Anstey Elligan Whole Curriculum

Graded Curriculum Project – Anstey and Elligan – Fall 2007
Respect Integrity
Leadership Forgiveness
Perseverance Responsibility
Stewardship Patriotism
Mount Liberty Elementary School exists to

create a learning environment which
fosters academic excellence, stimulates
creativity, and promotes critical thinking
skills, and to motivate students as they
prepare to positively impact their
communities.
2nd Grade: Mrs. Kristen Thornton 5th Grade: Mr. Jason Glass
4th Grade: Miss Miranda Arnold 6th Grade: Miss Stephanie Anstey
Miss Kristi Finch Miss Carlishia Elligan
Standards Paper – 6th grade
Stephanie Anstey and Carlisha Elligan
EDUC 410-002
STANDARDS KEY
VA MA Virginia Standard of Learning- Math
VA SS Virginia Standard of Learning- Social Studies

VA SCI Virginia Standard of Learning- Science
VA ENG Virginia Standard of Learning- English
TX MA Texas Essential Knowledge and Skills- Math
TX SS Texas Essential Knowledge and Skills- Social Studies
TX SCI Texas Essential Knowledge and Skills- Science
TX ENG Texas Essential Knowledge and Skills- English
NM National Standard- Math
NSS National Standard- Social Studies
NS National Standard- Science
NL National Standard- English
Bennet Math Grade 6 Bennet Grade 6- Math
Bennet Social Studies Grade Bennet Grade 6- Math
6
Bennet Science Grade 6 Bennet Grade 6- Math
Bennet English Grade 6 Bennet Grade 6- Math
SACE MA Stephanie Anstey and Carlishia Elligan Standard- Math
SACE SS Stephanie Anstey and Carlishia Elligan Standard- Social
Studies
SACE SCI Stephanie Anstey and Carlishia Elligan Standard- Science
SACE ENG Stephanie Anstey and Carlishia Elligan Standard- English
HISTORIES
State Standards
Virginia Standards
“In June 1995 the Virginia Board of Education approved standards of learning in
four content areas- mathematics, science, English, history, and the social sciences- and in
computer technology. In September 1997, the Board of Education establishe new
standards for accrediting public schools in Virginia that linked statewide accountability
tests to the SOL and hold students, schools, and school divisions accountable for results”
(Standards of Learning Resources 2003). The standards of learning put in place by the
Virginia Board of Education laid out a framework in order to teach a particular area of
learning to each specifc grade level. The Virginia standards of learning fall under the
branch of the nationl standards but are more specifc to each content area. The
testsassociated with the Virginia SOL’s are high stakes, meaning there are many things
dependent on the results. The outcome is usually the determining factor as to whether or
not a school can remain accredited. The Virginia SOL’s are in place to keep Virginia
schools accountable to high excellence.
Texas Standards
In Texas, the Texas State Board of Education adopted what is known as the Texas
Essential Knowledge and Skills, or TEKS. Their motivation for establishing these
standards are to help ensure that all students will be able to meet the challenges set before
them in the future. The TEKS outlines what each student should be able to accomplish at
every grade and in every subject area.
National Standards
Math
“The National Council of Teachers of Mathematics Education, providing vision,
leadership, and professional development to support teachers in ensuring equitable
mathematics learning of the highest quality for all students” (National Council of
Teachers of Matematics 2007). The National Council of Teachers of Mathmatics is also
known as NCTM. The NCTM was founded in 1976. The NCTM believes that every
student should have the right and opportunity to excel in math. The NCTM stands behind
both the learning and teaching of mathematics. NCTM’s membership is made up of
nearly 100,000 members.
Social Studies
The National Center for History in the Schools or NCHS was founded in 1988.
It’s mission is “to improve history education in K-12 schools via its challenging, yet easy
to use, curricular materials and assisting with the professional development of K-12
history teachers” (National Center for History in the Schools 2004). One of its major
goals is to adhere to national education reform. It also strives to aid professional

development and development of curricular materials that will keep students excited
about learning history.
Science
The National Science Teachers Association, or NSTA, was founded in 1944. It
happens to be the largest organization in the world dedicated to science—both teaching
and learning. The NSTA’s mission is “to promote excellence and innovation in science
teaching and learning for all” (National Science Teachers Association 2007). Membership
in this organization numbers over 55,000. Some of the NSTA’s guiding principles include
striving to model excellence, providing and expanding professional development, to
support standards-based science education, serve as the voice for excellence and
innovation science teaching and learning, curriculum and instruction and assessment, and
exemplify a dynamic organization that values and practices self-renewal.
English
The NCTE, ot National Council of Teachers of English, was established in 1911.
Its purpose is to improve both the teaching and learning of English and language arts at
any level. The NCTE strives to promote professional growth and provide a forum to
discuss issues in the field of teaching English. The development of literacy and the use of
English as a tool in society are some aims that the NCTE strives for. Some of the NCTE
core values and benefits include devotion to writing, literature, integrated language arts,
diversity, knowlegable, caring teachers, and advocacy in public education. Its
membership numbers over 60,000 to date.

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

MATH
Math is the foundation to life. Everything is based in math, whether or not people
realize it. It could be said that life is “one big word problem.” This is why it is so
important to teach math as a core content area. As a nation, math is one of the subjects
that keep us on the brink of technology and exploration. Albert Einstein once made the
statement, “Pure mathematics is, in its way, the poetry of logical ideas” (Quote Garden
2007)
Number and Number Sense
VA MA 6.1 The student will identify representations of a given percent and

describe orally and in writing the equivalence relationships among
fractions, decimals, and percents
TX MA 6.1B Generate equivalent forms of rational numbers including whole
numbers, fractions, and decimals
NM-NUM.6-8.1 The student will work flexibly with fractions, decimals, and percents
to solve problems
Bennett Math Story problems involve percentages…
Grade 6
SACE MA 6.1 The student will work with percents, fractions, and decimals and
their equivalency to each other.
VA MA 6.2 The student will describe and compare two sets of data, using ratios,
and will use appropriate notations, such as a/b, a to b, and a:b.
TX MA 6.3A The student is expected to: use ratios to describe proportional
situations
NM-NUM.6-8.1 The student will understand and use ratios and proportions to
represent quantitative relationships
Bennett Math Story problems involve…ratios.
Grade 6
SACE MA 6.2 The student will accurately use ratios to express data and
relationships between sets of data, and will use the appropriate
notations such as a/b, a to b, and a:b.
VA MA 6.3A The student will find common multiples and factors, including least
common multiple and greatest common factor;
TX MA 6.1E Identify factors and multiples including common factors and common
multiples
NM-NUM.6-8.1 The student will use factors, multiples, prime factorization, and
relatively prime numbers to solve problems
Bennett Math Students learn arithmetic…series.
Grade 6
SACE MA 6.3 The student will be able to find factors, including the greatest
common factor; multiples, including the least common multiple;
and will use them to solve problems.
VA MA 6.3B The student will identify and describe prime and composite numbers;
and identify and describe the characteristics of even and odd integers.
TX MA 6.1A,D (A) compare and order non-negative rational numbers
(D) write prime factorizations using exponents
NM-NUM.6-8.1 The student will develop meaning for integers and represent and
compare quantities with them
Bennett Math Students learn…the associative, commutative, and distributive
Grade 6 properties of numerical expressions; exponents…
SACE MA 6.4 The student will be able to distinguish and identify characteristics
between prime and composite numbers and even and odd
numbers.
VA MA 6.4 The student will compare and order whole numbers, fractions, and
decimals, using concrete materials, drawings or pictures, and
mathematical symbols
TX MA 6.1A,B The student will
(A)compare and order non-negative rational numbers
(B) generate equivalent forms of rational numbers including whole
numbers, fractions, and decimals
NM-NUM.6-8.1 The student will compare and order fractions, decimals, and percents
efficiently and find their approximate locations on a number line
Bennett Math Students learn arithmetic…series; the associative, commutative, and
Grade 6 distributive properties of numerical expressions.
SACE MA 6.5 The student will use a number of different mediums (ie: concrete
materials, drawings, mathematical symbols) to compare and
order whole numbers, fractions, decimals, and percents.
VA MA 6.5 The student will identify, represent, order, and compare integers
TX MA 6.1A (A) compare and order non-negative rational numbers
NM-NUM.6-8.1 The student will develop meaning for integers and represent and
compare quantities with them
Bennett Math Students learn arithmetic…series.
Grade 6
SACE MA 6.6 The student will be able to compare, order, identify, and
represent integers.
Computation and Estimation
VA MA 6.6A The student will solve problems that involve addition, subtraction,
multiplication, and/or division with fractions and mixed numbers,
with and without regrouping, that include like and unlike
denominators of 12 or less, and express their answers in simplest
form
TX MA 6.2B,C (B) use addition and subtraction to solve problems involving fractions
and decimals
(C) use multiplication and division of whole numbers to solve
problems including situations involving equivalent ratios and rates
NM-NUM.6-8.2 The student will understand the meaning and effects of arithmetic
operations with fractions, decimals, and integers
The student will use the associative and commutative properties of
addition and multiplication and the distributive property of
multiplication over addition to simplify computations with integers,
fractions, and decimals
Bennett Math Story problems involve…ratios.
Grade 6
SACE MA 6.7 The student will solve addition, subtraction, multiplication, and
division problems that involve fractions, mixed numbers,
decimals, and ratios.
VA MA 6.6B The student will find the quotient, given a dividend expressed as a
decimal through thousandths and a divisor expressed as a decimal to
thousandths with exactly one non-zero digit.
TX MA N/A
National N/A
Bennett Math N/A
Grade 6
SACE MA 6.8 The student will find the quotient to a division problem with both
a decimal divisor and dividend with exactly one non-zero digit.
VA MA 6.7 The student will use estimation strategies to solve multi-step practical
problems involving whole numbers, decimals, and fractions (rational
numbers)
TX MA 6.2D The student will estimate and round to approximate reasonable results
and to solve problems where exact answers are not required
NM-NUM.6-8.3 The student will develop and use strategies to estimate the results of
rational-number computations and judge the reasonableness of the
results
Bennett Math N/A
Grade 6
SACE MA 6.9 The student will develop and use estimation strategies to solve
multi-step problems involving whole numbers, fractions, and
decimals and then judge if their results are reasonable.
VA MA 6.8 The student will solve multi-step consumer-application problems

involving fractions and decimals and present data and conclusions in
paragraphs, tables, or graphs. Planning a budget will be included.
TX MA 6.10C,D The student will
(C)sketch circle graphs to display data
(D) solve problems by collecting, organizing, displaying, and
interpreting data.
NM-DATA.6-8.1 The student will select, create, and use appropriate graphical
representations of data, including histograms, box plots, and
scatterplots.
Bennett Math N/A
Grade 6
SACE MA 6.10 The student will solve multi-step consumer-application problems
involving fractions and decimals and will display conclusions and
data on graphs, on tables, or in paragraphs. Planning a budget
will be included.
Measurement
VA MA 6.9A-D The student will compare and convert units of measure for length,
area, weight/mass, and volume within the U.S. Customary
system and the metric system and estimate conversions
between units in each system:
a) length — part of an inch (1/2, 1/4, and 1/8), inches,
feet, yards, miles, millimeters, centimeters, meters,
and kilometers;
b) weight/mass — ounces, pounds, tons, grams, and
kilograms;
c) liquid volume — cups, pints, quarts, gallons,
milliliters, and liters; and
d) area — square units
TX MA 6.8A,D (A)The student will estimate measurements and evaluate
reasonableness of results
(D)The student will convert measures within the same measurement
system (customary and metric) based on relationships between units.
NM-MEA.6-8.1 The student will understand both metric and customary systems of
measurement.
The student will understand relationships among units and convert
from one unit to another within the same system.
Bennett Math In geometry, topics include the relations among length, area, and
Grade 6 volume.
SACE MA 6.11 The student will compare and convert units of measure (within
each system) in the areas of length, weight/mass, liquid volume,
and area.
VA MA 6.10 The student will estimate and then determine length, weight/mass,
area, and liquid volume/capacity, using standard and nonstandard
units of measure.
TX MA 6.8B The student select and use appropriate units, tools, or formulas to
measure and to solve problems involving length (including perimeter
and circumference), area, time, temperature, capacity, and weight
Nonstandard units of measure: N/A
NM-MEA.6-8.2 The student will select and apply techniques and tools to accurately
find length, area, volume, and angle measures to appropriate levels of
precision
Bennett Math In geometry, topics include the relations among length, area, and
Grade 6 volume.
SACE MA 6.12 The student will estimate length, weight/mass, area, and liquid
volume and will then determine correct measurements using
standard and nonstandard units of measure.
VA MA 6.11 The student will determine if a problem situation involving polygons

of four or fewer sides represents the application of perimeter or area
and apply the appropriate formula.
TX MA 6.4B The student will generate formulas to represent relationships
involving perimeter, area, volume of a rectangular prism, etc., from a
table of data.
NM-GEO.6-8.1 The student will understand relationships among the angles, side
lengths, perimeters, areas, and volumes of similar objects
Bennett Math The student will model construction of the regular polyhedra.
Grade 6
SACE MA 6.13 The student will determine the difference between area and
perimeter in problems involving regular polyhedra with four or
fewer sides, and apply the appropriate formula.
VA MA 6.12A The student will solve problems involving the circumference and/or
area of a circle when given the diameter or radius
TX MA 6.6C The student will describe the relationship between radius, diameter,
and circumference of a circle
*Does not mention solving problems involving diameter, radius, or
circumference.
NM-GEO.6-8.1 The student will precisely describe, classify, and understand
relationships among types of two- and three-dimensional objects
using their defining properties
NM-MEA.6-8.2 The student will develop and use formulas to determine the
circumference of circles…
Bennett Math In geometry, topics include…feature of circles…
Grade 6
SACE MA 6.14 The student will know characteristics of circumference, diameter,
and radius and will solve problems involving each of these in
conjunction with the area of a circle.
VA MA 6.12B The student will derive approximations for pi (π) from measurements
for circumference and diameter, using concrete materials or computer
models.
TX MA N/A
National N/A
Bennett Math The geometry, topics include…feature of circles…
Grade 6 *Makes no mention of pi.
SACE MA 6.15 The student will find approximations of pi after measuring
circumference and diameter, using either computer models or
concrete materials.
VA MA 6.13A The student will estimate angle measures, using 45°, 90°, and 180° as
referents, and use the appropriate tools to measure the given angles
TX MA 6.8C The student will measure angles.
Bennett Math In geometry, topics include…the Pythagorean theorem and the angle-
Grade 6 sum theorem.
SACE MA 6.16 The student will estimate (using 45°, 90°, and 180°) and then use
appropriate tools to measure given angles and understand the
relationships between given angles.
VA MA 6.13B The student will measure and draw right, acute, and obtuse angles and
triangles
TX MA 6.6A The student will use angle measurements to classify angles as acute,
obtuse, or right
NM-GEO.6-8.1 The student will understand relationships among the angles
SACE MA 6.17 The student will measure, draw, and classify right, obtuse, and
acute angles.
Geometry
VA MA 6.14 The student will identify, classify, and describe the characteristics of
plane figures, describing their similarities, differences, and defining
properties
TX MA N/A
NM-GEO.6-8.1 The student will understand relationships among… similar objects
Bennett Math In geometry, topics include…model construction of the regular
Grade 6 polyhedra.
SACE MA 6.18 The student will identify and be able to differentiate between
plane figures and describe their similarities and differences.
VA MA 6.15 The student will determine congruence of segments, angles, and

polygons by direct comparison, given their attributes. Examples of
noncongruent and congruent figures will be included.
TX MA 6.6B The student will identify relationships involving angles in triangles
and quadrilaterals
The student will create and critique inductive and deductive
arguments concerning geometric ideas and relationships, such as
congruence, similarity, and the Pythagorean relationship.
SACE MA 6.19 The student will be able to differentiate between congruent and
noncongruent figures, angles, and segments by direct comparison,
and will understand the relationships between them.
VA MA 6.16 The student will construct the perpendicular bisector of a line

segment and an angle bisector.
TX MA N/A
National N/A
Bennett Math N/A
Grade 6
SACE MA 6.20 The student will be able to construct bisectors of angles and lines
segments.
VA MA 6.17 The student will sketch, construct models of, and classify solid
figures (rectangular prism, cone, cylinder, and pyramid).
TX MA 6.6 The student uses geometric vocabulary to describe angles, polygons,
and circles.
NM-GEO.6-8.2 The student will use coordinate geometry to represent and examine
the properties of geometric shapes
Bennett Math In geometry, topics include…features of circles, cylinders, spheres,
Grade 6 and cones…and model construction of the regular polyhedra.
SACE MA 6.21 The student will classify (using geometric vocabulary) and
construct models of solid polygons, including prisms, cones,
cylinders, spheres, and pyramids.
Probability and Statistics
VA MA 6.18 The student, given a problem situation, will collect, analyze, display,
and interpret data in a variety of graphical methods,
including
a) line, bar, and circle graphs;
b) stem-and-leaf plots; and
c) box-and-whisker plots.
Circle graphs will be limited to halves, fourths, and eighths.
TX MA 6.10A,C (A) draw and compare different graphical representations of the same
data
(C) sketch circle graphs to display data
*Not specific on what types of graphs the students must use
NM-DATA.6-8.1 The student will select, create, and use appropriate graphical
representations of data, including histograms, box plots, and
NM-DATA.6-8.2 scatterplots.
The student will discuss and understand the correspondence between
data sets and their graphical representations, especially histograms,
stem-and-leaf plots, box plots, and scatterplots.
Bennett Math N/A
Grade 6
SACE MA 6.22 The student will be able to present and interpret data using:
a) line, bar, and circle graphs;
b) stem-and-leaf plots;
c) box-and-whisker plots; and
d) scatterplots.
VA MA 6.19 The student will describe the mean, median, and mode as measures of
central tendency, describe the range, and determine their meaning for
a set of data.
TX MA 6.10B The student will use median, mode, and range to describe data
NM-DATA.6-8.2 The student will find, use, and interpret measures of center and
spread, including mean and interquartile range.
Bennett Math N/A
Grade 6
SACE MA 6.23 The student will be able to identify mean, median, mode, and
range and determine them in a set of data.
VA MA 6.20A The student will make a sample space for selected experiments and
represent it in the form of a list, chart, picture, or tree diagram
TX MA 6.9A The student will construct sample spaces using lists, tree diagrams,
and combinations
NM-DATA.6-8.4 The student will compute probabilities for simple compound events,
using such methods as organized lists, tree diagrams, and area
models.
Bennett Math N/A
Grade 6
SACE MA 6.24 The student will represent sample spaces in the form of lists, tree
diagrams, charts, pictures, or combinations.
VA MA 6.20B The student will determine and interpret the probability of an event
occurring from a given sample space and represent the probability as
a ratio, decimal or percent, as appropriate for the given situation
TX MA 6.9B The student will find the probabilities of a simple event and its
complement and describe the relationship between the two.
NM-DATA.6-8.4 The student will compute probabilities for simple compound events,
using such methods as organized lists, tree diagrams, and area
NM-NUM.6-8.1 models.
The student will understand and use ratios and proportions to
represent quantitative relationships
Bennett Math Story problems involve percentages, ratios…
Grade 6
SACE MA 6.25 The student will determine probability based on a given sample
space and then represent it in a ratio, decimal or percent, and in a
list, tree diagram, or area model.
Patterns, Functions, and Algebra
VA MA 6.21 The student will investigate, describe, and extend numerical and
geometric patterns, including triangular numbers, patterns formed by
powers of 10, and arithmetic sequences.
TX MA 6.5 The student uses letters to represent an unknown in an equation. The
student is expected to formulate an equation from a problem situation.
NM-ALG.6-8.1 The student will represent, analyze, and generalize a variety of
patterns with tables, graphs, words, and, when possible, symbolic
rules
Bennett Math Story problems involve…simple equations with variables.
Grade 6
SACE MA 6.26 The student will understand and be able to extend both
numerical and geometric patterns and will be able to represent
and analyze said patterns with tables, graphs, and words.
VA MA 6.22 The student will investigate and describe concepts of positive

exponents, perfect squares, square roots, and, for numbers greater
than 10, scientific notation. Calculators will be used to develop
exponential patterns
TX MA N/A
NM-NUM.6-8.2 The student will understand about finding square roots to simplify
computations and solve problems.
Bennett Math Students learn…the associative, commutative, and distributice
Grade 6 properties of numerical expressions; exponents; square- and cube-
root concepts; and basic function relationships.
SACE MA 6.27 The student will understand concepts of positive exponents,
squares, square roots, and scientific notation and will solve
problems involving these concepts.
VA MA 6.23A-C The student will

