at least two tomato plants identifying how each variant is affected by the local environmental conditions.

Make a Punnett Square to predict inheritance and collect data within a plant population to support that prediction.

Grade7 (Year 2)

Identify the name and function of 10 cell organelles.

Correctly identify the four tissue types that make up the human body.

Name 24 major bones in the body

Name 12 major muscle groups in the body.

Grade 8 (Year1)

Lab report on adaptive coloration through at least three environmental conditions demonstrating that a populations can change over time as a result of pressure.

Controlled experimentation of the growth of a plant by changing environmental conditions as the independent variable.

Make Punnett squares to predict and explain inheritance within the pea population of the AISF garden.

Grade 8 (Year 2)

Identify the name and function of 15 cell organelles.

Describe and draw the four stages of mitosis.

Correctly identify the four tissue types that make up

the human body and identify them in microscopic

images.

Name 28 major bones in the body

150

Describe the flow of blood through the circulatory system.

Describe the movement of material through the gastrointestinal system.

Name 16 major muscle groups in the body.

Describe the flow of blood through the circulatory

system including all heart valves.

Describe the movement of material through the gastrointestinal system including enzymes locations and functions.


Learning Activities (Year 1) Experiment on natural selection using a predator and prey simulation of adaptive coloration. Planting corn squash and beans within the garden to demonstrate interdependence within an ecosystem and

observe its growth compared to the growth of each plant individually. Recreate Mendel’s observations through selective breading of peas within the AISF garden. Grow Tomatoes under varying conditions to observe how the environment affects plant growth and

development. Learning Activities (Year 2)

Create a model of a cell

Study online microscopic images of tissue types and play quiz games to identify them.

Study for and play “Simon Says” for the names of the bones and major muscle groups.

Use the Visible Body app to study and observe the parts of the heart and gastrointestinal track.

Write the story “Adventures of Bobby Blood Cell”

Write the Story of “Peter Pizza’s incredible Journey”

Trimester 3 Subject: Science Grade Level: 7, 8 Unit Topic: Earth Science Unit Length: 1Trimester

Stage 1 – Desired Results NGSS Domains

Earth Science Student Outcomes (Common Core Standards) Middle School Year 1

(MS-ES-S1) Construct an explanation of rock strata within the earth’s crust. (MS-ES-S2) Construct an explanation of the processes that change the earth’s surface over time including

erosion and tectonics. Year 2

(HS-PS-S4-5) Communicate how technological devices use the principles of electromagnetism to transmit and capture information.

Essential Questions (Year 1) How has the Earth changed over time? How does the surface of the earth move? How can the age of a rock be known?

Essential Questions (Year 2) How do electronics work? How is information stored and transmitted by electronic devices?

Stage 2 – Assessment Evidence Assessment Tasks Grade 7 (Year 1)

FOSS Mid-summative and summative exams. Grade 8 (Year 1)

FOSS Mid-summative and summative exams.

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Lab report for modeling erosion using at least two different materials.

Lab report for modeling sedimentation using at least three different soil types.

Construct a timeline of earth’s geologic history.

Grade 7 (Year 2) Explain Ohm’s Law in students own words. Write and explanation for how electrical

resistors work and use them in a circuit. Write a lab report using a transistor and/or

capacitor to demonstrate how information can be stored using binary digital code.

Lab report for modeling erosion using at least two different materials and making comparisons.

Lab report for modeling sedimentation using at least three different soil types and testing the newly sediment layers for resistance to erosion.

Construct a timeline of earth’s geologic history. Grade 8 (Year 2)

Make calculations for voltage resistance and current using Ohm’s Law.

Make accurate measure of resistance in a circuit and use resistors to create a circuit with a specified resistance.

Conduct a lab using transistors and/or capacitors to demonstrate how binary digital code works.

Stage 3 – Learning Plan Learning Activities (Year 1)

FOSS Earth History Activity: Pushing the Envelope FOSS Earth History Activity: Into the Grand Canyon FOSS Earth History Activity: Grand Canyon Rocks FOSS Earth History Activity: My Sediments Exactly FOSS Earth History Activity: Limestone FOSS Earth History Activity: It’s About Time FOSS Earth History Activity: Fossils and Time FOSS Earth History Activity: One Rock to Another

Learning Activities (Year 2) FOSS Electronics Activity: Circuits FOSS Electronics Activity: Resistors FOSS Electronics Activity: Voltage FOSS Electronics Activity: Electronics Dissection FOSS Electronics Activity: Resistors FOSS Electronics Activity: Diodes FOSS Electronics Activity: Capacitors FOSS Electronics Activity: Current FOSS Electronics Activity: Transistors

Resources: FOSS “Earth History” Kit; FOSS “Electronics” Kit

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