a) model and solve algebraic equations, using concrete
materials;
b) solve one-step linear equations in one variable,
involving whole number coefficients and positive
rational solutions; and
c) use the following algebraic terms appropriately:
variable, coefficient, term, and equation
TX MA 6.5 The student uses letters to represent an unknown in an equation. The
student is expected to formulate an equation from a problem situation.
NM-ALG.6-8.1 The student will identify functions as linear or nonlinear and contrast
their properties from tables, graphs, or equations.
NM-ALG.6-8.2 The student will recognize and generate equivalent forms for simple
algebraic expressions and solve linear equations.
Bennett Math Story problems involve…simple equations with variables.
Grade 6
SACE MA 6.28 The student will solve and model simple equations with one
variable and will use algebraic terms appropriately.
VA MA N/A
TX MA N/A
NM N/A
Bennett Math Story problems include…negative numbers.
Grade 6
SACE MA 6.29 The student will solve word problems involving negative
numbers.
SOCIAL STUDIES
It is very important for society to know and understand the past. The teaching of
social studies in school enables a student to remember where he or she came from, what
mistakes to avoid, and what to strive beyond for the future. Without knowing the past,
society can never fully move on to the future. Pearl Buck made the statement, “If you
want to understand today, you have to search yesterday” (Quote Garden 2007).
Skills
VA US 6.1A-H The student will demonstrate skills for historical and geographical
analysis, including the ability to
a) analyze and interpret primary and secondary source
documents to increase understanding of events and life
in United States history from 1877 to the present;
b) make connections between past and present;
c) sequence events in United States history from 1877 to
the present;
d) interpret ideas and events from different historical
perspectives;
e) evaluate and debate issues orally and in writing;
f) analyze and interpret maps that include major physical
features;
g) use parallels of latitude and meridians of longitude to
describe hemispheric location;
h) interpret patriotic slogans and excerpts from notable
speeches and documents.
TX SS 6.1B The student will analyze the historical background of selected
contemporary societies to evaluate relationships between past
conflicts and current conditions.
TX SS 6.2A The student will explain the significance of individuals or groups
from selected societies, past and present.
TX SS 6.3 The student uses maps, globes, graphs, charts, models, and databases
to answer geographic questions.
NSS-G.K-12.1 The student will understand how to use maps and other geographic
representations, tools, and technologies to acquire, process, and report
information from a spatial perspective
Bennett Social Bennett’s Standards call for the study of pre-historic times to Middle
Studies Grade 6 Ages, not U.S. History; therefore, none of the standards for Bennett
match the standards for Virginia Standards of Learning.
SACE SS 6.1 The student will be able too
a) analyze primary and secondary sources from 1877 to the
present
b) sequence events from post-Civil War America to the present
c) analyze maps that show major physical features
d) work with longitude and latitude
e) interpret patriotic slogans and speeches
f) evaluate connections between the past and the present
Geography
VA US 6.2A-C The student will use maps, globes, photographs, pictures, and tables
for
a) explaining how physical features and climate influenced
the movement of people westward;
b) explaining relationships among natural resources,
transportation, and industrial development after 1877;
c) locating the 50 states and the cities most significant to
the historical development of the United States.
TX SS 6.4B The student will identify and explain the geographic factors
responsible for patterns of population in places and regions.
TX SS 6.5A The student will explain factors such as location, physical features,
transportation corridors and barriers, and distribution of natural
resources that influence the economic development and foreign
policies of societies.
*Nothing on US Geography
National N/A
SACE SS 6.2 The student will use maps, globes, pictures, and tables to explain
a) how physical characteristics effected westward expansion
b) how physical characteristics shaped transportation and
industrial development after 1877
c) significant cities in the development of the U.S. and the
location of the 50 states
Reshaping the Nation and the Emergence of Modern America: 1877 - Early 1900s
VA US 6.3A-E The student will demonstrate knowledge of how life changed after the
Civil War by
a) identifying the reasons for westward expansion;
b) explaining the reasons for the increase in immigration,
growth of cities, new inventions, and challenges arising
from this expansion;
c) describing racial segregation, the rise of “Jim Crow,”
and other constraints faced by African Americans in the
post-Reconstruction South;
d) explaining the rise of big business, the growth of
industry, and life on American farms;
e) describing the impact of the Progressive Movement on
child labor, working conditions, the rise of organized
labor, women’s suffrage, and the temperance movement.
TX SS 6.7C The student will describe ways in which technology influences
human capacity to modify the physical environment.
TX SS 6.8A The student will compare ways in which various societies organize
the production and distribution of goods and services.
TX SS 6.14B The student will explain relationships among rights and
responsibilities in democratic societies.
*Nothing about Post-Civil War United States.
NSS-USH.5-12.5 The student will understand the course and character of the Civil War
and its effects on the American people.
The student will understand how various reconstruction plans
succeeded or failed.
NSS-USH.5-12.6 The student will understand how the rise of corporations, heavy
industry, and mechanized farming transformed the American people.
The student will understand massive immigration after 1870 and how
new social patterns, conflicts, and ideas of national unity developed
amid growing cultural diversity.
The student will understand the rise of the American labor movement
and how political issues reflected social and economic changes.
SACE SS 6.3 The student will be able to explain why life changed after the
Civil War in reference to:
a) westward expansion and immigration
b) racial segregation
c) rise of big business
d) Progressive Movement and child labor
Turmoil and Change: 1890s to 1945
VA US 6.4A-B The student will demonstrate knowledge of the changing role of the
United States from the late nineteenth century through World War I
by
a) explaining the reasons for and results of the Spanish
American War;
b) explaining the reasons for the United States’
involvement in World War I and its leadership role at the
conclusion of the war.
TX SS N/A
NSS-USH.5-12.7 The student will understand the changing role of the United States in
world affairs through World War I.
SACE SS 6.4 The student will be able to explain the United States’ changing
role up until World War I by:
a) explaining reasons for the Spanish American War
b) results of the Spanish American War
c) the United States’ role in World War I
VA US 6.5A-D The student will demonstrate knowledge of the social, economic, and
technological changes of the early twentieth century by
a) explaining how developments in transportation
(including the use of the automobile), communication,
and rural electrification changed American life;
b) describing the social changes that took place, including
prohibition, and the Great Migration north;
c) examining art, literature, and music from the 1920s and
1930s, emphasizing Langston Hughes, Duke Ellington,
and Georgia O’Keeffe and including the Harlem
Renaissance;
d) identifying the causes of the Great Depression, its
impact on Americans, and the major features of Franklin
D. Roosevelt’s New Deal.
TX SS 6.5A The student will explain factors such as location, physical features,
transportation corridors and barriers, and distribution of natural
resources that influence the economic development and foreign
policies of societies.
TX SS 6.19 The student understands the relationship that exists between artistic,
creative, and literary expressions and the societies that produce them
NSS-USH.5-12.8 The student will understand the causes of the Great Depression and
how it affected American society.
The student will understand how the New Deal addressed the Great
Depression, transformed American federalism, and initiated the
welfare state.
*Nothing about arts, music or literature of the time period.
match the Virginia Standards of Learning.
SACE SS 6.5 The student will be able to explain social, economic, and
technological changes in America in relation to:
a) development of transportation and communication
b) Great Migration north
c) Relationship of the society of the 1920’s and 1930’s with
the music, art and literature produced during those two
decades
d) Causes and effects of the Great Depression
e) The New Deal
VA US 6.6A-C The student will demonstrate knowledge of the major causes and
effects of American involvement in World War II by
a) identifying the causes and events that led to American
involvement in the war, including the attack on Pearl
Harbor;
b) describing the major events and turning points of the
war in Europe and the Pacific;
c) describing the impact of World War II on the homefront.
TX SS N/A
NSS-USH.5-12.8 The student will understand the causes and course of World War II,
the character of the war at home and abroad, and its reshaping of the
U.S. role in world affairs
SACE SS 6.6 The student will know about America’s involvement in World
War II including:
a) the causes that led America into the war, including Pearl
Harbor
b) the effects of WWII in America
c) major events of the war in Europe and the Pacific
The United States since World War II
VA US 6.7 The student will demonstrate knowledge of the economic, social, and
political transformation of the United States and the world between
the end of World War II and the present by
a) describing the rebuilding of Europe and Japan after
World War II, the emergence of the United States as a
superpower, and the establishment of the United
Nations;
b) describing the conversion from a wartime to a peacetime
economy;
c) identifying the role of America’s military and veterans in
defending freedom during the Cold War, including the
wars in Korea and Vietnam, the Cuban missile crisis, the
collapse of communism in Europe, and the rise of new
challenges;
d) describing the changing patterns of society, including
expanded educational and economic opportunities for
military veterans, women, and minorities.
TX SS 6.1A The student will analyze the historical background of selected
contemporary societies to evaluate relationships between past
conflicts and current conditions
TX SS 6.2A-B The student understands the contributions of individuals and groups
from various cultures to selected historical and contemporary
societies. The student is expected to:
a) explain the significance of individuals or groups from
selected societies, past and present; and
b) describe the influence of individual and group
achievement on selected historical or contemporary
societies
TX SS 6.10 The student understands categories of economic activities and the
means used to measure a society's economic level.
NSS-USH.5-12.9 The student will understand the economic boom and social
transformation of postwar United States.
The student will understand how the Cold War and conflicts in Korea
and Vietnam influenced domestic and international politics.
The student will understand the struggle for racial and gender
equality and the extension of civil liberties.
SACE SS 6.7 The student will demonstrate knowledge of social, economic, and
political changes in America from the end of World War II to the
present in relation to:
a) the rebuilding of Europe and Japan
b) America’s switch from a wartime to peace time economy
c) the wars in Korea, Vietnam, and the Cold War
d) changing patterns concerning women in the workplace,
military veterans, and minorities
VA US 6.8 The student will demonstrate knowledge of the key domestic issues
during the second half of the twentieth century by
a) examining the Civil Rights Movement and the changing
role of women;
b) describing the development of new technologies and
their impact on American life.
TX SS 6.2A-B The student understands the contributions of individuals and groups
from various cultures to selected historical and contemporary
societies. The student is expected to
a) explain the significance of individuals or groups from
selected societies, past and present;
b) describe the influence of individual and group
achievement on selected historical or contemporary
societies
TX SS 6.7C The student will describe ways in which technology influences
human capacity to modify the physical environment.
NSS-USH.5-12.9 The student will understand the struggle for racial and gender
equality and the extension of civil liberties.
NSS-USH.9- The student will understand economic, social, and cultural
12.10 developments in contemporary United States.
SACE SS 6.8 The student will discuss key domestic issues of the second half of
the 20th century involving:
a) the Civil Rights Movement and the changing role of
women and their significance
b) the impact of new technology on everyday American life
Bennett Social Major topics in world history and geography from prehistoric times
Studies Grade 6 to the Middle Ages, taught through story and textbook readings.
Students study early man; ancient civilizations of the Near East,
India, and China; classical Greece and Rome; the growth of Judaism
and Christianity; the Byzantine Empire; Charlemagne; the rise of
Islam; and early civilizations in Latin America and Africa. Map
work traces the growth and decline of civilizations in the ancient
world and follows the sea and land trade routes that facilitated the
spread of civilization and contact among cultures. Work in civics
explores the roots of democracy in the Greek city-state and their
contemporary application to American government.
SACE SS 6.9 The student will learn about prehistoric times to the Middle Ages
in conjunction with early civilizations of the Near East, India,
China, Greece, Rome, Latin America, and Africa. The student
will map the growth and decline of these civilizations and map the
land and sea trade routes that were prevalent and that connected
the civilizations to each other. The student will also study early
Greek government and its application in American government
today.
SCIENCE
Science is another important core subject area. In society, science complements

math in keeping up with the technology curve. Isaac Asimob once said, “There is a single
light of science, and to brighten it anywhere is to brighten it everywhere” (Wisdom
Quotes 2006). Scientific knowledge can open new doors to new opportunities that may
not have been opened otherwise.
Scientific Investigation, Reasoning, and Logic

VA SCI 6.1 The student will plan and conduct investigations in which
a) observations are made involving fine discrimination
between similar objects and organisms;
b) a classification system is developed based on multiple
attributes;
c) precise and approximate measurements are recorded;
d) scale models are used to estimate distance, volume, and
quantity;
e) hypotheses are stated in ways that identify the independent
(manipulated) and dependent (responding) variables;
f) a method is devised to test the validity of predictions and
inferences;
g) one variable is manipulated over time, using many
repeated trials;
h) data are collected, recorded, analyzed, and reported using
appropriate metric measurements;
i) data are organized and communicated through graphical
representation (graphs, charts, and diagrams);
j) models are designed to explain a sequence; and
k) an understanding of the nature of science is developed and
reinforced.
TX SCI 6.2 Scientific processes. The student uses scientific inquiry methods
during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including

asking questions, formulating testable hypotheses, and
selecting and using equipment and technology;
(B) collect data by observing and measuring;
(C) analyze and interpret information to construct reasonable

explanations from direct and indirect evidence;
(D) communicate valid conclusions; and

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

• Understandings about scientific inquiry
Bennet Science Topics may include… relations among weight, volume, and density;
Grade 6
SACE SCI 6.1 The student will conduct investigations involving:
a) classifications of similar organisms
b) recording and scale modeling measurements involving
distance, volume, and quantity
c) hypothesis are stated with respect to independent and
dependent variables, which are then manipulated over
many trials
d) data is collected, organized, and analyzed through
appropriate metric measurements and then represented
using graphs
Force, Motion, and Energy
VA SCI The student will investigate and understand basic sources of energy, their
6.2 origins, transformations, and uses. Key concepts include
a) potential and kinetic energy;
b) the role of the sun in the formation of most energy sources on
Earth;
c) nonrenewable energy sources (fossil fuels including petroleum,
natural gas, and coal);
d) renewable energy sources (wood, wind, hydro, geothermal, tidal,
and solar); and
e) energy transformations (heat/light to mechanical, chemical, and
electrical energy).
TX SCI Science concepts. The student knows that obtaining, transforming, and
6.9 distributing energy affects the environment. The student is expected to:
(A) identify energy transformations occurring during the

production of energy for human use such as electrical energy
to heat energy or heat energy to electrical energy;
(B) compare methods used for transforming energy in

devices such as water heaters, cooling systems, or
hydroelectric and wind power plants; and
(C) research and describe energy types from their source to

their use and determine if the type is renewable, non-
renewable, or inexhaustible.
NS.5-8.2 As a result of their activities in grades 5-8, all students should develop an
understanding of properties and changes of properties in matter, motions
and forces, transfer of energy
Bennet N/A
Science
Grade 6
SACE The student will understand basic concepts of energy including:
SCI 6.2 a) kinetic and potential energy
b) renewable vs nonrenewable resources
c) energy transformations
VA SCI 6.3 The student will investigate and understand the role of solar energy in
driving most natural processes within the atmosphere, the hydrosphere, and
on the Earth’s surface. Key concepts include
a) the Earth’s energy budget;
b) the role of radiation and convection in the distribution of energy;
c) the motion of the atmosphere and the oceans;
d) cloud formation; and
e) the role of heat energy in weather-related phenomena including
thunderstorms and hurricanes.
TX SCI N/A
NS N/A
Bennet Topics may include the atomic theory of matter; state of matter (solid,
Science liquid, and gas); conservation of matter
Grade 6
SACE SCI The student will understand the role of solar energy in the natural
6.3 process that occur on Earth and in Earth’s atmosphere such as:
a) the energy budget
b) theories of matter
c) motion of the atmosphere and the oceans and cloud formations
d) the role of energy in weather-related phenomena
Matter
VA SCI The student will investigate and understand that all matter is made up of
6.4 atoms. Key concepts include
a) atoms are made up of electrons, protons, and neutrons;
b) atoms of any element are alike but are different from atoms of
other elements;
c) elements may be represented by chemical symbols;
d) two or more atoms may be chemically combined;
e) compounds may be represented by chemical formulas;
f) chemical equations can be used to model chemical changes; and
g) a limited number of elements comprise the largest portion of the
solid Earth, living matter, the oceans, and the atmosphere.
TX SCI Science concepts. The student knows that substances have physical and
6.7 chemical properties. The student is expected to:
(A) demonstrate that new substances can be made when two

or more substances are chemically combined and compare
the properties of the new substances to the original
substances; and
(B) classify substances by their physical and chemical

properties.
NS.5-8.2 As a result of their activities in grades 5-8, all students should develop
an understanding
• Properties and changes of properties in matter

• Motions and forces
• Transfer of energy
Science liquid, and gas); conservation of matter
Grade 6
SACE The student will understand basic aspects of matter and atoms
SCI 6.4 including:
a) electrons, protons, and neutrons
b) atoms of like elements are alike, but are different than atoms
from different elements
c) elements may be represented by chemical symbols and
compounds can be represented by chemical formulas
d) atoms may be chemically combined, and chemical formulas can
model these changes
VA SCI 6.5 The student will investigate and understand the unique properties and
characteristics of water and its roles in the natural and human-made
environment. Key concepts include
a) water as the universal solvent;
b) the properties of water in all three states;
c) the action of water in physical and chemical weathering;
d) the ability of large bodies of water to store heat and moderate
climate;
e) the origin and occurrence of water on Earth;
f) the importance of water for agriculture, power generation, and
public health; and
g) the importance of protecting and maintaining water resources.
TX SCI N/A
NS N/A
Science liquid, and gas); Students explore, record, and graph boiling and freezing
Grade 6 points of common substances
SACE SCI The student will investigate the properties of water and its role in the
6.5 environment, including:
a) the three states of water
b) weathering, both physical and chemical
c) the importance of maintaining water resources
d) occurrence and properties of water on earth
e) importance of water in relation to agriculture, power, and health
VA SCI 6.6 The student will investigate and understand the properties of air and the
structure and dynamics of the Earth’s atmosphere. Key concepts
include
a) air as a mixture of gaseous elements and compounds;
b) air pressure, temperature, and humidity;
c) how the atmosphere changes with altitude;
d) natural and human-caused changes to the atmosphere;
e) the relationship of atmospheric measures and weather
conditions;
f) basic information from weather maps including fronts, systems,
and basic measurements; and
g) the importance of protecting and maintaining air quality.
TX SCI N/A
NS N/A
Bennet A special emphasis on the physical sciences.
Science
Grade 6
SACE SCI The student will investigate properties of air and the Earth’s
6.6 atmosphere, including:
a) importance of maintaining air quality
b) air pressure, temperature, and humidity
c) basic weather information, such as fronts, systems, and
measurements, and weather conditions in relation to
atmospheric measures
d) air as a mixture of elements and compounds
Living Systems
VA SCI 6.7 The student will investigate and understand the natural processes and
human interactions that affect watershed systems. Key concepts
include
a) the health of ecosystems and the abiotic factors of a watershed;
b) the location and structure of Virginia’s regional watershed
systems;
c) divides, tributaries, river systems, and river and stream
processes;
d) wetlands;
e) estuaries;
f) major conservation, health, and safety issues associated with
watersheds; and
g) water monitoring and analysis using field equipment including
hand-held technology.
TX SCI N/A
understanding
• Structure and function in living systems

• Reproduction and heredity
• Regulation and behavior
• Populations and ecosystems
• Diversity and adaptations of organisms
Bennet N/A
Science
Grade 6
SACE The student will investigate human interactions and natural
SCI 6.7 interactions that affect watershed systems including:
a) divides, tributaries, river systems, rivers, wetlands, estuaries,
and streams
b) health of ecosystems and the factors of a watershed
c) conservation and safety issues of watersheds
d) water monitoring and analysis
Interrelationships in Earth/ Space Systems
VA SCI 6.8 The student will investigate and understand the organization of the solar
system and the relationships among the various bodies that comprise
it. Key concepts include
a) the sun, moon, Earth, other planets and their moons, meteors,
asteroids, and comets;
b) relative size of and distance between planets;
c) the role of gravity;
d) revolution and rotation;
e) the mechanics of day and night and the phases of the moon;
f) the unique properties of Earth as a planet;
g) the relationship of the Earth’s tilt and the seasons;
h) the cause of tides; and
i) the history and technology of space exploration.
TX SCI Science concepts. The student knows components of our solar system. The
student is expected to:
(A) identify characteristics of objects in our solar system

including the Sun, planets, meteorites, comets, asteroids, and
moons; and
(B) describe types of equipment and transportation needed

for space travel.
an understanding
• Structure of the earth system

• Earth's history
• Earth in the solar system
Bennet Additional topics from the life and earth sciences may include the structure
Science of the Earth's crust and plate tectonics
Grade 6
SACE The student will investigate the solar system with respect to
SCI 6.8
a) the planets, the sun, moon, meteors, asteroids, and comets
b) terms such as gravity, revolution, and rotation
c) unique properties of Earth
d) cause of the tides and the mechanics of day and night in relation
to the moon
e) relative size of and distance between the planets
f) history and technology of space exploration
Resources
VA SCI The student will investigate and understand public policy decisions relating
6.9 to the environment. Key concepts include
a) management of renewable resources (water, air, soil, plant life,
animal life);
b) management of nonrenewable resources (coal, oil, natural gas,
nuclear power, mineral resources);
c) the mitigation of land-use and environmental hazards through
preventive measures; and
d) cost/benefit tradeoffs in conservation policies.
TX SCI Science concepts. The student knows that obtaining, transforming, and
6.9 distributing energy affects the environment. The student is expected to:
(C) research and describe energy types from their source to their
use and determine if the type is renewable, non-renewable, or
inexhaustible.
NS.5-8.6 As a result of activities in grades 5-8, all students should develop
understanding
• Personal health
• Populations, resources, and environments
• Natural hazards
• Risks and benefits
• Science and technology in society
Bennet N/A
Science
Grade 6
SACE The student will investigate environmental policies including:
SCI 6.9 a) management of renewable and nonrenewable resources
b) mitigation of land-use and environmental hazards through
preventive measures
c) conservation policies and their costs and benefits
VA SCI N/A
TX SCI N/A
NS N/A
Bennet Distinctions between living and nonliving things;
Science
Grade 6
SACE SCI The student will be able to distinguish between living and nonliving
6.10 things.
VA SCI N/A
TX SCI N/A
NS SCI N/A
Bennet Examine light filtered through a prism; and explore the reflection and
Science refraction of light rays by mirrors and through lenses.
Grade 6
SACE SCI The student will examine light filtered through a prism and will
6.11 understand the concepts of reflection and refraction by mirrors and
lenses.
ENGLISH
The learning of the branches of English promotes literacy in society. English

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

b) Evaluate own contributions to discussions.
TX ENG (B) demonstrate effective communication skills that reflect such

demands as interviewing, reporting, requesting, and providing
information (4-8);
(D) generate criteria to evaluate his/her own oral presentations and the
presentations of others (6-8);
NL- ENG N/A
Bennett Speaking exercises require students to memorize and recite selected
English Grade short poems.
6
SACE ENG The student will contribute to group activities by demonstrating
6.2 leadership and evaluating their own contributions to the
discussions
VA ENG 6.1 c) Summarize and evaluate group activities.

d) Analyze the effectiveness of participant interactions.
TX ENG (A) determine the purposes for listening such as to gain information, to
solve problems, or to enjoy and appreciate (4-8);
NL- ENG K- Students adjust their use of spoken, written, and visual language (e.g.,
12.4 conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes
Bennett N/A
English Grade
6
SACE ENG The student will effectively summarize and analyze participation
6.3 and interaction in small group activities.
VA ENG 6.2 The student will listen critically and express opinions in oral
presentations.
TX ENG N/A
NL- ENG N/A
Bennett N/A
English Grade
6
SACE ENG The student will express opinions during oral presentations and
6.4 listen with critical intent.
VA ENG a) Distinguish between fact and opinion.

6.2
TX ENG (C) distinguish between the speaker's opinion and verifiable fact (4-8);
NL- ENG N/A

Bennett N/A
English
Grade 6
SACE The student will be able to differentiate between opinion and fact
ENG 6.5
VA ENG b) Compare and contrast viewpoints.

6.2
TX ENG (E) compare his/her own perception of a spoken message with the
perception of others (6-8); and
NL- ENG N/A
Bennett N/A
English
Grade 6
SACE The student will be able to compare and contrast different and similar
ENG 6.6 viewpoints.
VA ENG c) Present a convincing argument.
6.2
TX ENG (B) identify and analyze a speaker's persuasive techniques such as selling,
convincing, and using propaganda (6);
NL- ENG
Bennett N/A
English
Grade 6
SACE The student will be able to present a convincing argument and analyze
ENG 6.7 the persuasive techniques of other presentations.
VA ENG d) Paraphrase what is heard.

6.2 e) Summarize what is heard.
TX ENG (D) listen to learn by taking notes, organizing, and summarizing spoken
ideas (6-8).
NL- ENG N/A
Bennett Speaking exercises require students to memorize and recite selected short
English poems.
Grade 6
SACE The student will paraphrase and summarize after listening to an oral
ENG 6.8 passage.
VA ENG f) Use grammatically correct language and vocabulary appropriate

6.2 to audience, topic, and purpose
TX ENG (A) adapt spoken language such as word choice, diction, and usage to the
audience, purpose, and occasion (4-8);
NL- ENG N/A
Bennett Topics in grammar include irregular verbs and the subjunctive mood.
English
Grade 6
SACE The student will use correct grammar and vocabulary dependant upon
ENG 6.9 audience, topic, and purpose
Reading
VA ENG The student will read and learn the meanings of unfamiliar words and
6.3 phrases.
TX ENG (A) apply knowledge of letter-sound correspondences, language structure,

and context to recognize words (4-8);
NL- ENG Students apply knowledge of language structure, language conventions
K-12.6 (e.g., spelling and punctuation), media techniques, figurative language, and
genre to create, critique, and discuss print and nonprint texts.
Bennett Reading selections serve as subjects for a variety of writing assignments,

English including short essays, narratives, letters, and book reviews
Grade 6
SACE The student will read and use techniques to learn the meanings of
ENG 6.10 unfamiliar words and phrases.
VA ENG a) Identify word origins, derivations, and inflections.

6.3
TX ENG N/A
NL- ENG N/A
Bennett A review of reading skills developed in the early grades and an introduction
English to classical mythology and simple lyric, narrative, and dramatic poetry
Grade 6
SACE The student will identify word origins and derivations.
ENG 6.11
VA ENG b) Identify analogies and figurative language.

6.3 c) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
TX ENG N/A
NL- ENG N/A
English
Grade 6
SACE The students will be able to identify analogies and figurative language
ENG 6.12 and use context to determine and differentiate between multiple
meanings of words.
VA ENG d) Use word-reference materials.

6.3
TX ENG (C) locate the meanings, pronunciations, and derivations of unfamiliar
words using dictionaries, glossaries, and other sources (4-8).
NL- ENG N/A
Bennett Students hone library skills (bibliographies and note-taking) during prepa-
English ration of a research project
Grade 6
SACE The student will be able to locate meanings of words, pronunciations,
ENG 6.13 and derivations of unfamiliar words using word-reference materials.
VA ENG The student will read and demonstrate comprehension of a variety of
6.4 fiction, narrative nonfiction, and poetry.
TX ENG N/A
NL- ENG Students apply a wide range of strategies to comprehend, interpret,
K-12.3 evaluate, and appreciate texts. They draw on their prior experience, their
interactions with other readers and writers, their knowledge of word
meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
English to classical mythology and simple lyric, narrative, and dramatic poetry.
Grade 6
SACE The student will demonstrate reading comprehension through the
ENG 6.14 reading of a variety of text including fiction, poetry, and narrative non-
fiction.
VA ENG a) Identify the elements of narrative structure, including setting,

6.4 character, plot, conflict, and theme.
TX ENG (F) analyze characters, including their traits, motivations, conflicts, points
of view, relationships, and changes they undergo (4-8);
(G) recognize and analyze story plot, setting, and problem resolution (4-8);
NL- ENG N/A
English to classical mythology and simple lyric, narrative, and dramatic poetry.
Grade 6
SACE The student will be able to identify elements of narrative structure
ENG 6.15 including characters, plot, conflict, and theme.
VA ENG b) Use knowledge of narrative and poetic structures to aid

6.4 comprehension and predict outcomes.
TX ENG N/A
NL- ENG N/A
Grade 6
SACE The student will use their knowledge of narrative structure to predicte
ENG 6.16 outcome and aid in comprehension.
VA ENG c) Describe the images created by language.
6.4 d) Describe how word choice and imagery contribute to the
meaning of a text.
TX ENG (D) describe mental images that text descriptions evoke (4-8);
NL- ENG N/A
Grade 6
SACE The student will comprehend the concept of words evoking images and
ENG 6.17 explain how imagery contributes to text.
VA ENG e) Describe cause-effect relationships and their impact on plot.

6.4
TX ENG (E) use the text's structure or progression of ideas such as cause and effect
or chronology to locate and recall information (4-8);
NL- ENG N/A
Grade 6
SACE The student will describe cause and effect and its impact on the plot of
ENG 6.18 a story.
VA ENG f) Use information stated explicitly in the text to draw conclusions

6.4 and make inferences.
TX ENG (H) draw inferences such as conclusions or generalizations and support

them with text evidence and experience (4-8);
NL- ENG N/A
Grade 6
SACE The student will be able to infer information from the text and draw
ENG 6.19 conclusions and judgments from those inferences.
VA ENG g) Explain how character and plot development are used in a

6.4 selection to support a central conflict or story line.
TX ENG N/A
NL- ENG N/A
Grade 6
SACE The student will discuss the importance of character and plot
ENG 6.20 development in relation to the story line through their readings.
VA ENG h) Paraphrase and summarize the main points in the text.

6.4
TX ENG (G) paraphrase and summarize text to recall, inform, or organize ideas (4-
8);
NL- ENG N/A
Grade 6
SACE The student will be able to summarize and paraphrase a written text.
ENG 6.21
VA ENG The student will read and demonstrate comprehension of a variety of

6.5 informational selections.
a) Identify questions to be answered.
TX ENG N/A
NL- ENG N/A
Grade 6
SACE The student will be able demonstrate comprehension through identify
ENG 6.22 questions about informational selections.
VA ENG b) Make, confirm, or revise predictions.

6.5 c) Use context to determine meanings of unfamiliar words and
technical vocabulary.
d) Draw conclusions and make inferences based on explicit and
implied information.
e) Organize the main idea and details to form a summary.
g) Select informational sources appropriate for a given purpose.
TX ENG (A) form and revise questions for investigations, including questions
arising from readings, assignments, and units of study (6-8);
NL- ENG N/A
English including short essays, narratives, letters, and book reviews… Students
Grade 6 hone library skills (bibliographies and note-taking) during preparation of a
research project
SACE The student will be able to:
ENG 6.23 a) form and revise predictions
b) draw conclusions based on both explicit and implied
information of a passage
c) organize main ideas and supporting details and form summaries
d) choose informational sources with respect to purpose
VA ENG f) Compare and contrast information about one topic contained in

6.5 different selections.
TX ENG (D) connect, compare, and contrast ideas, themes, and issues across text (4-
8).
NL- ENG N/A
English including short essays, narratives, letters, and book reviews. Independent
reading and writing are a significant part of each day.
Grade 6
SACE The student will compare and contrast two different selections with
ENG 6.24 similar ideas, themes, and issues.
Writing
VA ENG The student will write narratives, descriptions, and explanations.

6.6 a) Use a variety of planning strategies to generate and organize
ideas.
b) Establish central idea, organization, elaboration, and unity.
c) Select vocabulary and information to enhance the central idea,
tone, and voice.
d) Expand and embed ideas by using modifiers, standard
coordination, and subordination in complete sentences.
TX ENG N/A
NL- ENG Students employ a wide range of strategies as they write and use different
K-12.5 writing process elements appropriately to communicate with different
audiences for a variety of purposes.
Bennett Independent reading and writing are a significant part of each day.
English Reading selections serve as subjects for a variety of writing assignments,
including short essays, narratives, letters, and book reviews.
Grade 6
SACE The students will use a wide range of strategies while they write,
ENG 6.25 including:
a) planning and organizing strategies
b) elaboration, unity, and central ideas
c) enhancing vocabulary
d) modifiers
VA ENG e) Revise writing for clarity.
6.6
TX ENG (D) revise drafts for coherence, progression, and logical support of ideas
(4-8);
NL- ENG N/A
Grade 6
SACE The student will revise their own writing for clarity, coherence, and
ENG 6.26 logical support.
VA ENG The student will edit writing for correct grammar, capitalization,
6.7 punctuation, spelling, and sentence structure.
TX ENG N/A
NL- ENG Students apply knowledge of language structure, language conventions
K-12.6 (e.g., spelling and punctuation), media techniques, figurative language, and
genre to create, critique, and discuss print and nonprint texts.
Bennett N/A
English
Grade 6
SACE The student will evaluate and edit their own writing for correct
ENG 6.27 grammar, spelling, punctuation, structure, and figurative language.
VA ENG Use a variety of graphic organizers, including sentence diagrams, to

6.7 analyze and improve sentence formation and paragraph
structure.
TX ENG (A) generate ideas and plans for writing by using prewriting strategies such
as brainstorming, graphic organizers, notes, and logs (4-8);
NL- ENG N/A
Grade 6
SACE The student will use graphic organizers, notes, and logs to improve
ENG 6.28 sentence formation, paragraph structure, and writing in general.
VA ENG Use subject-verb agreement with intervening phrases and clauses.

6.7
TX ENG (G) use verb tenses appropriately and consistently such as present, past,
future, perfect, and progressive (6-8);
NL- ENG N/A
English
Grade 6
SACE The student will use appropriate subject-verb agreement in all aspects
ENG 6.29 of the sentence.
VA ENG Use pronoun-antecedent agreement to include indefinite pronouns.

6.7 Maintain consistent tense inflections across paragraphs.
Choose adverbs to describe verbs, adjectives, and other adverbs.
Use correct spelling for frequently used words.
TX ENG N/A
NL- ENG N/A
Bennett N/A
English
Grade 6
SACE The student will use:
ENG 6.30 a) pronoun-antecedent agreement and maintain tense throughout
paragraphs
b) correct spelling
c) adverbs to modify verbs, adjectives, and other adverbs
Conclusion
Standards are what keep schools accountable for what they are teaching students,
who will are the leaders and participants of tomorrow. The four core subject areas enable
students to think crictically as individuals. Proverbs 9:9 says, “Instruct a wise man and he
will be wiser still; teach a righteous man and he will add to his learning.” Whether in a
public school or in a Christian school, this principle can be implemented. It it the job of
teachers everywhere to prepare their students as completely and as thoroughly as
possible. This can be done by teaching the four content areas.
MATH ENGLISH SCIENCE SOCIAL STUDIES
Week 1 1 SACE MA 6.1 SACE ENG 6.2 SACE SS 6.1
2 Fraction, Contributing to Skills – Map, Primary
3 Percents, and Groups Orally Sources, latitude and
4 Decimals longitude, etc.
5 SACE ENG 6.9*
Correct Grammar
Usage
SACE ENG
6.29*
Subject-Verb
Agreement
Week 2 1 SACE ENG 6.11
2 Vocab
3 SACE ENG 6.1
4 Effective Oral
5 Communication
Week 3 1 SACE MA 6.2 SACE ENG 6.3 SACE SCI 6.10
2 Ratios Oral Living and
3 Participation Nonliving Things
4
5
Week 4 1 SACE ENG 6.11 SACE SCI 6.1
2 Vocab Investigation,
3 SACE ENG 6.4 Reasoning, and
4 Oral Expression Logic
5
2 Factors and Opinion and Fact Geography – effect of
3 Multiples physical characteristics
4
5
Week 6 1 SACE MA 6.4 SACE ENG 6.11
2 Prime and Vocab
3 Composite SACE ENG 6.6
4 Compare and
5 Contrast
Viewpoints
Week 7 1 SACE MA 6.5 SACE ENG 6.7 SACE SCI 6.2
2 Comparing Persuasive Basic Concepts of
3 Presentations Energy
4
5
2 Compare, Vocab
3 Orders,
4 Identify
5
2 Fractions, Oral Reshaping the Nation
3 Mixed Summarization and the Emergence of
4 Numbers, and Modern America: 1877
5 Decimals – early 1900’s
2 Vocab
3 SACE ENG 6.25
4 Writing
5 Strategies
Week 11 1 SACE MA 6.8 SACE SCI 6.3
2 Division with Energy and the
3 Decimals Earth
4
5
2 Estimation Vocab
3 SACE ENG 6.10
4 Dealing with
5 unfamiliar words
and phrases
Week 13 1 SACE MA SACE ENG 6.12 SACE SS 6.4
2 6.10 Analogies and Turmoil and Change:
3 Multi-step Figurative 1890’s - WWI
4 problems, language
5 Planning a
budget
2 Vocab
3 SACE ENG 6.13
4 Using Word
5 Reference
Material
Week 15 1 SACE MA SACE ENG 6.26 SACE SCI 6.4
2 6.10 Revision Matter and Atoms
3 Planning a
4 Budget
5 SACE MA
6.29
Word Problems
with Negative
Numbers
Week 16 1 SACE MA SACE ENG 6.11

2 6.11 Vocab
3 Measurements SACE ENG 6.27
4 Editing
5
2 6.12 Organizational Turmoil and Change:
3 Estimation methods WWI – The New Deal
4 with
5 Measurements
2 6.13 Vocab
3 Perimeter and SACE ENG 6.14
4 Area of Reading
5 Polyhedra Comprehension
SACE MA
6.14
Characteristics
of a Circle
Week 19 1 SACE MA SACE SCI 6.5
2 6.15 Properties of
3 Pi Water
4
5
2 6.16 Vocab Watershed System
3 Estimation SACE ENG 6.15
4 with Angles Narrative
5 SACE MA Structure
6.17
Types of
Angles
2 6.18 Same as above Turmoil and Change:
3 Plane Figures United States
4 involvement in WWII
5
2 6.19 Vocab
3 Congruence SACE ENG 6.16
4 Prediction of
5 Outcome
2 6.21 Grammar Air and
3 Geometric Atmosphere
4 Classification
5
2 6.22 Vocab
3 Graphs SACE ENG 6.17
4 Imagery
5
Week 25 1 SACE ENG 6.18 SACE SS 6.7
2 Cause and Effect The United States since
3 WWII
4
5
2 6.20 Vocab
3 Bisecting SACE ENG 6.19
4 angles and line inferences
5 segments
Week 27 1 SACE SCI 6.8
2 SACE MA Solar System
3 6.23
4 Mean, Median,
5 Mode

2 6.24 Vocab
3 Sample Spaces SACE ENG 6.20
4 Character and
5 Plot
2 6.25 Summarize and Key Issues of the 20th
3 Probability and Paraphrase Century
4 Representation
5
2 Vocab
3 SACE ENG 6.22
4 Identity
5 Questions
2 6.26 Form, Revision, Environmental
3 Numerical and Orangization policies
4 Geometric
5 Patterns
2 6.27 Vocab
3 Problem SACE ENG 6.23
4 solving with Form, Revision,
5 exponents, and Organization
scientific
notation,
squares, and
square roots
Week 33 1 SACE ENG 6.24 SACE SS 6.9

2 Compare and Survey of prehistoric –
3 Contrast Ideas, Middle Ages and their
4 Themes, and effect on today
5 Issues
2 6.28 Vocab Reflection and
3 Problem Refraction
4 solving with
5 equations
Week 35 1
2
3 REVIEW (in all content areas)
4
5
Week 36 1
2 SOL TESTING
3
4
5
*These SOLs will be reiterated throughout the year: SACE ENG 6.9
SACE ENG
6.29
Class Schedule
Monday Tuesday Wednesday Thursday Friday
TIME
8:00-8:30 Homeroom Homeroom Homeroom Homeroom Homeroom

8:30-10:00 English English English English English
Science/ Science/ Social Science/ Social Science/ Social

10:05-11:20 Science/ Social Studies
Social Studies Studies Studies Studies
11:25-12:35 Spanish Technology Gym Art Music
12:40-1:15 Lunch Lunch Lunch Lunch Lunch
1:20-2:35 Math Math Math Math Math
2:40-3:15 Study Hall Study Hall Study Hall Study Hall Study Hall
3:20-3:30 Homeroom Homeroom Homeroom Homeroom Homeroom
Legend
Key for Letter Symbols
T What the teacher will do

St What the student will do
S Science
SS Social Studies
M Mathematics
E English
VA Visual Arts
Mvmt Movement
Mu Music
Col Collaboration
Div Diversity
Tech Technology
D Drama
Science Charts Grade 6
Stephanie Anstey and Carlishia Elligan
Week 3
Day 11 Day 12 Day 13 Day 14 Day 15
SACE SCI 6.10 SACE SCI 6.10 SACE SCI 6.10 SACE SCI 6.10 SACE SCI 6.10
Living and Living and Living and Living and Living and
Nonliving Things Nonliving Things Nonliving Things Nonliving Things Nonliving Things
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: The teacher will
teach a lesson on use pictorial explain why and discuss the separate students
the structure of representation to how things are characteristics of into groups and
cells, including the show and explain classified into the final 2 give each group a
major components the differences separate kingdoms kingdoms, Plantae living thing, which
of the cell such as between plant and and what those 5 and Animalia they will have to
membrane, animal cells. kingdoms are. The (Have the students classify. Allow
mitochondria, teacher will go finish the kingdom them almost the
nucleus, over the bulletin board entire class period.
cytoplasm, characteristics of before continuing).
chromosomes, the first three The teacher will
vacuole, cell wall, kingdoms: Fungi, then introduce the
and more. Protista, and 7 levels of
Monera. classification. (The
teacher should
have a poster or
chart depicting the
7 levels). Use the
example of the
postal
classification
system as an
example.
St: The student St: The student St: After being St: The students St: The students
will look at slides will choose which taught the lesson, will repeat for the will research their
cells. They will cell they would the students will kingdoms Plantae specific living
then participate in like to model, and give the teacher and Animalia what organism in the
a group activity, will build a model the characteristics they did for the classroom, using
where each person out of a Styrofoam of the 3 kingdoms former 3 the computer, their
in the group is sphere (cut in they learned, who kingdoms. The science books, and
assigned a cell half), play-dough will in turn student will also other books that
component, and (for the cell write/pin the learn the are available to
must come up with membrane), and an characteristics to a mnemonic for them. Once they
one action that array of materials bulletin board that remembering the 7 are finished, they
displays a job of that they can use will show the 5 levels: King will turn in a paper
that component. for the other cell kingdoms. Phillip Came Over that tells of the
(Eg: the student components. The For Great seven
with mitochondria students will use S, VA Spaghetti. They classifications of
can run in place to toothpicks and will also develop a their living
show the releasing sticky labels to DA: Gifted class mnemonic. organism and the
of energy) label each of the learners can each characteristics for
components. choose a kingdom each classification.
and make a more
in depth poster of
S, Mvmt S, VA, A a kingdom of their S, E, VA S, E, T
choosing.
Week 4
Investigation, Investigation, Investigation, Investigation, Investigation,
Reasoning, and Reasoning, and Reasoning, and Reasoning, and Reasoning, and
Logic Logic Logic Logic Logic
emphasize the instruct the teach the lesson on give the students a set up experiments
importance of students on scale gathering data and scenario and ask (found in the book
classifying similar measurements organizing it into a them what they Science
objects, using the involving distance, pictorial think will happen Experiments and
living kingdoms as volume, and representation, and why. The Projects for
a base for the quantity. Examples such as a graph. teacher will then Students) around
student’s can be things such The teacher should discuss that the the room for the
knowledge of as maps, with prompt the class just students to visit in
classification. The measurements students to hypothesized, and groups (parental
teacher will ask the such as 1 inch = 1 discover what kind will then go into a cooperation).
students if they can mile. The teacher of scientific lesson about English class will
think of any will use information would observation, end early so as to
characteristics that ingredients at the be useful to hypothesizing, and accommodate for
would be good to front of the room display as a graph. experimenting. the extra time
use as classifiers and either scale up The teacher will needed for the
for different or scale down a set up plant experiments.
objects. recipe. Have the samples in the
students figure out room (each with a
with the new different variable).
measurements
S: The students should be based on St: The students St: The students St: The student
will each be given the scale. will work in will hypothesize will, each
a bag of beans, groups wherein which plant they hypothesize about
poster board, and St: The students they will collect, think will grow the outcome and
glue, and will will choose a organize, and better, and will variables of each
separate their measurement analyze data, and document the plant experiment in the
beans according to (distance, volume, represent it on a growth each day in classroom before
whatever or quantity) and graph. a plant journal. any experiments
characteristics they use their Plant journals will are performed.
see and decide knowledge of be turned in on They will then
upon. Label the ratios to decide Day 31 discuss the
characteristic scale outcome of the
under the glued measurements. The S, VA, M experiments and
beans. Students will then draw a see whether or not
should be ready to map, make a DA: ESL students their hypotheses
explain their model, etc. can make the were correct and
characteristics to graph in their why or why not.
the class. original language Students will
as well as the participate orally
English one that so as to incorporate
the teacher will what they are
put up in the learning in
classroom with the English.
others..
S, VA, E S, Mvmt, M S, Mvmt, E S, Mvmt, E, Col
Week 7
Basic Concepts of Basic Concepts of Basic Concepts of Basic Concepts of Basic Concepts of
Energy Energy Energy Energy Energy
introduce energy discuss energy discuss the review the introduce the idea
after the short conversions and transformations of different energy of energy
activity, and then how energy can energy, including transformations resources, and
introduce kinetic change from heat and light into (eg: sound, discuss main
and potential kinetic to potential mechanical, nuclear, etc.). Have nonrenewable
energy and their and back again. thermal, chemical, different things resources and their
characteristics. Ask students what electrical, sound, around the room uses. Introduce
Discuss the other conversions light, and nuclear. that are examples renewable
differences there are. Use the The teacher will of different kinds resources so that
between the two. example of discuss electrical of energy students can
photosynthesis. energy in relation transformations choose between
Ask the students to history as well. (listed on Day 33). both types of
since only plants After the activity, After completing resources for their
go through ask the students the activity, show project.
photosynthesis, questions like the students the
does that mean that “What form of website
we only get energy energy is coming www.scilinks.org.
from the sun when from the drum?” Explore the site for
we eat plants? and “What the rest of the class
Have them happens when you period.
explain. ____?” etc.
St: The students
St: The students St: The students St: The students will play “I Spy” St: The students
will divide into will complete a will be divided with different will choose a
groups. Each Directed Reading into groups, and forms of energy renewable or
group receives a Worksheet about each group will be transformations nonrenewable
piece of string and the transfer of given an empty around the room. resource to do a
a specific weight. energy (Holt and coffee can, wax Students will see short project about
The students take Science paper, a rubber an object (such as (eg: paper,
turns letting the Technology: band, and a pencil. an apple) and will diagram, etc).
pendulum swing Forces, Motion, The students will identify the type of
from different and Energy, pg hit the wax paper energy
heights, and will 113c) in different ways transformation it
record their and with different could go through
observations. forces, and will (apple goes
record and discuss through chemical
their findings. energy
transformation)
S, VA
S, Mvmt, E S, E, CT S, E, Mu, SS S, Div, E, VA
DA: Allow
kinesthetic
learners or those
with difficulties
collect the items
around the room.
Week 8
Basic Concepts of Basic Concepts of Basic Concepts of Basic Concepts of Basic Concepts of
Energy Energy Energy Energy Energy
T: The teacher will T: The teacher will T: The teacher will T: Review of T: TESTING
review introduce the teach energy as it SOL’s 6.1 and 6.2.
nonrenewable conservation of relates to The teacher will
resources, and then energy, including machines. Explain hand out a list of
begin the lesson on terms like friction, how machines are possible science
renewable closed system, and also energy fair projects having
resources and their the law of the converters, and to do with SOL 6.3
uses. Introduce the conservation of why energy – theories of
students to the energy. Discuss conversions are matter, the
advantages and how energy is important. atmosphere,
disadvantages of always being clouds, oceans, and
renewable converted into energy as it relates
resources. Present other forms, and to weather,
the scenario that remind them about radiation, and the
the classroom is a the example of earth’s energy
country that must photosynthesis. budget. Due on
decide on 3 or 4 Discuss the idea of Day 60.
resources to run perpetual motion.
our country on.
Give the students a St: The students
few minutes to will participate in
read over the pros the game known as
and cons, and then “Around The
open up the floor World,” where one
for debate. student starts by
standing and
St: The students competing against
will each read over St: Students will St: Due: Project on the student sitting St: TESTING,
the advantages and create their own resources. Students behind them. They pencil and paper
disadvantages of thermal energy by will have time to are asked a
the resources. Each rubbing their move around the question, and the
will decide on their hands together for classroom and see first to answer
3 top resources, 30 seconds. The other people’s correctly is
and then will give will feel the projects. allowed to move
their reasons for friction and heat on. When the
choosing those produced by their person standing is
resources. hands, but will beaten, they sit in
also see that the place of the
S, E processes person that beat
involving work them while the
DA: Gifted and energy are not victor tries to get
learners will each 100% efficient, around the
choose a different because of the “world.” The point
country and friction created. is to beat everyone
choose resources in the room in a
dependent on that row.
country’s
economical S, Mvmt S, Mvmt S, Mvmt S
abilities.
Week 11
Energy and the Energy and the Energy and the Energy and the Energy and the
Earth Earth Earth Earth Earth
introduce matter go over the 3 instruct the discuss the amount present the two
and its common states of students on of energy the earth terms convection
characteristics matter – gas, changing the state receives from the and radiation. The
(volume, mass, liquid, and solid – of matter, and the sun and the teacher will give
density). Discuss and their difference between conversion of that examples of each,
the differences properties, and will a change of state energy into and will ask the
between mass and also discuss the 4th and a simple different forms. students why they
weight and the state of matter, change of Explain the role of think each occurs.
measurements of plasma. The temperature, and solar energy in Once the correct
both. Discuss teacher will also the role of energy today’s society. answer has been
density as well. talk about Boyle’s in these changes. procured, the
Law and Charles Important terms teacher will talk
Law in relation to include melting, about the effect of
gas. freezing, radiation in
condensation, relation to the
vaporization, and greenhouse effect
sublimation. and its causes.
Have the students
discuss what
would happen if
there was no
greenhouse effect,
or if the
greenhouse effect
were to worsen.
St: The students St: The students St: The students St: The students
will separate into will participate in a will participate in a will research solar St: The students
groups and use demonstration to “Hot and Cool” energy and find will get to watch
liquids of different show the moving Lab, which deals one article dealing boiling water with
densities (with particles in the 3 with whether or with its history, little aluminum
different food main states of not a substances progress being balls in it to
colors) to create a matter. Have temperature will made in that area, example
“rainbow of students volunteer; go up if you add or some other convection.
liquids” in a jar. tape some students energy, or go down aspect of solar Students will also
Students will then together (solid), if you remove energy. The brainstorm about
be asked questions have some others energy. These students will write what they could do
concerning the in a group questions will be a short summary of for the community
experiment. surrounded by a answered through the article which to help the
jump rope (liquid), manipulation of they will hand in environment in
and the last group water. (Holt the next day. relation to the
have moving Science and greenhouse effect.
freely (gas). Technology: S, E
Introduction to
Matter) DA: An extra
article may be
S, Mvmt turned in for extra
S, Mvmt, VA S, Mvmt credit by gifted
learners. S, Mvmt, Col
Week 12
Energy and the Energy and the Energy and the Energy and the Energy and the
Earth Earth Earth Earth Earth
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: SCIENCE
discuss the talk about winds: go over what give the lesson on PROJECTS DUE
characteristics of why air moves, causes clouds, the the movement of Allow the students
the atmosphere, how it moves, and different types of the ocean in to quickly tell the
including what happens clouds, and their relation to energy class what the
temperature, when it moves. characteristics. and the subject of their
pressure, and the Include atmosphere. project is.
layers of the discussions on the Discuss waves,
atmosphere. The relation of energy their causes, and
teacher will also in the atmosphere the properties of
discuss the role of to weather related waves (eg: crest,
energy in the phenomena. trough, etc.)
heating of the
atmosphere, and
will further discuss
the greenhouse
effect.
St: The students St: The students St: The students St: The students St: The students
will watch a will first watch a will make posters will each make will walk around
demonstration of demonstration of depicting the their own waves and look at other
atmospheric how water different types of using a pan filled students’ projects.
pressure and air movement is a clouds using with water and a
movement good example of cotton balls. The piece of cardboard.
involving hot air flow (Holt students will work They should blow
water and ice and a Science and the cotton balls so across the
smoking match Technology: that they have the cardboard to make
(Holt Science and Weather and characteristics of the waves, and
Technology: Climate Quick the cloud they are then experiment
Weather and Lab, pg 16). Then depicting. with different
Climate pg. 14) the students will variables, such as
get into groups and making islands in
model sea and land the pan, blowing
breezes using harder, etc.
baking pans filled S. VA
with sand and ice
and smoke
(teacher DA: Students
supervision having difficulties
necessary). will be paired with
other more gifted
students, and they
can work on the
S, VA project together, S, Mvmt S, Mvmt
S, Mvmt with the gifted
student teaching
the one having
trouble.
Week 15
Matter and Matter and Matter and Matter and Matter and Atoms
Atoms Atoms Atoms Atoms
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: The topic of this
introduce atoms instruct the teach about the introduce the lesson is the
and the beginning students on the forces at work in students to the grouping of the
atomic theories: properties of the atoms, isotopes, periodic table of elements within
Thompson, atoms themselves: and calculating the the elements, both the periodic table.
Rutherford, Bohr, size, makeup mass of an atom. to its history and The teacher will
and the Electron (protons, electrons, what can be found instruct the
Cloud Models. and neutrons and on the table. students on the
their different groups of
characteristics), elements.
and what makes
atoms different
from each other.
St: The students St: As the students St: The students St: The student St: Students will
will each choose a learn about the will calculate the will complete the be put into groups,
type of atom particles inside an masses of some Direct Reading and each group
model to draw. The atom, have them given atoms and Worksheet 1, will be given pre
student will draw create and label will also so a found on page cut squares of
and color the diagrams of Reinforcement 101c of Holt different colors
picture, label the several different worksheet called Science and (the colors are
model, and then atoms in their “Atomic Timeline” Technology: according to
put its creator and Science Log. found on pg 77c Introduction to groups of
the characteristics Students can use on of Holt Science Matter. elements). Each
of the model that the figures as and Technology: group will be
make it different guidelines. The Introduction to assigned an
from other models. diagrams should Matter. elemental group (if
show the different it is large, it will be
particles, where split) and the
S, VA they are located, students will copy
and other the elements onto
DA: Have the information, such the squares so as to
gifted students as mass and make a huge
research the charge. classroom periodic
Japanese table.
physicists such as
Nagaoka, Hideki S, E, VA S, M S, E S, VA
Yukawa, and
Kenjiro
Takayanagi and
share what they
contributed to
modern science.
Week 16
Matter and Matter and Matter and Matter and Matter and Atoms
Atoms Atoms Atoms Atoms
T: The teacher will T: The teacher will T: Chemical T: Review for the T: TESTING
review some teach about equations are to be test. If students
common elements, chemical reactions introduced in this need help with
and will introduce and chemical lesson. Discuss in chemical
the class to formulas. depth how to equations, the
compounds, both balance equations teacher will work
the types of and and include many with them at the
their guided and board.
characteristics and independent
the names of some practices.
common
compounds.
St: Every student St: Examples will St: Other than the St: If no help is St: TESTING
is given a rubber be demonstrated guided and needed with Paper and pencil
ball, and the class from the Figure independent chemical
is divided into two “Some Clues to practicing of equations, than the
groups. Partners Chemical balancing students may work
must stand face to Reactions.” As equations, the in pairs to
face. The 2 groups each clue is students will create complete the
represent ionic and discussed, the a concept map that review sheet that
covalent bonding. teacher will includes the the teacher will
demonstrate an different have already
actual example. components of a prepared for them.
Students will take chemical equation.
notes of their
observations.
S, Mvmt S, E S, E, M S, E, Col S
DA: Allow visual

learners the
opportunity to
perform one of
more chemical
reactions
described. Write
the name of each
clue on index
cards, and make
sure the students
can match the
correct clue with
each example.
Week 19
Properties of Properties of Properties of Properties of Properties of
Water Water Water Water Water
show the explain the discuss the discuss the origin instruct students on
differences differences and importance of of water. why water is so
between the 3 importance of water resources important in
states of water chemical and after the student society.
through physical activity.
demonstration and weathering.
build on the
students’
knowledge of
solids, liquids, and
gases.
St: The students St: The students St: The students St: In their science St: The students
will pictorially will participate in a will brainstorm journals, students will cut out
represent each spin off of family and list reasons will write down pictures from
state of water and feud with why maintaining where they believe magazines,
give 3 questions on water resources is water originated newspapers, etc.
characteristics of weathering. beneficial to life. from. that represent
each state. water and its
relationship to
power and
agriculture and
will use those
S, VA pictures to make a
collage.
DA: To cater to S, Mvmt S, E S, E S, VA

kinesthetic
learners, there can
be a quick
scavenger hunt of
the properties of
water. Ask the
students where to
find the properties,
and if possible, go
find them!
Week 20
Watershed Watershed Watershed Watershed Watershed
System System System System System
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: TESTING over
instruct students instruct the discuss with the present a video on river and
on group of students on what a class some ways river systems and watershed system
systems and parts watershed is and why it might be watersheds. The
that are related to what the effects on important for teacher will place
them. the watershed are. watersheds to be pictures of river
The teacher will conserved, system and
provide a historic monitored, and watershed
and current map of analyzed. The components
VA. teacher will also around the room.
discuss safety The teacher will
issues associated also have
with watersheds. laminated
The teacher will component names
lay out a large on a table.
replica of a basic
stream and assign
different colors of
paint to some
St: The students St: The students potentially harmful St: After watching St: TESTING
will pair up, using will write an essay things. the video, students
a map or atlas of predicting the will be timed to
VA, and create a future of the land St: The students see how fast they
poster that surrounding a local will smudge the can correctly
illustrates the river river. After being paint over the match the name
systems of VA. put into groups, replica of the with the
They will the students will stream. They will component picture.
complete the find possible then describe how
“Power of Moving reasons for the river looks.
Water” worksheet changes in the two They will then be
and will maps given them told the correlation
demonstrate the by the teacher. between the
answers by using a Students will trace harmful substances
meter stick. streams that have and the water
changed on one system.
S, VA, M sheet using
different color
DA: Students markers so that
having difficulties patterns of change
can use play-doh can be examined.
or clay to
illustrate the river
systems of Virginia
S, E, VA S, VA S, Tech S
Week 23
SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6
and Atmosphere and Atmosphere and Atmosphere and Atmosphere Air and
Atmosphere
T: The teacher will T: The teacher T: Teacher will T: Teacher will T: Teacher will
instruct students will discuss layers demonstrate instruct on how air review chapter
on what the of the atmosphere. atmospheric temperature learned throughout
atmosphere is and pressure with altitudes and the week.
what it is exactly paper cup filled humidity are
and what it is St: Students will with the water and related to
made of. write poem that cardboard placed atmosphere.
creatively yet over opening and Teacher gives set
accurately inverting. of data-
describes one layer Cardboard should temperature and
of earth’s stay in place. amount of water
atmosphere. Teacher will vapor. Students
Present or display instruct students create line graph
for other on what using set of data.
classmates to hear atmospheric Teacher will
or read for pressure is and explain what is on
themselves. how temperature is the graph shows
Students will play related to it. what the humidity
four corners with is all about
the layers of the
St: The students atmosphere as the St: Students will St: In groups St: Students will
will complete four corners. The gather in groups students will recreate layers of
worksheet pg 1 teacher will read given supply discuss whether or atmosphere with
Holt and Science the characteristics buckets of semi not air becomes paint and poster
and Technology of corresponding hot water and cold more or less dense board. Students
weather and layer and students water. Place water as you climb a will fill out
climate. must go to the bottle in hot water, mountain. mapping overview
The students will correct screw on cap, then Teacher will of what was
research corresponding place in cold water discuss results learned T26
composition of corner. for two minutes. with students
atmosphere on Those having Remove bottle cap
internet difficulty with slowly, twist and S
www.sclinks.org terms can use listen as you open
dictionary to learn the bottle cap.
prefixes for the Writing student DA: Kinesthetic:
names of the journals in science Two identical
atmosphere. notebooks about sponges and
what was observed beaker of water
S, E and heard dry- warm dry air
conclusions holds molecules S, VA
DA: Students reached. less but can
S having difficulties Teacher will absorb more
with terms can use collect journals. space.
dictionary to learn 2nd sponge dipped
prefixes or the in beaker set on
names of the S, Mvmt, E tube lead to
layers of the conclusion
atmosphere. represents
saturated air, no
room for water.
Week 24
SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6
and Atmosphere and Atmosphere and Atmosphere and Atmosphere Air and
Atmosphere
T: Teacher will T: Teacher will T: Teacher will T: Teacher will T: Teacher will
discuss air mass instruct students instruct students have local instruct students on
Teacher passes out on weather fronts. on how weather is meteorologist characteristics of
copies of graphic measured, and will come and talk to what the air is
organizes students then give them class about made up of.
to fill out section 1 yesterday’s weather. Teacher puts on
and section 2 with weather conditions filtering mask and
teacher. for the activity. asks students to list
on paper why one
would wear such a
mask.
Teacher will
review components
of air and instruct
students that air is
a mixture of
elements and
compounds.
St: Students will St: Students will St: Students will St: Students will
color in their maps write a compare record current write a haiku on St: The students
of the U.S. and contrast essay weather conditions their favorite type will draw some
according to air on cold and warm including temp and of weather. things that cause
masses to the color fronts, and will air pressure and Students will write air pollution, and
code. also solve continue one more data on board from will also act out
problems on cold day in science weather conditions the effects of bad
front and journal. Students collected from past air quality.
temperature. also will fill out two days and
math worksheet on today. Students use
measuring data. data to make
Let students prediction on what S, VA, Mvmt
handle some tomorrow’s
examples of weather will be
weather like.
instruments DA: Students
brought in by S, E, Col having difficulties
teacher. with hand motor
DA: Gifted skills can use
students can keep precut materials
an extended showing air
S, VA S, E, M S, M journal and keep pollution
track of whether
or not their
predictions were
correct. They will
then write a
summary of why
their predictions
were correct or
why they weren’t.
Week 27
Solar Systems Solar Systems Solar Systems Solar Systems Solar Systems
T: The teacher will T: Teacher will T: Teacher will T: Teacher will ask T: Teacher will
show a video about give snow a table instruct students students to instruct students on
the solar system. of planetary on the structure of calculate distance characteristics of
Teacher will information on the the solar system. from east coast to the earth.
instruct students overhead. Teacher will west coast in miles
on the parts of the discuss how there and centimeters.
solar system. used to be 9 Teacher will
planets instead of instruct students
8. that large
measurements are
needed to
represent the
distances in our
solar system.
St: The students St: Students will St: Students will St: Students will
will make a mobile copy the table copy down St: Students will think and write
of the solar system down in the definitions of fill out the down some
using the supplies science journals. asteroid, matching characteristics that
given by the They will then meteoroid, and worksheet on exist on earth only.
teacher. decide how much comet might look distances of plants The students will
to make 1 cm for like. from sun and stars also write about
their drawing to from earth using the landscape on
represent how their books. earth and the
many kilometers. landscape on
The students will another planet of
calculate diameter their choosing.
in centimeters for Students will do a
S, VA each model. review page.
The students will Workbook pg
also draw planets WB217, Harcourt
and then paint or Science D.
color their
DA: Students drawing.
having difficulties They will then
will have pre- write a scale on
gathered materials their drawing and
for the mobile label planets.
S, M, VA S S, E
S
Week 28
Solar Systems Solar Systems Solar Systems Solar Systems Solar Systems
have student list define and explain take students instruct students on review the chapter
differences on revelation outside and drop the history of space by playing around
between day and rotation for the objects. exploration and the world with the
night students. Teacher will tech exploration key concepts from
Teacher will instruct students the chapter.
instruct students on role of gravity
on the importance on different sizes
of day and night in on planets.
relation to the sun Teacher will show
and the moon. actual
Teacher will show measurements of
the video on how gravitational pull
day and night are in relation to size
made. of planets
www.Sci.edu overhead.
St: Using the St: Students will St: Students will St: Students will St: Students will
computer program pair up and cut out play Magic School create a timeline of complete the
students will magazine pictures Bus computer space exploration. chapter assessment
create digital flip of trays that spin game on solar They will also pp. 145-146SCott
book of the on an axis or system. make a diorama of foresman science
rotation the earth revolve around a technology used C107
goes through and another object. in space exploration
the associated Students paste of their choosing
phases of the day. pictures into 2 using the given S, Mvmt
columns tilted supplies.
things that rotate Students will learn
and trays that about new
revolve. technologies to DA: Students
Using dodge ball launch space crafts having difficulties
students will pair www.sfscinece.com can have copies of
up and show the assessment
revolution and already filled-out
rotation given to them after
class
S, Tech S, VA, Mvmt S, Tech S, VA
Week 31
Environmental Environmental Environmental Environmental Environmental
Policies Policies Policies Policies Policies
T: Teacher will T: Teacher will T: Teacher will T: Teacher will T: Teacher

review what instruct students show video on instruct students instructs students
renewable and non on policies in place environmental on policies on potential
renewable to help manage policies. concerning land hazards on land.
resources are. renewable and non use.
Teacher will also renewable
instruct students resources.
on some ways to
manage renewable
and not renewable
resources.
St: Students will St: Students will St: Students will St: Students will St: Students look
select a project that brainstorm and present project be split up into 2 around the room
will show come up with their proposals before sides -one side for and make a list of
management of own laws on the the class. mitigation of land all the objects
either renewable or management of use and the other made out of wood.
non renewable renewable and non against mitigation In groups, students
resources. Students renewable of land use. discuss how if laws
will also write a resources. Students will write concerning land
proposal on their Students present one page on what weren’t in place
selected topic. their laws before the opposing main how different the
the class, and the points or argument earth would be.
class votes on were on the topic.
factual reasoning
as to whether or
not the law could
actually be used.
S, E S, Col S, E S, E, Mvmt S, E
DA: Students
having trouble can
put together a
PowerPoint on
their selected topic
Week 32
Environmental Environmental Environmental Environmental Environmental
Policies Policies Policies Policies Policies
T: Teacher will T: Teacher will T: Teacher will T: The teacher will T: Teacher will
discuss with discuss ways to review pass out dry erase review
students the prevent environmental boards. The environmental
reasons why it is environmental policies that have teacher will then policies.
environmentally hazards. been learned so read conservation
hazardous to not Teacher will far. policies and have
have preventive provide students students write how
measures in place. with a list of things much they think
they can do to the policy cost.
prevent hazard in She will give
the environment. handout on
conservation
policies and
information about
them.
St: In groups, St: Students will St: Students will St: Students when St: Students will
students make a make posters about split up into groups prompted will name one
list of things that prevention of and create “Test write how much environmental
can happen in environmental your they think each policy and a fact
forests. hazard to put up Environmental IQ” policies costs and associated with it.
Students complete around the school. quiz. P87 Holt write it on their Students split into
a math skills Science and dry erase boards. groups. When
worksheet entitled Technology, Students will prompted and
“Rain forest Math” Environmental brainstorm and given a scenario,
p79 Holt Science Science. write in their students will act
and Technology, Students will give science journals out how they
Environmental a student who is what they think would fix the
Science. not in the class the some benefits are hazardous
quiz and score the for the environmental
quiz as well. corresponding situation.
conservation
policies.
S, E, M S, VA S, E, Col S, VA S, Mvmt
DA: Students
having difficulties
will be given a
pre-made quiz to
administer to other
people
Week 34
Reflection and Reflection and Reflection and Reflection and Reflection and
Refraction Refraction Refraction Refraction Refraction
pass prism around review how prism show examples of show differences instruct students on
the classroom. works and will mirrors. between plane, refraction on
Teacher will show show example of Teacher will show concave, and lenses.
example of light light shining images in mirror. convex lenses. Teacher will pass
shining through through prism Teacher will Teacher will around examples
prism. again. explain what explain results of of lenses.
Teacher will Teacher will teach reflection is. activity. Teacher will go
instruct students students a over answers to
on how light is pneumonic ROY G activity with the
filtered through a BIV. class.
prism.
St: Students will St: Students will St: On worksheets, St: Students will St: Students will
observe and record come to the board students will list some items that complete activity
observations of and write colors calculate the angle use the types of 5-2 pg. 118 Merrill
what was seen that are seen when of incidence and lenses talked Students will make
when light was light is shined the angle of about. a list of objects
filtered through the through the prism. reflection and Students will make that use convex
prism. Students will compare the two. a pictorial chart of and concave
Students will fill recreate artistically the different lenses.
out worksheet on what was seen (i.e. mirrors and lenses.
prisms. shape of prism and Students will do
colors seen) activity 5-1 pg.
116 Merrill
Students will come
up with mnemonic
devices or
movements to
remember convex S
and concave lenses
and mirrors.
DA: Students with

difficulties will be
given a list of
pneumonic to
S S, Mvmt, VA S, M S, VA remember the
types of mirrors
Math Charts Grade 6
Week 1
SACE MA 6.1 SACE MA 6.1 SACE MA 6.1 SACE MA 6.1 SACE MA 6.1
Fractions, Fractions, Fractions, Fractions, Fractions, Percents,
Percents, and Percents, and Percents, and Percents, and and Decimals
Decimals Decimals Decimals Decimals
give a definition of instruct students discuss the model how to turn review terms
the word decimal on how to importance of a decimal into a concerning decimals.
and percent. represent, estimating percent. The teacher will also
caompare, and decimals. The teacher will review how to convert
order decimals. The teacher will guide the students decimals to percents.
The teacher will model estimating though completion
give the students decimals. of a worksheet.
laminated place The teacher will The teacher will
value charts and write a problem instruct the
write various containing students that
numbers on the decimals on the percents will
board. board. always be based
out of a hundred.
St: Students will

complete a review
St: The students St: Using the place St: Students will St: Students will worksheet.
will write down value chart, write down and complete a Given data concerning
the definition of students will write describe how they worksheet as a survey, Students will
decimal and the various solved the problem guided by the convert the number to
percent in their numbers that are written on the teacher. a decimal and percent
vocabulary on the board in the board. Students will make when prompted.
notebook. corresponding spot Students will play a list of practical
The students will on their place the “Spinner everyday things
create decimal and value chart. Game”. Each pair that use percents.
percent “cards”. *Students will of students will use Students will use
In two teams, complete a the spinner to get their base ten
students will playa worksheet on digits to make up blocks to solve
game using the decimals. two decimal decimal and
“cards” they numbers. Each percent problems.
created. One team student in the pair
chooses a decimal M will take turns
number and the estimating sums of
other team has to DA-Students the decimals.
come up with the having trouble
equivalent to the grasping the M
decimal using the concept will use a
corresponding table to order a
percent “card”. given list of items
that have decimals.
M, A, Col M M
Week 2
Fractions, Fractions, Fractions, Fractions, Fractions,
Percents, and Percents, and Percents, and Percents, and Percents, and
Decimals Decimals Decimals Decimals Decimals
give the students a review fractions. review reducing model the review fractions,
list of terms on the The teacher will fractions. conversion of decimals, and
overhead. instruct students The teacher will fractions to percents.
The teacher will on reducing instruct the decimals. The teacher will
discuss what a fractions. students on how to The teacher will instruct students on
fraction is. compare and order discuss with the converting
fractions. class the process of fractions to
converting decimals, decimals
fractions to to fractions, and
decimals. fractions to
percents.
St: The student St: Using fraction St: Students will St: Students will St: The student
will copy the key bars, students will choose a decimal cut ten by ten grids will write a
terms into his find the equivalent number that is from graph paper paragraph on a
vocabulary to fractions to different from and use it to situation in which
notebook. other given anyone else’s and visually see how you might have to
The student will fractions. create a sign using fractions have change a percent to
create and decorate Students will go that decimal equivalent a fraction or a
a pizza pie out of online to the number. Student decimals. fraction to a
paper plates that Harcourt Mega will line Students will play percent.
shows fractions Math page and themselves up the “Number Line Students will
and their complete the when prompted in Game” on the particiapte in a
equivalency. “Fraction Flare- the correct computer. version of “Four
Given a worksheet, Up” activity. numerical order. Corners” using
the student will decimals, fractions
shade in the and percents as the
equivalent part to corners.
the fraction. Students will
participate in a
race where they
M, VA M, Tech M, Mvmt M, VA, Tech must convert the
number given by a
DA- Gifted teacher as fast as
learners will b the they can and
given worksheets write it on the
with more difficult board.
problems
M, Mvmt
Week 3
Ratios Ratios Ratios Ratios Ratios
give an give instruction on review ratios. discuss proportions show the class two
introduction to ratios. with that class. different sized
ratios. The teacher will St: Students will rectangular
The teacher will model examples of write their own objects, discussing
define math terms using ratios. word problem and how it pertains to
that will be used solve it. The word proportions and
throughout the problem must have ratios.
chapters. an answer The teacher will
involving ratios. guide students
through story
problems using
proportions.
St: In small St: Using a given St: Using poker St: Using counters, St: Using the skills
groups, students ratio, students will chips, students will students will learned about
will couple a draw a picture. find the ratio deternine answers ratios and
problem solving Students will between the to whether or not proportions,
project having to complete a ratio amount of different various ratios form students will create
do with worksheet. colored chips a proprotion. 3D objects that use
comparison of data when prompted. the correct
for different cities proportions.
and determining Students will
answers using complete a
scales. worksheet on
proportions.
M, SS M, VA M M M, VA
Week 4
Ratios Ratios Ratios Ratios Ratios
T: The teacher will T: Teacher will T: The teacher will T: The teacher will T: The teacher will
instruct students review ratios. go over differences take a survey of review everything
on the different Teacher will show between ratios and the class and write from the chapter.
ways to write a video on proportions. the resulting datad
ratios and chimpanzees on the board.
proportions. getting food from The teacher will
their trainers. list a set of
questions on the
overhead for the
students to answer
concerning the
survey.
St: Given ratios on St: Students will St: Students will St: Students will St: Students will
the overhead, take notes on the participate in the write out the take a chapter test
students will write number of chimps vision acuity test. answers to the
two different ways and the number of Students will write question in ratio
to represent the bananas given to a paragraph on forms in two
ratio the chimp. what the results of different forms.
Students will Students will write the test represent
complete the ratio a proportion (in a (the results will be
worksheet p. 118C to b form) for the in ratio form).
number of bananas
given to the
number of chimps.
.
M M M
M, Tech M
DA- Students will

difficulties taking
tests will be given
extra time to
complete the test
Week 5
Factors and Factors and Factors and Factors and Factors and
Multiples Multiples Multiples Multiples Multiples
instruct and instruct and model define the greatest instruct and model review how to find
demonstrate the different ways to common factor. how to find the the LCM and GCF.
least common find the LCM. The teacher will Greatest Common The teacher will
multiple. The teacher will discuss Euclid’s Factor. hand out a
guide the students ideas about The Teacher ill worksheet with
St: Students will through geometry and his write numbers and various word
define the term- completion of a part in Greatest scenarios on the problems on it, that
Least Common LCM worksheet. Common Factor. board. requires finding
Multiple. wither the LCM or
Student will play St: Students will St: Students will St: Students will GCF.
around the world complete a LCM copy definition of find the LCM and
with multiplication worksheet with the GCM. GCF of various St: Students will
factors. guidance of the Students will numbers and for complete a
teacher. research about various scenarios. worksheet on LCM
In pairs, each Euclid and share and GCF.
student will role the findings with Students will write
number cubes and the class. a paragraph
record the LCM of explaining the
number rolled, difference between
after being rolled the LCM and the
five times the GCF.
student will the
most LCM’s wins.
M M M, S, Public M, E M
speaking
Week 6
Prime and Prime and Prime and Prime and Prime and
Composite Composite Composite Composite Composite
review factors. teach divisibility to intruct students on instruct students define and discuss
the class. even and odd and discuss prime composite
Having one side of numbers. numbers with the numbers.
the classroom The teacher will class. The teacher
representing no, assign students a will define a prime
and the other side number. number.
representing yes,
the teacher will
call out numbers.
St: Using St: Students will St: Students will St: With partners. St: students will
rectangular arrays, decide if the create a sign for Students will compare and
students will show prompted number their number. identify all the contrast prime and
the factors of is divisible or not Students will line prime numbers composite
various numbers. by going to the up numerically. from 1 though 100. numbers.
Students will make designated side of Every other Students will write Students will play
a table of all the the classroom in student starting down the a race game where
mulitplaication order to anser. with two will go to definition of a they must put
factors for one side of the prime number. various numbers in
mulitplication Movement classroom. either the prime or
families 1-12. Students left will Coll compostie category
be recognized as as fast as they can.
odds and the
students on the
side of the
classroom will be
recognized as
evens.
Week 7
Comparing Comparing Comparing Comparing Comparing
review whole demonstrate instruct on review ordering model different
numbers, fractions, ordering non comparing and fractions decimals mediums to use
decimals, and negative rational ordering fractions, and percents. The when comparing
percents. numbers. The decimals, and teacher will whole numbers,
teacher will set out percents. instruct students fractions, decimals,
various sized on how to order and percents.
objects. fractions decimal
and percents on a
number line.
St: Students will

St: The student St: Each student St: Students will St: Students will list some ways
will take a quiz. will order the create a pie out of create a number they can visually
items from clay. line on poster represent
smallest to largest. Students will cut board showing comparisons of
the pie into pieces. fractions on the top whole numbers,
Students will find of the number line fractions, decimals,
the fractional, and its equivalent and percents.
decimal and decimal part and Students will pick
percentage of percentage on the one thing off of
various scenarios bottom. their list and
with the pie. recreate it.
M,VA
M M M, VA
DA- For students

having difficulty
creating a pie out
of clay, they can
use a computer
program to show
the “pie”.
Week 8
Compare, Compare, Compare, Compare, Compare,
Orders, Identify Orders, Identify Orders, Identify Orders, Identify Orders, Identify
instruct on and discuss positive discuss negative comapre and review intergers.
define an integer. integers. integers. contrast postive The teacher will
The teacher will and negative make a bulletin
discuss the intergers. board with key
relationship among vocabulary terms
rational numbers, from the chapter
intergers, and labeled on the
whole numbers. baord. The teacher
will group students
and assign each
group an area.
St: Students will St: Students will St: Students will St: Students will St: In groups,
create a Venn make a list of real show negative make tables, Students will make
diagram showing life uses for numbers on a comparing and a display using
the realationship positive integers. number line. contrasting examples to
between rational Using postitive Student will positive and illustrate their
numbers intergers integers, students complete the negative integers. concept. Each
and whole will write a story. integer worksheet. Given a situation, group will present
numbers. Using an students will name their examples to
almanac, students an integer that fit’s the class.
will fiond the five the situation.
tallest mountains M, Col, VA
in North America
and record the
altitudes of the M, E
mountains on a M M
graph and order
the altitudes from
greatest to least.
M, SS
Week 9
Mixed Mixed Mixed Mixed Mixed
Numbers, and Numbers, and Numbers, and Numbers, and Numbers, and
instruct and model instruct and model instruct students instruct and model review LCD. The
how to add how to subtract on multiplying division of teacher will model
decimals. decimals. decimals. decimals. addition and
subtraction of
fractions.
St: Students will St: Using decimals St: Using base 10 St: Using decimals St: Using fraction
earn play money squares, students blocks, students square, students bars, students will
for doing various will find the will solve various will model solve addition and
things around the answer to decimal decimal dividing decimals. subtraction
classroom. subtraction multiplication Using play money, decimal problems.
Students will count problems. Students problems. In pairs, students can Students will write
up their money will make a list of students will make represent and solve a word problem
each time they things to be careful a set of 8 cards decimal division that can be solved
receive it and write to do when adding with certain problems. with fraction bars.
it down in decimal and subtracting decimal numbers Students will
form. One by one decimals. on them. With the participate in the
students will solve cards, students will “Dominoe’s
addition decimal play a Fraction Game”.
problems on the multiplication
board. M, E game.
DA- For students

with difficulty M M M
lining up decimals,
they can turn their
paper sideways to
keep each number
in line.
Week 10
Mixed Mixed Mixed Mixed Mixed
Numbers, and Numbers, and Numbers, and Numbers, and Numbers, and
demonstrate and instruct and model instruct the model and discuss review addition,
instruct on adding subtraction of students on division of mixed subtraction,
mixed numbers mixed numbers multiplying mixed numbers and multiplication and
and fractions. and fractions. numbers and fractions. division of
fractions. fractions. The
teacher will also
discuss the
relationship
between ratios and
fractions. The
teacher will also
discuss the
relationship
between ratios and
fractions.
St: Students will St: Students will St: Using fractions St: Students will St: Students will
complete the play “Tiny’s Think strips, students will listen to a song complete a
magic squares Tank” game model about division of worksheet on
puzzle. In pairs, online. Students multiplication or mixed numbers. ratios. Students
students will write will complete a mixed numbers or Students will will write about
and model two worksheet on fractions. define the term how solving ratio
different number subtracting reciprocal. Using problems are
sentences that have decimals. Students DA- For those fraction circles, similar to fractions
the same number will research and having trouble students will solve
as the sum. write a receipe for using the decimal division LA
a dish that conatins computer. Pre problems.
fractions and printed recipes will
mixed numbers be given to those Music
and double the students in need.
receipe.
Week 11
Division with Division with Division with Division with Division with
review division of review division of discuss and instuct review dividing discuss and model
decimals. The decimals by whole on dividing decimals by interpreter the
teacher will numbers. decimals by decimals. remainder. The
demonstrate decimals. teacher will review
division of division of
decimals by whole documents.
numbers.
St: Students will St: Students will St: Using a St: Given a real St: When shown
play a game of play the “Buggy number line, life situation, index cards,
“popcorn” using Bargains Game” students will students will find students will solve
flash cards with on the internet. model diving a the answer to the and tell with word
division problems Students will decimal by a situation by using problems on them
on it. Students will complete a decimal. Given division of What the
have to read the worksheet on play money, decimals by remainder
problem on the division of students will decimals. represents.
card and identify decimals model dividing a Students will On paper, students
the divisor and the decimal by a explain how the will describe three
dividend in the decimal. use of money to ways to use a
problem. In small estimate an answer remainder.
groups, students might help in
plan a party for 8 solving these kinds
people menu and of problems. DA: Gifted
all. Students will students will
add up the costs participate in a
and come up with speed drill.
how much each
person will have to
pay
M M M
. M
Week 12
Estimation Estimation Estimation Estimation Estimation
review estimation discuss and review estimation model instruct and review estimation
of whole numbers. explain estimation of decimals. estimate of of fractions.
with decimals the fractions
teacher will
demonstrate
various ways to
estimate in groups,
students will be
given play money
and they will
model each
decimal.
St: Given an St: Students will St: The students St: Students will St: Students will
electric bill with a define three ways will complete a create index cards solve given math
summary of to estimate. quiz on estimation with exact step problems on
appliance usage, of decimals. numbers on one the board.
students will side and estimate Given statements,
estimate the annual equivalent on the students will
energy cost. other, complete each
Students will Students will quiz statement with
search through a partner with their exact number and
newspaper for index cards. an estimate.
estimations M Students will write
highlighting them M M, Col a multiple step
and presenting problem and have
their findings to DA- Students with another student
the class. difficulties taking solve it.
In pairs, students quizzes a different
can research the quiz with less M
population to five problems will be
Virginia cities and given.
estimate them.
Week 13
Planning a Planning a Planning a Planning a Planning a
Budget Budget Budget Budget Budget
discuss and define continue to explain discuss the review key points discuss the
a budget the the project and the monetary budget on fractions and importance of
teacher will split components for the project. decimals marketing and
the class into necessary to what type of
groups the teacher complete it. marketing they
will explain the The teacher will will be doing
project that they explain and
will be doing- discuss a proposal.
opening bakery.
St: In their groups St: In their groups, St: Keeping in St: In groups, St: In groups,
students will takes students will write mind their students will come students will create
over possible ideas a proposal for their momentary up with a receive a list of things they
for their projects. project be turned budget, groups will that their bakery cold do to market
into the teacher. research the costs will feature. The their bakery.
of opening a recipe must In groups, students
bakery. include fractions. will pick two
In groups, students marketing ideas off
will create a list of of the list and
DA: Gifter leaners things they could create them.
can research do to market their
bakeries that have bakery.
had successful In groups, students
start ups and write will pick two
up a paragraph on marketing ideas off
it. the list and create
them.
Week 14
Planning a Planning a Planning a Planning a Planning a
Budget Budget Budget Budget Budget
discuss the review how to review how to review how to use be of assistance on
importance of write paragraphs draw groups and tables. any last minute
visual aides in a the teacher will when to use them The teacher will finishing touches
presentation. discuss and show in their projects. show examples of on the final
examples a write using a table in project.
up for the project their project.
in written form
St: In groups St: The teacher St: In their groups St: In groups St: In groups,
students will create will assign students will create students will create students will finish
and decorate visual students to write graphs for and fill in tables up and prepare for
aides for their above certain applicable data in for their project. the presentation of
presentation (i.e. aspects of the their project. their project.
sign for the project.
bakery) In groups, students
will begin to write
their part of the
write up for the
project.
DA: Students
having trouble
with their write
ups will be given
assistance by the
teacher.
Week 15
Planning a Planning a Planning a Word Problems Word Problems
Budget Budget Budget with Negative with Negative
Numbers Numbers
grade the oral grade the oral grade the oral receive negative model solving
presentation of the presentation of the presentation of the numbers. The word problems
projects. projects. projects. teacher will review with negative
word problems. numbers.
St: Groups 1 and 2 St: Groups 3 and 4 St: Groups 5 and 6 St: Student will St: Given a word
will present their will present their will present their create a number students will act
project to the class. project their proper project their proper line with positive the word problem
Students not to the class to the class. and negative with items order to
presenting will fill Students not Students not numbers. solve it. Students
out feedback cards. presenting will fill presenting will fill Students will solve will complete a
out feedback cards. out feedback cards. word problems worksheet on word
with negative problems with
numbers. negative numbers
DA: Students with

difficulty acting
out the word
problem can write
the problem down
and solve instead.
Week 16
Measurements Measurements Measurements Measurements Measurements
give an discuss customary model and discuss introduce metric review metric
introduction to measurements the converting measurements. The measurements. The
measurement. The teacher will give customary teacher will give teacher will show
teacher will examples of measurements. examples of items examples of things
discuss the customary using metric measured in the
importance of measurements. measurement. metric system.
measurement.
St: Students will St: Students will St: Given a St: Students will St: Using patterns,
name some find items around pitcher, a listen to a students will
everyday things the room that use measuring cup and measurement song. convert metric
that use customary water students will Students will copy measures. (I.e. l
measurements. measurements use the items to down prefixes in m=100cm, 2
Students will students will see how many their math m=200cm etc.)
define the term awake a list of cups and fluids notebook. In pairs, one
measurement. these items. ounces there are in Students will student will
the quart. contrast customary measure something
Students will use and metric in centimeters and
arm movement to measurement in the other in
signify whether to paragraph form. millimeters. Pairs
divide of multiply will compare and
the conversion (i.e. record their
larger to smaller measurements.
means to multiply)
Students will
create prefix chart.
Week 17
Estimation with Estimation with Estimation with Estimation with Estimation with
Measurements Measurements Measurements Measurements Measurements
review estimation discuss and model continue to discuss give an overview model examples of
the teacher will estimation of estimation of of area. The estimating the area
review measurements. measurements. teacher will of items.
measurements. discuss for
estimating area.
Students will write Students will copy Students will copy The students will Given graph paper,
down why they the table from the down the chart find and copy of students will
think estimating overhead, form the overhead the term area in practice estimating
measurements be estimating and this time their math areas by tracing
useful. Students writing the actual estimating and notebook. Students their hands on a
will write down measurements writing to actual will answer graph paper.
way to estimate when prompted to measurement to questions about the Students will solve
(i.e visualizing the nearest ½ inch. the nearest graphical the problem,
students units or Students will centimeter, gram representation of a decorate and
physical methods) estimate and and millimeter. garden. display their
measure the Given data findings.
weights of 2 students will write
objects in the whether customary M M, A
classroom using of metric
customary units. measurement
Students will write should be used and
down how the what would be the
estimates estimation for it.
compared to the
measurement.
Week 18
Perimeter and Perimeter and Characteristics of Characteristics of Characteristics of
Area of Area of a Circle a Circle a Circle
Polyhedra Polyhedra
instruct the instruct the instruct the ask the students give the students a
students on what students on what students on what how the circular board with
perimeter is and area is and finding the definition of a characteristics of a nails along the
finding the the area of simple circle is, and circle relate to circumference and
perimeter of and complex different terms each other. Review one nail in the
simple polygons polygons. Using associated with a the formulas for center, and a
and complex graph paper like circle. finding number of rubber
polygons. Explain the day before, the Also, instruct the circumference, bands. Work with
the different ways teacher will show students how to diameter, and the students on
to find perimeter, what area is, and find the radius, radius. exploring aspects
and give the then will give the diameter, and of a circle.
students the students the circumference.
formula and make formula for area.
sure they Make sure the
understand it. students can find
Draw shapes on the area using the
the board for the formula.
students to copy
St: The students St: The students St: The students St: The students St: Students will
will take out graph will be divided will find circular will do 2 work with the
paper and copy the into two teams. shapes around the worksheets on rubber band board
shapes drawn by The first team room, and in pairs circles, Reteaching circle, and will use
the teacher on the issues the will trace the R69 and Practice it to help them
board. They will challenge by circles onto poster P69 complete a
find the perimeter naming a board. They will worksheet,
with these shapes, rectangular shaped then label what the Extension E69.
with each of the object in the room. item was and they
boxes equaling Team 2 must will label
one. measure the item characteristics of
and give the area, the circles (chord,
and if they are radius, etc.) They
correct than they will find the
become the circumference of
challenger. at least 4 circles
they find.
M, VA M, Mvmt M, Mvmt, VA M M, VA
DA: For gifted

students, the
teacher can give
challenges that
involve complex
polygons.
Week 19
Pi Pi Pi Pi Pi
T: The teacher T: The teacher will T: The teacher will T: “Pi” Party – T: TESTING on
should introduce introduce the idea reinforce the idea The teacher will polyhedra, circles,
the idea of rational of pi, explaining of irrational bring in many and pi
number versus that it is an numbers by having different flavors of
irrational numbers irrational number, them divide two pie (if possible, get
and work with and probably the numbers to find pi parents involved),
those for the first most popular themselves. This and the students
day. irrational number. will also allow the will review the
Explain where it is students to practice concepts from the
used, and then their long division. last two weeks
take the students to while eating
the computer lab.
St: The students St: The students St: The students St: The students St: TESTING on
will define will look up the will divide pi at will be able to eat polyhedra, circles,
irrational and history of pi, who least up to 16 place pie and review for and pi
rational numbers discovered or values. the test for the next
in their Math created it, what it day.
journals and will is involved with,
do a worksheet on etc.
irrational and
rational numbers.
M, E M, Mvmt, Tech M M, Col M
DA: Gifted
students can
research pi and be
ready to explain its
definition for
class the next day.
Week 20
Types of Angles Types of Angles Estimation with Estimation and Estimation and
Angles Measuring with Measuring with
Angles Angles
T: The teacher will T: The teacher will T: The teacher T: The teacher will T: The teacher will
instruct the student teach the students will discuss instruct the take the student
in the area of types about estimation with the students on the around the school
of angles: acute, complimentary students, and have proper way to and outside and
obtuse, right, and angles and them practice draw angles, and look for angles to
straight. The supplementary estimation using will then give them measure.
teacher will then angles. major angle opportunity to
separate the measures (45, 90, practice.
students into and 180 degrees)
groups of three. to determine the
measure of an
angle. Students
will then learn how
to measure angles
using a protractor.
Draw angles on the
board to have the
students
“guesstimate.”
St: The students St: After St: The students St: The students St: The students
will be in groups practicing on will guess at the will write a will bring
of three and given paper, the students measure of the paragraph on the materials to copy
a length of rope. will separate into angles on the proper steps to the angles that they
Two students will the same groups board, and label drawing an angle. find around the
grab the ends, and they were in the what type of angle school (such as a
one will grab the day before, and it is. Students will corner of a
middle. The once again will get then complete a building) and they
groups will make a rope. Each group worksheet with 5 will copy the angle
the types of angles will be given a angles, on which and then measure it
that the teacher different angle to they must label 4 in groups when
calls out. make, and will things: their they get back into
instructed to find estimation, the the classroom.
their compliment actual angle
and then their measure, the type
supplement. of angle, the
compliment or
supplement of said
angle, and whether
it is a supplement M, E
or compliment.
M, Mvmt M, Mvmt M DA: Artistic M. Mvmt

students can draw
pictorial
representations of
the steps used in
drawing an angle.
Week 21
Plane Figures Plane Figures Plane Figures Word Problems Word Problems
with Negatives with Negatives
discuss different review all of the separate the go over numerous have the students
geometric terms, plane figures that students into their word problems solve each others
such as point, line, she went over the groups. involving negative word problems.
plane, etc. The day before, being numbers with the
teacher will also sure that the students. Practice
begin to give the students makes perfect!
names of plane understood the
figures, such as lesson. The teacher
parallelogram, will introduce the
rectangle, square, relationships of
rhombus, etc. angles within
Draw each on the parallelograms.
board as you say
them.
St: For each plane St: The students St: The students St: The students St: The students
figure, the teacher should each will create a mural will create a word will divide into
will say go, and construct a number of their choosing problem of their groups of 2 or 3
the students must of plane figures, out of the plane own for and will figure
find one in the all different sizes figure shapes that homework. It must solve the word
room and bring it in preparation for they have cut out. include a negative problems given
back to their desk the next days See if the gifted number, and they them. Once theirs
(the teacher can activity. Groups students can pick must have the are completed,
plant geometric will be assigned out any patterns problem written they will switch
shapes if need be). for the next day, that occur in the out and the answer with another
After each item is preferably all boys murals. Extra and all of its steps group.
found, have the and all girls. credit will be given written out as well.
students tell the to groups that do
teacher what the murals pertaining
characteristics of to WWII.
that plane figure
are (Be sure that
they cover each
characteristic). M M, Mvmt, VA, SS M, E, SS M, E, Mvmt
M, Mvmt DA: Gifted

students can
receive extra
credit if the word
problem has to do
with statistics from
WWII, which is
what they will be
studying in SS.
Week 22
Congruence Congruence Congruence Congruence Congruence
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: TESTING over
open up discussion continue the explain the review the last angles, plane
about congruent instruction on correlation three weeks of figures, and
figures by congruence and between congruent instruction. Have congruence.
discussing the idea construction, and parts and the students play
of corresponding will show the congruent figures around the world
parts. The teacher students how to and how to prove in order to practice
will show the construct figures congruent. concepts.
students how to congruent angles.
construct a
congruent line
segment. The
teacher will also
discuss the
difference between
congruent and
similar.
St: The students St: The students St: Students will St: The students St: TESTING over
will use the rubber need to be able to complete a will play around angles, plane
band boards to practice their worksheet that the world to figures, and
construct constructions. The helps them practice the congruence.
congruent and will separate into practice proving concepts of the last
similar groups that the congruence. three weeks. If
parallelograms teacher will walk certain students
with rubber bands. around to and they need extra help,
They will then be will challenge each pair them with an
given a rope and other with angles exceptionally
will get up and to construct. bright student.
make similar and
congruent shapes
with themselves
being the corners.
M, Mvmt M, Col M M, Col, Mvmt M
DA: For ESL

students, use the
word “matching”
as well as
corresponding.
Help them
understand the
concept through
example, such as
matching socks.
Week 23
Geometric Geometric Geometric Geometric Geometric
Classification Classification Classification Classification Classification
instruct the instruct the instruct the instruct the instruct the
students on the students on the students on the students on the students on the
characteristics of a characteristics of a characteristics of a characteristics of a characteristics of a
prism. Have the cylinder. Have the sphere. Have the pyramid. Have the cone. Have the
students give students give students give students give students give
examples, and find examples, and find examples, and find examples, and find examples, and find
things around the things around the things around the things around the things around the
room and in the room and in the room and in the room and in the room and in the
world around world around world around world around world around
them. them. them. them. them.
will make their will make their will make their will make their will make their
own prism out of own cylinder out own sphere out of own pyramid out own cone out of
whatever materials of whatever whatever materials of whatever whatever materials
they want, but it materials they they want, but it materials they they want, but it
must be 3D. The want, but it must must be 3D. The want, but it must must be 3D. The
students will also be 3D. The students will also be 3D. The students will also
make a poster by students will also make a poster by students will also make a poster by
cutting out pictures make a poster by cutting out pictures make a poster by cutting out pictures
from magazines cutting out pictures from magazines cutting out pictures from magazines
depicting prisms. from magazines depicting spheres. from magazines depicting cones.
depicting depicting
cylinders. pyramids.
M, VA M, VA M, VA M, VA M, VA
DA: Students with

disabilities can
bring in something
that is spherical as
opposed to making
one. They still
should decorate it,
however.
Week 24
Graphs Graphs Graphs Graphs Graphs
T: The teacher will T: The teacher will T: The teacher will T: Continue the T: The teacher will
instruct the instruct the instruct the instruction on instruct the
students on the students on the students on the circle graphs. Have students on the
proper way to read proper way to read proper way to read the students proper way to read
and construct a and construct a bar and construct a choose a statistic and construct a
line graph. Once graph. Draw a bar circle graph. Use to represent with stem and leaf plot.
they have graph on the fraction circles to circle graphs. Have
constructed one, board, and then help the students the statistic be
ask the students ask if any of the understand the something
what you should students know construction. Build important to them
do if you want to what a histogram on the students as 6th graders; let
compare similar is. Show them how knowledge of them interview
data. Use this to to draw one of percentage. each other, such as
introduce them to these as well. what percentage of
double line graphs. the students love a
certain type of
sneaker (be sure
statistics are not
St: The students St: The students St: The students indicative of SES). St: The students
will construct their will construct their will construct their will transfer a set
own line graph and own bar graph and own circle graph of data into a stem
will put it into will put it into and will put it into and leaf plot. The
their graphing their graphing their graphing students will
journals. They will journals. They will journals. They will St: The students construct their own
include a include a include a will separate into stem and leaf plot
paragraph of paragraph of paragraph of groups and make and will put it into
instruction letting instruction letting instruction letting an oversized circle their graphing
the reader know the reader know the reader know graph showing journals. They will
what is necessary what is necessary what is necessary data that is useful include a
for a line graph for a bar graph and for a circle graph to them as 6th paragraph of
and what kind of what kind of and what kind of graders. instruction letting
information should information should information should the reader know
be graphed on one. be graphed on one. be graphed on one. what is necessary
for a stem and leaf
plot and what kind
M, E, VA M, E, VA M, E, VA M, E, Mvmt, VA of information
should be graphed
DA: Gifted on one.
students can make
a double line M, E, VA
graph as opposed
to a single line
graph and can
explain both single
and double line
graphs in their
journals.
Week 25
Graphs Graphs Graphs Graphs Graphs
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: TESTING on
instruct the continue instruct the discuss with the the different types
students on the instruction on box students on the students the of graphs.
proper way to read and whisker plots. proper way to read different plots that
and construct a and construct a they learned over
box and whisker scatter plot. the last two weeks,
plot. This will and what graphs
require the teacher should be used
to discuss mean with what kind of
before the students information.
learn it, but it can
be a good way to
introduce the mean
for later lessons.
St: The students St: The students St: The students St: The students St: TESTING on
will practice their will construct their will construct their will be separated the different types
box and whisker own box and own scatter plot into groups, and of graphs. Paper
plot making skills whisker plot and and will put it into each group will be and Pencil
on a worksheet, will put it into their graphing given a type of
and they can begin their graphing journals. They will graph that they
on the next day’s journals. They will include a must make
homework if they include a paragraph of showing made up
wish to get ahead. paragraph of instruction letting information that is
instruction letting the reader know easily shown in
the reader know what is necessary that type of graph.
what is necessary for a scatter plot Each person in the
for a box and and what kind of group have a
whisker plot and information should designated job, and
what kind of be graphed on one. then the students M
information should will present their
be graphed on one. graphs at the end
of class. DA: Students with
disabilities can
M, E, VA M, E, VA M, E, VA M, E, VA take the test in the
office and have
extra time to
complete it.
Week 26
Bisecting Angles Bisecting Angles Bisecting Angles Bisecting Angles Bisecting Angles
and Line and Line and Line and Line and Line
Segments Segments Segments Segments Segments
T: The teacher T: The teacher will T: The teacher will T: The teacher will T: The teacher
will pass out miras show the students show the students instruct the with instruct the
and give the how to properly how to properly students on how to students on the
students time to bisect a line bisect a line bisect an angle proper way to
play with them. segment with a segment with a with a mira. bisect an angle
Ask the students if mira. compass. Allow with a compass.
they can figure out the students to
what they are used become
for. Once that comfortable with
discussion is working with a
complete, have compass.
the students get
used to using a
mira through art.
St: Students will St: Students will St: Students will St: Students will St: Students will
practice using the practice bisecting bisect line bisect angles using bisect angles using
miras by drawing line segments with segments using a the mira. The a compass. They
pieces of art using the mira. They will compass. They students will then should check their
the mira’s ability check their work should check their check their work with a
to reflex and with a ruler. The bisections with a measurements with protractor. The
refract. Any shape students will put ruler. The students a protractor. students will put
is fine, just have the example in will put the www.learnnc.org the example in
the students their math journal example in their The students will their math journal
become and will write a math journal and put the example in and will write a
comfortable with paragraph will write a their math journal paragraph
the mira. explaining the paragraph and will write a explaining the
steps. explaining the paragraph steps.
steps. explaining the
steps.
M, VA M, E M, E M, E M, E
Week 27
Mean, Median, Mean, Median, Mean, Median, Mean, Median, Mean, Median,
and Mode and Mode and Mode and Mode and Mode
introduce averages begin instruction begin instruction review the mean, allow the students
and explain that on the mean. Give on what the median, and mode, to complete a large
there are different the students ample median is and what and will introduce project involving
types. Have the practice the mode is. Be range into the mean, median,
students tell what opportunities, so sure that the students’ mode, and range.
they know about that they students can vocabulary. Use
averages before understand how to differentiate examples that the
any instruction is get the mean and between all of students will
actually given, to what it is exactly. these, and that they understand, such
see if they can are not getting as hunting and the
figure things out them confused range of a shot,
on their own. with each other. Be etc.
sure go over when
each type of
average is
appropriate for
use.
will look up the will each get a will use the will find the range will use the
numerous partner, and will information that of the data from information that
definitions of the measure each they gathered the previous two they gave the day
word “average” others head yesterday about days. The students before to complete
and will choose circumference in their head and feet will also complete their “Triple M”
which one they centimeters. They size and will find a worksheet on the project.
think will apply to will then use all of the median and three “M’s” and
math and tell why. the classes will find the mode range.
If there is more measurements as of both of those
than one that they their set and will sets of data.
cannot choose find out the mean.
between, they will Then have the M, Mvmt, VA,
write both of them students measure Div
and explain why their foot and use
both are those DA: Artistic and
applicable. measurements as Kinesthetic
the set. students can earn
extra credit by
M, E M, Mvmt choosing a graph M, E M, E, Mvmt, VA
and making a
graph of the
information
gathered and/or a
poster of the mean,
median, and mode
of each set of data.
Week 28
Sample Spaces Sample Spaces Sample Spaces Sample Spaces Sample Spaces
instruct the continue continue continue continue
students on instruction on instruction on instruction on instruction on
population, samples and samples and samples and samples and
sample, and sample spaces. The sample spaces. The sample spaces. The sample spaces. The
relative sample teacher will teach teacher will teach teacher will teach teacher will teach
and their the students how to the students how to the students how to the students how to
definitions. properly represent properly represent properly represent properly represent
The teacher will a sample in a a sample in a chart. a sample in a a sample in a tree
also discuss picture. combination. diagram. The
proportion and the teacher will also
role it plays in discuss the
finding a sample.. difference between
Students will learn random,
how to represent a convenience, and
sample in a list. biased samples,
and explain using
the example
gathered the day
before.
St: The student St: The student St: The student St: The student
St: The student will represent a will represent a will represent a will represent a
will represent a sample of their sample of their sample of their sample of their
sample of their choosing in a choosing in a choosing in a choosing in a tree
choosing in a list. picture. The chart. The students combination. diagram. The
The students will students will be will do Reteach Students will again students will
do the worksheet, allowed to conduct 11-2 found on pg survey, but they complete
Practice 11-2, a survey at lunch 499 of Houghton will be assigned to Challenge 11-2
found on pg 499 of in order to get Mifflin survey in certain found on pg 499 of
Houghton Mifflin information for Mathematics. ways so as to open Houghton Mifflin
Mathematics. their sample space up discussion the Mathematics.
for the following next day about
day. M biased,
M convenience, and M
M, E, VA random samples.
DA: Students with M, E

difficulties can
pair up and help
each other with
the surveys and
use the same
information.
Week 29
Probability and Probability and Probability and Probability and Probability and
Representation Representation Representation Representation Representation
use board games continue the continue the continue the continue the
and chess to teaching on teaching on teaching on teaching on
introduce the probability, and probability, and probability, and probability, and
students to work with the work with the work with the work with the
probability. The students in students in students in students in
teacher must find representing their representing their representing their representing their
out the students’ findings as a ratio. findings as a findings as a findings as a list.
prior knowledge The teacher will decimal. percent.
about probability. also instruct the
Use bags of students on
checkers (with independent events
obviously more of and dependent
one color than the event in
other) to have probability.
them understand
probability.
St: The students St: The student s St: The students St: The students St: The students
will separate into will separate into will practice their will complete a will get into pairs
pairs and each pair groups of four, and knowledge of worksheet on and will calculate
will receive a bag each student in probability by probability: the probability or
of checkers. After turn will pick a experimenting Reteaching R150, the game rock
exploring the color and spin a with a bag of Practice P150, and paper scissors.
number of spinner a total of M&M’s and then Extension E150 Allow the students
checkers and their 20 times. Have the record the from Silver time to
color, the students students record the probability as a Burdett Ginn’s hypothesize and
will predict the number of times decimal and also Mathematics. then experiment,
number of their color comes as a ratio. and then the
whatever color up. Each student students will
checkers they will will then write a compete with each
pick, and then they ratio representing other to see who is
will each take the data. the Rock Paper
turns picking 10 Scissor champion
checkers from the of the classroom!
bag.
M, E, Mvmt M, Mvmt M, Div M, E M, Mvmt, S
DA: Gifted
students can
research the
history of
probability and
write a short
paragraph on it
for their math
journals.
Week 30
Probability and Probability and Probability and Probability and Probability and
Representation Representation Representation Representation Representation
T: The teacher will T: The teacher will T: The teacher will T: Review over the T: TESTING on
continue the continue the give the students last 5 weeks, probability,
teaching on teaching on of the activity the special emphasis bisecting angles,
probability, and probability, and would like to on probability for mean median
work with the work with the research. those students who mode, and sample
students in students in are still having spaces.
representing their representing their trouble with it.
findings as a tree findings as an area
diagram. model.
St: The students St: The students St: Students will St: The students St: TESTING on
will each get a pair will practice pick something to will play numerous probability,
of dice, and will probability by figure out the review games that bisecting angles,
predict the tossing a coin in probability of, and allow them to get mean median
probability of the the air and will predict and out of their seats mode, and sample
numbers that they predicting heads or then experiment and move around, spaces.
will roll. The tails. Then the with the results draw concepts on
students will then whole class will and represent them the board and on
represent them in a predict what will as everything that papers in their
tree diagram. Have happen when we they have learned seats, and practice
the students all flip our coins at (ratios, decimals, the ideas they have
decorate the tree the same time. percents, list, etc.) been learning for
diagram with the last few weeks.
leaves that they
collect outside or
drawings. www-
math.bgsu.edu.
M, Mvmt, VA M, Mvmt M, VA M, Mvmt, VA M
DA: Students will

certain physical
handicaps can
pick 1 sided paper
coins from a bag.
Week 31
Numerical and Numerical and Numerical and Numerical and Numerical and
Geometric Geometric Geometric Geometric Geometric
Patterns Patterns Patterns Patterns Patterns
give the students show the students give the students switch from use what the
the geometric numerous different time to complete geometry to students learned
pattern geometric patterns an art project algebra and the day before and
manipulatives and for them to involving patterns explain to the will have the
instruct the continue and copy in class. Use students that students discover
students to make with their artwork as an numbers can be equations that
shapes and have manipulatives. example. put into patterns as example what the
fun. Near the end well. Have the pattern in a certain
of class, have the students get out of set of data is.
students complete their seats and
whatever shape example patterns
they want, and through grouping.
look for students Have the students
that created discover patterns
patterns with their in numerical sets
shapes. Lead the and identify what
students to that pattern is.
recognizing the
patterns. This is
the introduction to
patterns.
will make shapes will complete the will make a will identify the come up with their
with the patterns given by geometric picture numerical patterns own numerical
manipulatives and the teacher at their using a pattern and and will continue patterns for other
explore with the desks using their construction paper them to show students in the
shapes. Some will manipulatives. The cutouts. The understanding. class to figure out.
make patterns, and students will be pictures will be put Students will also
some may just instructed to be together to make a participate in a
make pictures. thinking about a classroom “quilt” kinesthetic activity
pattern that they that will be hung concerning
will want to do for in the classroom. patterns.
the next day using
construction paper
shapes.
M, VA M, VA M, VA M, Mvmt M, E
DA: Students with

disabilities can use
shapes to example
numerical
patterns, and then
move to using
numbers.
Week 32
Problem solving Problem Solving Problem Solving Problem Solving Problem Solving
with Squares with Exponents with Exponents with Exponents with Scientific
Notation
T: The teacher will T: The teacher, T: The teacher will T: The teacher will T: Introduce the
instruct the drawing on the use flash cards to take the students to students to
students in squares information taught help the students the computer lab, scientific notation,
and will go over to the students the remember the and will have them and how it can
the square of day before, will squares of all the play a game show both very
numbers 1-10 (1, instruct the one digit numbers involving large and very
4, 9, 16, etc.). students in and 10. Then, the exponents and small numbers.
After the students exponents. teacher will play math. Be sure the Have the students
participate in an “Exponent Bingo” students bring practice which way
activity, the with the students, scrap paper. to move the
teacher will work beginning with decimal and
through problem simple exponents recognizing very
solving involving and then working large and very
squares. into the students small numbers
having to figure when they are
out asimple written in scientific
problem in order to notation.
get the answer and
play the bingo.
St: The students St: The students St: Students will St: The students St: Students will
will be divided will identify play exponent will play exponent separate into two
into groups and exponential bingo. battleship on the teams, and will
will find a way to numbers, both computer at line up facing the
visually, what the represent www.quia.com. board. The teacher
dramatically, or and what their will give them a
pictorially actual value is, and number, and
represent the vice versa. Have instruction, and say
square of the the students divide go. The first to
number that their into groups and write the correct
group is given. represent the the answer on the
grouping of board scores a
numbers with point for their
exponents through team.
a visual
representation
(such as buttons,
rocks, etc.) M, Tech, Mvmt
M, E, Mvmt, D, M, VA, Mvmt M, Mvmt DA: Gifted M, Mvmt

VA students can move
the computers
level up to higher
levels to be more
challenged.
Week 33
Problem Solving Problem Solving Problem Solving Problem Solving Problem Solving
with Scientific with Scientific with Scientific with Square with Square Roots
Notation Notation Notation Roots
explain scientific continue show the students teach about what pass out the riddles
notation, and will instruction on how to properly square roots are for the students to
instruct the scientific notation, input scientific and how you find figure out.
students will and have the notation into a them. The teacher
simple problems students practice calculator. The will also have the
involving problems that are student will also students figure out
scientific notation. more complex review how to the simple square
Students should then the problems convert to and roots, and will
learn how to from the day from scientific have flash cards
convert from before. notation without a ready so the
regular to calculator. students can
scientific notation practice the
and back. majority of the
perfect squares.
Tie the square
roots into the
squares, but see if
the students can
come up with it on
their own first.
St: Have the

St: The students St: The students St: The student students look St: Students will
will complete a will complete the will complete the answer true or figure out the
Reteaching middle page of the last worksheet, false to sums and riddles on the
worksheet on worksheet from Enrichment, found products of square worksheet handed
scientific notation, yesterday, on pg 343 in roots found on pg out, and then will
10.9 pg 343 in Practice, found on Mathematics Plus. 346 in create a riddle of
Mathematics Plus. pg 343 in Mathematics Plus. their own involving
Mathematics Plus. square roots.
www.rhlschool.com
M, E
M, E M, E M, E M, E
DA: Gifted students

may create more
than one riddle.
Week 34
Problem Solving Problem Solving Problem Solving Problem Solving Problem Solving
with Equations with Equations with Equations with Equations with Equations
T: The teacher T: The teacher T: The teacher will T: The teacher T: The teacher will
should use should continue continue should introduce review all of the
questions to find instruction on instruction, decimals and types of equations,
out where exactly simple, one step moving towards fractions into the and will challenge
the students are in equations. The two step equations multiple step the students with a
their knowledge of second day should and equations with equations. few very difficult
equations. The first have a quick more than one problems on the
day, have them review of the mathematical board. See if they
solve one step addition and procedure can figure them
addition and subtraction, and (addition, out, and then show
subtraction should introduce multiplication, them how to do the
equations. one step etc.) problems.
multiplication and
division equations.
St: The students St: The student St: The students St: The student St: The students
will play the will do Reteaching will complete the will create 3 will put one of the
original Hawaiian 5.9 on pg 161 in Enrichment multistep difficult equations
game called Lu- Mathematics Plus exercise on pg 161 equations using in their math
Lu, with the goal in Mathematics fractions, journals with step
being to solve as Plus. decimals, and by step instructions
many addition and whole numbers, on how to do it,
subtraction and we as a class because it will be
equations as you will figure them an extra credit
can in the span of out together. question on their
two minutes. final exam.
Students will also
practice the
equations together.
M, SS, Mvmt M M M, Col, E M, E
DA: Have the

gifted students
research the
origins of Lu-Lu
and some facts
about Hawaii.
Language Arts Charts Grade 6
Week 1
SACE ENG 6.2 SACE ENG 6.2 SACE ENG 6.2 SACE ENG 6.9 SACE ENG 6.29
Contributing to Contributing to Contributing to Correct Subject-Verb
Groups Orally Groups Orally Groups Orally Grammar and Agreement
Usage
instruct the separate the separate the instruct the instruct the
students on the students into the students into their students on the students on what
importance of oral same groups that groups, and then importance of subject verb
communication, they were split into will randomly pass correct grammar agreement is, and
specifically within the day before, and out the problems and usage will give examples
a group. The explain that each from the previous depending on on the board. Go
teacher will group must make day for the groups situation. Have over example to
separate the up a problem to be to solve. No group scripts for the see if the students
students into solved – it can be should solve their students depicting understand. Then,
appropriate sized anything, but they own problem. different types of hand out verbs to
groups. do not solve it. talk (ie: informal, half of the class,
They should come academic, etc.). and subjects to the
up with Ask for volunteers. other half and have
stipulations After the script them line up on
involved with the reading, go over opposite ends of
problem, and all of the guidelines of the classroom.
this should be in grammar that will
detail. Collect the be upheld in the
problems at the classroom during
end of the period. the year.
St: The students St: The students St: The students in St: The students St: The students
will introduce will make up a their groups will will read the will each be
themselves to the problem, whether work together scripts as a fun assigned a verb or
other students in it is the fact that orally to figure out activity to see the a subject. When
the group, and aqua man can’t a solution to the differences in the teacher says
each person will find the water he problem. There is speech. They will go, the students but
have to gather needs to survive, no one right learn that dialects find a verb or a
enough or something more answer to any are okay, but in the subject that is in
information about realistic. problem, the classroom and on agreement with
a different person students just must assignments, it is whatever their card
to be able to have reasonable important to you says. The teacher
introduce them. steps for their academic English. will go over the
Then, one student solution. correct
from each group combinations once
will share the info E, Div, VA E, Div, VA everyone has
with the class, and found a partner.
the class will have They will also
to guess who that DA: For extra DA: For extra have a worksheet
info is about. credit, the students credit, students for homework
can draw a picture can have a person involving subject
of their problem in their group verb agreement.
that they have draw a picture of
E, Col created. their solution to go E, D E, Mvmt
with the picture
drawn from the
previous day.
Week 2
Vocab Effective Oral Effective Oral Effective Oral Effective Oral
Communication Communication Communication Communication
SACE ENG 6.11 SACE ENG 6.11
T: The teacher will T: The teacher will T: Open with T: The teacher will T: Open with
instruct the student introduce oral recitation of monitor the recitation of
on the Vocabulary communication vocabulary. Split students vocabulary. The
lesson. Go over and its importance, the students into presentations. teacher will lead
new words, roots, and the difference two teams the discussions on
prefixes, between oral Monitor the the stories.
meanings, etc. communication students progress
A Beka: Spelling, and effective oral on their group
Vocabulary, and communication. presentations.
Poetry, pgs 24-26 She will then get
them started on
their presentations
will write each of will find a short will begin the class will give their will begin the class
their vocabulary story of their by reciting their presentations on by reciting their
words two times choosing, and they vocabulary words. their short stories, vocabulary words.
each, and will will form groups to They can play a and the audience The students will
choose five to use present the story to memory game of will take notes on individually read
in sentences the class. their choosing. The the short stories. the stories and
students will also compare facts that
finish their group they took notes on
projects for their from the
presentations for presentations to the
Thursday. actual plot and
characteristics of
E, VA, Div E, Col E, Col E, Col the story itself.
Decide if the oral
communication
was effective.
E, Col
DA: Gifted
students may
choose five more
words to write
sentences for to
receive extra
credit, while visual
students can draw
a pictorial
representation of
five words for
extra credit.
Week 3
Opinion and Fact Oral Vocab Oral Oral
SACE ENG 6.11 Participation Participation Participation
SACE ENG 6.11
T: Open with T: The teacher will T: The teacher will T: The teacher will T: Vocabulary Test.
recitation of monitor the go over the monitor the The teacher will
vocabulary. The activity and help vocabulary words activity and help monitor the
teacher will initiate direct discussion that the students direct discussion groups’ progress.
group reading. The when needed. will be tested on when needed. The The teacher will
teacher will give on Friday. teacher will also also facilitate the
instructions for explain the presentations and
group activity for paragraph voting.
the book Hatchet, assignment.
St: The students St: The students St: The students St: The group St: Vocabulary
will begin the class will draw numbers will practice the activity will Test. The students
by reciting their for discussion vocabulary words continue. New will work in
vocabulary words. positions. The that they will have leaders will be groups of 4 to
Students will be discussion leader to remember for chosen. At the end develop a
discussing the must ask questions Friday. Each week, of this discussion predicted ending to
book as a group. from issues from the students will each student will the Hatchet. The
Students will take the book to begin a have an option of write a paragraph students will then
turns leading class discussion. choosing the on a topic act the ending out
discussions, Each student must review game that discussed. for the rest of the
recording add to the they would like to class. The class
important points discussion. use to practice, will then vote on
made, and whether it be which ending is
summarizing. Around the World, most likely.
Vocab Basketball,
First to the Board,
etc. E, Div, Col E, SS
E, Col E, Div, Col
E, Mvmt, Div
Week 4
Vocab Oral Expression Oral Expression Oral Expression Oral Expression
instruct the student go over selections recitation of ask the students if recitation of
on the Vocabulary of poetry with the vocabulary. The they enjoyed the vocabulary.
lesson. Go over students, and will teacher will then games the day Discuss with the
new words, roots, have the students let the students before, and will students the idea of
prefixes, explain what the group together and ask them questions opinions expressed
meanings, etc. message of each play either Catch to make them orally, and have
A Beka: Spelling, poem is. Separate Phrase or Taboo, come to the them read “I Have
Vocabulary, and the students into two word games conclusion that a Dream” and
Poetry, pgs 27-30 groups. that require oral expression is appropriate
students to incredibly literature relating
describe something important. Also, to movements in
without saying the express to the history, like Civil
word or some students how Rights, Women’s
words that relate to effective oral Rights, Movement
it. expression could for Independence,
be when nothing is people against war,
said. Is that a form etc. Ask the
of oral expression? students what kind
St: The students of opinionated oral
will write each of expression we
their vocabulary would use today,
words two times and what some
each, and will possible topics
choose five to use would be.
in sentences St: The students St: The students St: The students
will be separated will begin the class will brainstorm St: The students
into groups and by reciting their about what would will begin the class
each group will be vocabulary words. happen if oral by reciting their
E, VA, Div assigned a poem. The students will expression were vocabulary words.
The students will then play either nonexistent. After discussing
discuss the poems Taboo or Catch Students will also the lessons with
and the meanings Phrase for the rest do a worksheet on the teacher, the
behind the poems. of the period. different students will write
The students will techniques of oral either a poem or a
then be given a expression. short essay on their
DA: Gifted message that their opinion about an
students may group must convey issue perhaps in
choose five more through an original the school and will
words to write poem. They will read it to the class.
sentences for to read them aloud, Be sure to have the
receive extra and the rest of the students check
credit, while visual class will see if their issues with
students can draw they can the teacher first.
a pictorial understand the
representation of message.
five words for
extra credit. E, Col E, Mvmt E, Col E, SS
Week 5
Opinion and Fact Opinion and Fact Vocab Opinion and Fact Opinion and Fact
T: Open with T: The teacher will T: The teacher will T: The teacher will T: Vocabulary Test.
recitation of give the students go over the instruct the Free period
vocabulary. The numerous vocabulary words students to write a
teacher will scientific facts and that the students quick article that is
explain the theories, and will will be tested on trying to persuade
importance of have the students on Friday. the other
differentiating tell whether or not classmates to agree
between opinion it is an opinion or a with an opinion by
and fact in writing fact. Why? giving facts that
and will then support that
facilitate the opinion (ie: the
activity. Red Sox are the
best baseball team
because they won
the world series.)
St: The students St: The students St: The students St: Students will St: Vocabulary
will begin the class will differentiate will practice the write their articles Test. Free Period
by reciting their between facts and vocabulary words and will then
vocabulary words. opinions in that they will have present them to the
The students will scientific theories to remember for class, and the class
look at political and laws. Friday. Each week, will vote on which
cartoons and the students will article convinced
discuss the have an option of them the most.
differences choosing the
between opinion review game that
and fact in said they would like to
cartoons. use to practice,
whether it be
Around the World,
Vocab Basketball,
First to the Board,
etc.
E, SS E, S, VA E, Mvmt, Div E, SS E, Mvmt
DA: Gifted
students can make
poster depicting
one law with
information about
it for extra credit.
Week 6
Vocab CompareContrast CompareContrast Compare and CompareContrast
Viewpoints Viewpoints Contrast Viewpoints
SACE ENG 6.11 Viewpoints SACE ENG 6.11
T: The teacher will T: Open with T: Open with T: She will show T: Open with
instruct the student recitation of recitation of the students a recitation of
on the Vocabulary vocabulary. The vocabulary. The model of the vocabulary. The
lesson. Go over teacher will teacher will assignment that teacher will
new words, roots, explain the officiate the voting she has created provide the
prefixes, assignment and and will reward the ahead of time and students with Play
meanings, etc. will divide the winning team with will then give each Dough, and will
A Beka: Spelling, class into groups. candy. She will student poster monitor the
Vocabulary, and The teacher will provide the paper. She will students work in
Poetry, pgs 31-33 explain the students with then show the groups. She will
importance of biographies of students several bring in two
comparing and historical figures famous paintings. objects for the
contrasting. The of WWII. students to
teacher will compare.
provide the
students with
pictures.
St: The students St: The students St: The students St: The students
will write each of St: The students will begin the class will compare and will begin the class
their vocabulary will begin the class by reciting their contrast famous by reciting their
words two times by reciting their vocabulary words. paintings using a vocabulary words.
each, and will vocabulary words. The students will Venn Diagram. The students will
choose five to use The students will present their work in pairs to list
in sentences work in groups to campaign posters figures of speech
make a campaign and the class will related to health.
poster for the vote for the They will model
greatest polygon in “Greatest Polygon one example using
the world using in the World” by Play Dough. The
figurative language raising their hand. students will
(ex. “Vote for the The students will compare 2 objects
E, VA, Div circle, because it is compare and brought in by the
as smart as Albert contrast teacher.
Einstein”). The biographies of
students will take historical figures
notes on the of WWII.
importance of
comparing and
DA: Gifted contrasting. They
students may will then compare
choose five more and contrast
words to write pictures of
sentences for to celebrities,
receive extra teachers, etc
credit, while visual DA: Students who
students can draw have mobility
a pictorial difficulties can
representation of vote orally.
five words for
extra credit.
Week 7
Persuasive Persuasive Vocab Persuasive Persuasive
Presentations Presentations Presentations Presentations
T: Open with T: The class will T: The teacher will T: The teacher will T: Vocabulary
recitation of read chapters 4-5 go over the monitor the Test. The teacher
vocabulary. The together. The vocabulary words students work will oversee the
teacher will students will take that the students together in groups silent reading and
introduce the book turns reading will be tested on to make sure they will assist students
Holes and will aloud. The on Friday. stay on task. She in writing their
read chapters 1-3 students will copy will quickly edit final drafts of their
aloud. The teacher the chart the all letters for speeches.
will explain the teacher draws on glaring errors.
shifts between the the board into their
chapters (separate notes. The students
story lines). She will begin writing
will define their persuasive
persuasive writing speeches.
and will give
several examples. St: The teacher St: The students St: The students St: Vocabulary
Then she will will lead the class will practice the will read chapters Test. The students
explain that they in reading aloud. vocabulary words 6-7 in groups of 3 will read chapters
will be giving She will continue that they will have or 4. They will add 8-10 silently. They
persuasive to explain the story to remember for any new will add any new
presentations. lines to the class. Friday. Each week, information to the information to
She will make a the students will chart they started their chart and will
St: The students chart on the board have an option of in their notes evaluate the
will begin the class with 3 columns. choosing the yesterday. They predictions they
by reciting their Each column will review game that will then make a made yesterday.
vocabulary words. be a story line and they would like to prediction for each
The students will she will add use to practice, story line (3 all
listen to the information to whether it be together). The
teacher read each column as Around the World, groups will share
chapters 1-3 and events happen in Vocab Basketball, their predictions
will take notes on the book. She will First to the Board, with the class.
persuasive writing. also oversee the etc. Each student will
The students will students writing peer edit one other
pick a topic for their persuasive student’s letter.
their presentation. speech and offer
assistance when
needed.
E E, VA E, Mvmt, Div E, Col E, Col
Week 8
Vocab Vocab Vocab Vocab Vocab
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: TESTING
instruct the student review all of the allow the students go over the Vocabulary from
on the Vocabulary vocabulary words to work with vocabulary words the last 8 weeks.
lesson. Go over from the last 8 partners to make that the students
new words, roots, weeks. Separate flashcards for their will be tested on
prefixes, the students into 4 vocabulary words on Friday.
meanings, etc. separate teams or to come up with
A Beka: Spelling, ways to remember
Vocabulary, and words that are
Poetry, pgs 34-37 posing a problem
for each student.
As the teacher, be
sure to make it
clear that if certain
study strategies are
used (ie: music,
hand motions, etc.)
St: The students St: The students in the students must St: The students St: TESTING
will write each of each team will be remember them in will practice the
their vocabulary assigned a certain their heads during vocabulary words
words two times lesson (from the test, not out that they will have
each, and will lessons 1-4) and loud or through to remember for
choose five to use they will create a physical action. Friday. The
in sentences short play using 10 students will have
of the words in St: The students an option of
that lesson that will work together choosing the
they will perform in pairs and come review game that The teacher will
for the class. The up with strategies they would like to bring in snacks for
other groups will for each other to use to practice, after the
try and find each remember problem whether it be vocabulary test for
E, VA, Div of the ten words words. Students Around the World, the children to
used in the play. can also create Vocab Basketball, enjoy as a reward
The group that flash cards to use First to the Board, for completing the
finds the most for a study tool. etc, just like the do long week of
words wins a Other study tools for their weekly vocabulary.
prize. If a group could be rhythm, quizzes.
incorporates putting definitions
DA: Gifted something they are to song, hand
students may learning in either motions, etc.
choose five more math or science
words to write into their play, they
sentences for to will receive extra
receive extra points.
students can draw E, M, S, Mvmt, D E, Col, Mu, E, Mvmt, Div E
a pictorial Mvmt
representation of
five words for
extra credit.
Week 9
Vocab Oral Oral Oral Oral
Summarization Summarization Summarization Summarization
T: The teacher will T: The teacher will T: Open with T: Presentations T: Open with
instruct the student stress the recitation of recitation of
on the Vocabulary importance of vocabulary. vocabulary.
lesson. Go over summarizing in the Presentations Presentations
new words, roots, students’ speeches
prefixes, and will offer the
meanings, etc. opportunity for the
A Beka: Spelling, students to turn in
Vocabulary, and a copy of their
Poetry, pgs 38-40 speech so she can
check it and
correct it in time
for their
presentations.
St: The students St: The students St: The students St: Presentations St: The students
will write each of will put the final will begin the class will begin the class
their vocabulary touches on their by reciting their by reciting their
words two times speeches and will vocabulary words. vocabulary words.
each, and will peer grade with a Presentations Presentations
choose five to use partner, discussing
in sentences the important oral
aspects of their
speeches.
E, VA, Div E, Mvmt, Col E, Mvmt E, Mvmt E, Mvmt
DA: Gifted
students may
choose five more
words to write
sentences for to
receive extra
students can draw
a pictorial
representation of
five words for
extra credit.
Week 10
Writing Writing Vocab Writing Writing
Strategies Strategies Strategies Strategies
T: Open with T: The teacher will T: The teacher will T: The teacher will T:Vocab Test. The
recitation of find several go over the lead the class in a teacher will
vocabulary. The pictures from vocabulary words discussion on why monitor the class
students will begin 1935-1945 and that the students they think Louise reading. She will
reading Jacob will cut them into will be tested on has her dream take the students to
Have I Loved by puzzle pieces. She on Friday. The the computer lab to
Katherine will give each students will read take a virtual tour.
Patterson. The group a set of 5 chapters 4-5 in She will instruct
teacher will read topic sentences small groups. The the students to plan
chapters 1-2 to the taken from one students will a biography.
class. The teacher paper. She will individually
will have every monitor all group organize a set of 5
student write one work. topic sentences to
random sentence. make a plan for a
She will collect all paper. Students
of the sentences an will then plan
read them together where they would
to make a story. St: The students put 3 spelling
The teacher will will read chapter 3 words in the paper.
explain the as a class. Each The students will
importance of student will get a share their plan
planning to the picture piece. with a partner.
students. Students will find
the other students St: The students St: The students St:Vocab Test. The
St: The students who make their will practice the will read chapter 6 students will read
will begin the class picture whole. vocabulary words individually. The chapters 7-8 as a
by reciting their Together they will that they will have class will discuss class. They will
vocabulary words. examine the to remember for why they think then go to the
The student will picture and will Friday. The teacher Louise has her computer lab and
listen to the describe the setting will oversee the dream. They will will take a virtual
teacher read of the book. The reading in small then plan a story tour of the island
chapters 1-2 aloud. students will be groups. She will about a dream they Peterson based
Each student will broken up into provide each have had. Rass Island on. In
list 3-4 groups of 5. Each student with a set groups they will
characteristics that group will receive of 5 topic compare what it is
the reader a set of 5 topic sentences from a like now to how
discovers about sentences from a paper. the book describes
Louise, Caroline, paper. They will it then. The
and McCall put the topic E, Mvmt, Div students will work
Purnell. The class sentences in order in pairs to make a
will come together to form a plan for a DA: Students who plan for a
and make 3 paper. They will have difficulties biography on a
collaborative list justify their order reading in groups person involved in
of characteristics. to the class. can read WWII
Student will write individually
one random
sentence.
E, Col, Div E, VA, Div, Col E, SS, Tech

E
Week 11
Vocab Writing Writing Writing Writing
Strategies Strategies Strategies Strategies
instruct the student monitor the recitation of monitor the recitation of
on the Vocabulary students reading to vocabulary. The students work vocabulary. The
lesson. Go over make sure they are teacher will together in groups teacher will
new words, roots, staying on task. provide the to make sure they oversee the class
prefixes, The teacher will students will stay on task. She reading. She will
meanings, etc. check the student’s comprehension will take home all monitor the
A Beka: Spelling, topics to make sure questions for plans and will students’ revisions
Vocabulary, and that they are chapter 12. The offer suggestions and answer any
Poetry, pgs 41-43 narrative topics. teacher will assist for improving questions the
The teacher will The teacher will the students in errors. students might
then read examples then monitor the developing their have.
of narrative students planning. narrative plan if
writing to the needed.
class. She will
explain what
narrative writing
is. St: The students St: The students St: The students St: The students
St: The students will read chapters will begin the class will set a purpose will begin the class
will write each of 10-11 in pairs. by reciting their for reading by reciting their
their vocabulary They will then vocabulary words (something they vocabulary words.
words two times divide into groups The students will want to find out). The class will read
each, and will of 4-5 and discuss read chapter 12 They will then chapter 15
choose five to use who showed silently and will read chapters 13- together. The
in sentences The bravery. Each answer 14 in small groups. students will take
students will listen student will tell the comprehension Each student will turns reading
to the teacher read teacher their topic questions. The peer edit one other aloud. The students
chapter 9 and the for their narrative. students will student’s plan will revise their
narrative stories. The students will continue planning narrative plan.
The students will then plan out their their narrative. By
pick a topic to narrative, making the end of the day
write a narrative sure to include they will have a
on. They will work characters, main complete plan for
on this narrative on conflict, climax, their narrative.
and off for the next and solutions. .
6 weeks.
E, Col
E, Col E E, Col
E, VA, Div
DA: Gifted may

choose 5 more
words to write
sentences for to
receive extra
can draw a
pictorial
representation of 5
words for extra..
Week 12
Unfamiliar Unfamiliar Vocab Unfamiliar Unfamiliar
Words/Phrases Words/Phrases Words/Phrases Words/Phrases
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: Vocabulary
read chapter 16 monitor the go over the monitor the Test, Silent reading
aloud and have the students during vocabulary words students continued
students find group work to that the students reading of the
unfamiliar words ensure they stay on will be tested on book.
and phrases in the task. on Friday. The
book so far. teacher will
monitor the
students activities
St: Vocabulary
St: The students St: The students St: The students St: The students Test, Silent reading
will listen to the will read chapter will practice the will continue
teacher read 17 in small groups. vocabulary words reading and will
chapter 16 aloud. Each student will that they will have play a form of the
The students will then write a one to remember for game Balderdash
take notes while paragraph Friday. Each week, with some
the teacher is summary of what the students will unfamiliar words
reading on words happened in the have an option of from the book.
that they find chapter using one choosing the Together, they will
unfamiliar, and unfamiliar word. review game that figure out the
will look in the They will discuss they would like to correct definitions.
rest of the book for how they found the use to practice,
unfamiliar words definition of this whether it be
as well. word. Around the World, E
Vocab Basketball,
E, Div E, Col First to the Board, E, Div, Mvmt
etc. - The class
DA: Students who will read chapter
have difficulty 18 together. The
writing can orally students will take
summarize the turns reading
chapter to the aloud. The
teacher or students will make
teacher’s aid a flow chart with
all of the events
they are going to
include in their
narrative.
E, Mvmt, Div
Week 13
Vocab Figurative Figurative Figurative Figurative
Language Language Language Language
instruct the student give the students recitation of review metaphors. recitation of
on the Vocabulary notes on the vocabulary. The She will check vocabulary. The
lesson. Go over different types of teacher will review each student teacher will
new words, roots, figurative similes and will metaphor to ensure provide the
prefixes, language. She will provide the that it is a correct students with
meanings, etc. show the class students with example of a news-papers and
A Beka: Spelling, several examples magazines to make metaphor. She will will lead the class
Vocabulary, and of figurative their simile then provide the in the sorting and
Poetry, pgs 44-45 writing. She will collage. The students with displaying. The
lead the class in teacher will divide paper, paint, and teacher will
creating an the class into paintbrushes. She provide the
example of simile, groups and will will evaluate the students will
metaphor, and give each group an students’ summary famous quotes.
hyperbole. The article about as the groups
teacher will define healthy living. Se present them to the
and give notes on will provide each class.
summarizing and group with a
paraphrasing. She transparency.
will also show
St: The students examples of St: The students St: The class will St: The students
will write each of summarizing. will begin the class review metaphors. will begin the class
their vocabulary by reciting their The students will by reciting their
words two times St: The students vocabulary words. write one example vocabulary words.
each, and will will take notes on in magazines. of a metaphor and The students will
choose five to use the different types They will cut them will then illustrate find an example of
in sentences of figurative out and make a it by painting a figurative language
language. The simile collage. The picture. The in a news-paper.
class will create an students will be students will The students will
E, VA, Div example of simile, divided into small present the healthy cut out the
metaphor, and groups. Each living examples. The
hyperbole. The group will read an transparencies they class will sort the
DA: Gifted students will then article about created yesterday clippings into 3
students may take notes on healthy living, and to the class. categories: similes,
choose five more summarizing. will then metaphors, and
words to write summarize it. The hyperboles. They
sentences for to group will write will then display
receive extra their summary on them on the board
credit, while visual transparency. in the 3 categories.
students can draw The students will
a pictorial work in pairs to
representation of E E, VA, Col E, VA paraphrase the
five words for famous quotes.
extra credit.
E, VA, SS
Week 14
Word Reference Word Reference Vocab Word Reference Word Reference
Material Material Material Material
T: Open with T: The teacher will T: The teacher will T: The teacher will T: Vocabulary
recitation of explain and go over the facilitate the speed Test. The teacher
vocabulary. The demonstrate how vocabulary words drill. The teacher will provide the
teacher will to find words in that the students will also monitor practice worksheet
provide dictionaries. The will be tested on the progress of the
dictionaries and teacher will also on Friday. partners with the
thesauruses. The instruct the letters.
teacher will direct students in writing
students to letters.
similarities and
differences. The
teacher will also
provide the
worksheet for
practice.
* Scott, Foresman
p. 50
St: The students St: The students St: The students St: The students St: Vocabulary
will begin the class will discuss how to will practice the will practice Test. Students will
by reciting their find words in a vocabulary words looking up words practice looking up
vocabulary words. dictionary. The that they will have in the dictionary words in the
Students will be class will also to remember for with a speed drill. dictionary and
given dictionaries write letters to Friday. Each week, The students will thesaurus with a
and thesauruses to someone that they the students will work in pairs worksheet
compare and admire being have an option of switching letters
contrast. Students careful that choosing the that they wrote the
will come to the pronouns and review game that previous day. Each
board and write antecedents match. they would like to student will circle
similarities and use to practice, the pronouns in the
differences. The whether it be letters and
students will also Around the World, underline the
review pronoun Vocab Basketball, antecedents that
antecedent First to the Board, they refer to.
agreement with a etc.
worksheet
E, Mvmt E E, Mvmt
E, Col
E, Mvmt, Div
Week 15
Vocab Revision Revision Revision Revision
instruct the student monitor silent recitation of facilitate the group recitation of
on the Vocabulary reading. The vocabulary. The sharing and vocabulary. The
lesson. Go over teacher will teacher will ordering the teacher will
new words, roots, provide misleading discuss significant events. The teacher monitor the class
prefixes, advertisement for event in the book will monitor as they read in
meanings, etc. class and will with the students. independent partners and work
A Beka: Spelling, discuss the article The teacher will writing. together in revising
Vocabulary, and with the class. divide the class each other’s
Poetry, pgs 46-49 into groups and papers.
The students will will explain the
begin reading the flow chart project.
book Esperanza The teacher will
Rising. monitor the
students’
independent
writing.
St: The students St: The class will St: The students St: The class will St: The students
will write each of read a misleading will begin the class present their will begin the class
their vocabulary advertisement. The by reciting their groups’ poster and by reciting their
words two times class will vocabulary words. will place the vocabulary words.
each, and will identifying phrases The class will events in order. Students will read
choose five to use that are misleading begin to construct The class will read with a partner. The
in sentences within the a flow chart for the chapter 6 with class will also
advertisement. book. The class their groups. The work with a
will make a list of class will also partner to revise
significant events continue to work narratives for
E, VA, Div E, SS on the board then on their stories. clarity. Each
the class will student will read
divide into groups another student’s
that will creatively paper and write a
DA: Gifted represent the event short summary of
students may on a piece of the narrative. The
choose five more poster board. The students will be
words to write class will also able to tell if their
sentences for to work on their short papers are clear to
receive extra stories. the reader through
credit, while visual this process.
students can draw E, VA E, VA
a pictorial E, Col
representation of
five words for
extra credit.
Week 16
Editing Editing Vocab Editing Editing
T: Open with T: The teacher will T: The teacher will T: The teacher will T: Vocabulary
recitation of monitor group go over the lead the class in Test. The teacher
vocabulary. The work and help vocabulary words determining will provide a
teacher will keep students on that the students significant events. video on the Great
monitor popcorn task. The teacher will be tested on The teacher will Depression. The
reading and lead will also explain on Friday. meet individually teacher will
discussion after the grammatical errors with each students continue to meet
chapter. The and editing. The giving input for with students
teacher will also teacher will revisions. individually.
monitor progress provide
on the students’ grammatically
narrative revisions. incorrect
paragraph.
St: The students St:The students St: The students St: The class will St: Vocabulary
will begin the class will read a chapter will practice the identify more Test. The class will
by reciting their with a small group. vocabulary words significant events watch a video on
vocabulary words. Each group will that they will have from the previous the Great
The students will act out the events to remember for chapters of the Depression. The
popcorn read and of the chapter. The Friday. Each week, book and with the students will also
discuss significant class will also the students will same groups will continue to meet
happenings. The discuss common have an option of construct more with the teacher for
class will also grammatical errors choosing the posters for the narrative revisions.
make revisions to in narratives and review game that flow chart. The
their papers to the process of they would like to students will begin
make them clearer. editing. Students use to practice, making necessary
will practice by whether it be revisions for
correcting a Around the World, narratives and will
grammatically Vocab Basketball, meet individually
incorrect First to the Board, with the teacher to
E, Col paragraph. etc. discuss revisions.
E, Mvmt
DA: Have LEP E

students list E
unfamiliar words E, Mvmt, Div
from Esperanza
Rising , then have
students use a
dictionary to
define words.
Week 17
Vocab Organizational Organizational Organizational Organizational
Methods Methods Methods Methods
instruct the student lead discussion recitation of facilitate group recitation of
on the Vocabulary with the class. The vocabulary. The sharing of new vocabulary. Free
lesson. Go over teacher will also teacher will stop endings to the period
new words, roots, rearrange a story the class before story. The teacher
prefixes, for the students to “Jeremiah’s Song” will help students
meanings, etc. read. ends. The teacher with flow charts.
A Beka: Spelling, will monitor
Vocabulary, and student’s writing
Poetry, pgs 50-52 and working on
outline
will write each of will read “Obie’s will begin the class will discuss the will begin the class
their vocabulary Gift” one time by reciting their endings they chose by reciting their
words two times through without vocabulary words. and reasoning for vocabulary words.
each, and will the background The students will their choices. After Free period
choose five to use information. start reading sharing reasoning
in sentences Students will “Jeremiah’s the class will finish
discuss what Song.”* The class the story. The
would be will stop reading students will each
important with only two create a flow chart
information to pages left to read. for their papers
know before Students will write
reading the story. how they think the
E, VA, Div The students will story will end. The
also make students will use
inferences about their outlines to
what they think the determine areas of E, VA E, Mvmt
provided the greatest
information is importance in their
about. The narratives.
DA: Gifted students will also
students may work with a short E
choose five more story that’s been
words to write cut and pasted out DA: Have less
sentences for to of order. Students proficient readers
receive extra will then discuss outline important
credit, while visual the importance of events in
students can draw order in a story. “Jeremiah’s
a pictorial Song.”
representation of E, VA * Prentice Hall
five words for Literature
extra credit. p. 38
Week 18
Reading Reading Reading Vocab Reading
Comprehension Comprehension Comprehension Comprehension
SACE ENG 6.11 SACE ENG 6.11 SACE ENG 6.11
T: The teacher will T: The teacher will T: The teacher will T: The teacher T: The teacher will
read several play a song for the read several will administer show the students
examples of poetry class. The teacher examples of odes several examples
to the class and will lead the class to the class. She
the spelling of color poetry and
will lead the in a discussion on will then show the test. The will lead the class
students in a the similarities and class an ode she teacher will in creating a class
discussion on the differences of composed. The monitor the color poem on the
characteristics of poems and songs. teacher will activity of the overhead. The
poetry. The teacher She will tell the oversee the teacher will
will explain that students that songs students writing
students during administer the
good details are are poems set to their narrative. The the movie. spelling test.
those that paint a music. The teacher teacher will
clear picture for will continue to administer the pre-
the reader. The instruct the spelling test.
teacher will give students to add
several examples details to their
of good and bad narrative. She will
details. The assist students
teacher will assign when needed.
the spelling words
for the week.
St: The students St: The class will St: The students St: The students St: The students
will read several listen to a song will read several will take a spelling will read several
examples of poetry played by the examples of odes. test on the words examples of color
and will discuss teacher. The The students will assigned Monday. poetry and will
the characteristics students will be then compose and The students will participate in
of poetry. The divides into pairs. illustrate an ode of then watch the creating a class
students will The students will their own. The movie The Mighty. color poem. The
discuss the make a list of the students will write students will then
importance of similarities and their first complete DA- Students who create their own
good detail. differences draft of their have auditory color poem. The
between poems narrative. The difficulties can students will
LA/ R/ CM- and songs. The students will take a read the captions continue to write
class will come pre-spelling test on for the movie. their narrative
together and the words assigned draft. The students
discuss the issue. Monday. Those LA/ E- will take a spelling
The students will who make a 100 test on the words
add details to their will not have to assigned Monday.
narrative outline/ take the test on
plan. Friday. LA/ R/ W/ A/ E-
LA/ W/ GA/ MU- LA/ R/ MD/ W/
E-
Week 19
Reading Reading Reading Reading Vocab
Comprehension Comprehension Comprehension Comprehension
T: The teacher T: The teacher will T: The teacher will T: The teacher will T: The teacher will
will conduct the explain fact vs monitor students’ monitor popcorn facilitate the game
Vin Diagram opinion in stories. time on the reading and lead around the world.
activity and will The teacher will computer closely. discussion after the
introduce the story. also monitor The teacher will chapter. The
students’ progress also monitor peer teacher will also
in their narrative reviews. monitor progress
outlines. on the students’
The class will take narrative revisions.
their spelling test.
St: The students St: The students St: Students will St: The students St: The students
will compare and will discuss fact vs research Gary will popcorn read will participate in a
contrast fiction and opinion in Paulsen online to chapter 8 and game of around the
nonfiction using a nonfiction. The find either a short discuss significant world with the
Vin Diagram on students will biography of happenings. vocabulary words
the board. Students answer the autobiography. The they have learned
will take turns question, “What class will then for the week.
coming to the type of nonfiction print the articles
board. The would include and summarize LA/R/W-
students will also more opinion than their findings. The
hear about the fact?” Students class will discuss
personal narrative will prepare rough the differences in
project they will be drafts for their autobiography and
beginning.The narratives using biography. The
students will significant events. students will work
receive their The students will with partners to
spelling list. take a practice edit important
spelling test. If the events in their
student scores a narratives.
LA/MO 100 he doesn’t
have to take the
test Friday. LA/T/W/GA-
DA- For LEP

students discuss
Americanized
English phrases in
the story and their
meanings.
LA-
Week 20
SACE ENG SACE ENG SACE ENG 6.11 SACE ENG SACE ENG 6.15
6.15 6.15 Vocab 6.15 Narrative
Narrative Narrative Narrative Structure SACE
Structure SACE Structure SACE Structure ENG 6.11
ENG 6.11 ENG 6.11
review the help the students review the oversee the oversee the
structure of a determine central vocabulary of the students writing students work in
narrative is what a idea in several week with the their narrative. The groups to ensure
good consists of. passages. The class. The teacher teacher will take they stay on task.
teacher will will split the class home all narratives She will observe
provide the into 2 teams. and will offer the acted out
students with suggestions for paragraph.
several different improving errors.
topics and ideas
for their “book
report.” The
teacher will assign
the spelling words
for the week. The
teacher will collect
drafts and look
over them.
St: The students St: The students St: The students as St: Students will St: The students
will write a will discuss how to teams will have to continue to work will divide into
narrative about find main ideas. send a on their narratives. groups and will
their favorite They will then representative to write an
summer determine the the front of the explanatory
experience central idea of classroom, press paragraph (ex. how
several narrative the buzzer and to make a cake).
passages. The spell the Students will
students will use vocabulary word include 4 spelling
highlighters to correctly. words in their
highlight topic paragraph. The
DA- Students who sentences/ main students will then
have difficulty ideas. Students can act out their
writing can orally choose to draw a paragraph.
summarize the comic strip, make
chapter to the a poster, write a
teacher or song, make an oral LA/ W/ GA/ TX/
teacher’s aid. presentation, etc. MO-
The students will
continue to work
on their narrative.
LA/ R/ PS/ MA/

A/ OL/ W-
Week 21
Narrative Narrative Narrative Narrative Vocab
Structure SACE Structure Structure SACE Structure
ENG 6.11 ENG 6.11
introduce the book lead the class in monitor the oversee the silent monitor the
Holes and will reading aloud. She students work reading and will students to make
read chapters 1-3 will continue to together in groups assist students in sure they stay on
aloud. The teacher explain the story to make sure they writing their final task. She will give
will explain the lines to the class. stay on task. She drafts. the students
shifts between the She will make a will quickly edit comprehension
chapters (separate chart on the board all letters for questions she
story lines). She with 3 columns. glaring errors. prepared ahead of
will define Each column will time. The teacher
persuasive writing be a story line and will administer the
and will give she will add spelling test.
several examples. information to
She will tell the each column as
students that they events happen in
are going to write the book. She will
a 3 paragraph also oversee the
persuasive paper. students writing
She will instruct their persuasive
the students to pick paper and will
a topic and will offer assistance
review each to when needed.
ensure it is
appropriate. The
teacher will assign
the spelling words
for the week.
St: The students St: The class will St: The students will St: The students St: The students
read chapters 6-7 in
will listen to the read chapters 4-5 will read chapters will read chapters
groups of 3 or 4. They
teacher read together. The will add any new 8-10 silently. They 11-13 with a
chapters 1-3 and students will take information to the chart will add any new partner and will
will take notes on turns reading they started in their information to answer
notes yesterday. They
persuasive writing. aloud. The will then make a
their chart and will comprehension
The students will students will copy prediction for each evaluate the questions about the
pick a topic for the chart the story line (3 all predictions they reading. The
their paper. teacher draws on together). The groups made yesterday. students will break
will share their
the board into their predictions with the
The students will up into groups of 3
LA/ LI/ W- notes. The students class. Each student will also write their and will read their
will begin writing peer edit one other final draft of their persuasive paper to
their persuasive student’s letter. persuasive paper. their group. The
paper. students will take a
DA - Students who have LA/ R/ W/ E- spelling test on the
difficulties writing can words assigned
LA/ R/ OL/ L/ W- use Word Processor. Monday.
LA/ R/ GA/ CM/ L/ W-

LA/ R/ GA/ PS/ E-
Week 22
Prediction of Prediction of Prediction of Prediction of Vocab
Outcome Outcome Outcome Outcome
T: The teacher will T: The teacher will T: The teacher will T: The teacher T: The teacher will
read Holes with provide a lead discussion will stop the class facilitate group
the class. The worksheet for the with the class. The before Holes ends. sharing of new
teacher will then students. The teacher will also The teacher will endings to the
model making teacher will also rearrange a story monitor student’s story. The teacher
inferences and explain the for the students to writing and will help students
conclusions based importance of read working on with flow charts.
on the story. The writing narratives outline. The teacher will
teacher will to support a central administer the
explain the history idea. spelling test.
surrounding the
book. The teacher
will also explain
the writing
exercise to the
students.
St: The students St: The students will St: The students St: The students
St: The students
read Holes one time
will read Holes. will complete a will start reading will discuss the
through without the
Students will worksheet to background Holes The class endings they chose
watch as the practice making information. Students will stop reading and reasoning for
inferences. The will discuss what would with only two their choices. After
teacher makes be important
conclusions of the students will also information to know
pages left to read. sharing reasoning
history of the discuss the before reading the story. Students will write the class will finish
letter. The students importance of The students will also how they think the the story. The
writing narratives make inferences about story will end. The students will each
will then discuss what they think the
the actual history to support a central provided information is
students will use create a flow chart
surrounding the idea. about. The students will their outlines to for their papers.
letter. The students also work with a short determine areas of The class will take
story that’s been cut the greatest their spelling test.
will write a and pasted out of order.
paragraph LA Students will then
importance in their
explaining the discuss the importance narratives. LA/R-
important parts of of order in a story.
The students will take a DA-Have less
their narrative that practice spelling test. If
they would like to the student scores a 100
proficient readers
emphasize. he doesn’t have to take outline important
the test Friday. events in Holes
The students will LA/R-
receive their
spelling list. LA/R/W-
LA/MD-
Week 23
Grammar Grammar Grammar Grammar Grammar
facilitate the group monitor partner explain the writing read chapters 13- monitor popcorn
reading. The reading. The assignment and 14 to the class. The reading. The
teacher will also teacher will also will model a letter. teacher will also teacher will use
provide the write the The teacher will facilitate a review students in the
newspaper articles paragraph on the also explain the game of Jeopardy front of the room
and will model boards without differences for reviewing for to represent
how the activity is pronouns. between adverbs the test. singular and plural
correctly and adjectives. pronouns.
completed.
St: The class will St: The students St: The class will St: The class will
form a circle and St: The class will will pretend that listen as the popcorn read
read a paragraph at read chapters 24- they were stranded teacher reads chapters 27-28.
a time of the book 26 with partners. on an island and chapters 13-14. The class will also
from chapters 13- The students will that they can only The class will play discuss singular
14. The students review pronouns. write one letter. a verb tense and pronouns vs. plural
will each take a The students will What would it say? adverbs Jeopardy pronouns. Students
newspaper article, identify the need The class will also game as review for will volunteer to
circling the for pronouns from discuss there their test. represent singular
subjects , a paragraph difference between and plural
underlining the written on the adverbs and pronouns.
agreeing verbs, board without adjectives. LA/LI/MO-
and boxing pronouns
pronouns. LA/R/MO-
DA- Students that LA/R/GA-

have a hard time
with reading will
have the option of
passing reading to
the next reader if
they are
uncomfortable
reading out loud.
LA/R-
Week 24
Grammar Grammar Grammar Grammar Grammar
SACE ENG 6.11 SACE ENG 6.11 SACE ENG 6.11
T: The teacher will T: The teacher will T: The teacher will T:The teacher will T: The teacher will
monitor silent monitor popcorn monitor partner instruct students in administer the test
reading. The reading. The reading and will each project. The to the students.
teacher will also teacher will also explain “Here” and teacher will also
provide index provide sentences “There” rules for provide a model
cards and will for the board and subject-verb for each project.
facilitate the card monitor students’ agreement.
activity. answers.
St: The students St: The class will St: The class will St: The students St: The students
will write on index popcorn read read chapters 17- will draw a map of will take a
cards for an chapters 19 with partners. a significant area grammar test.
activity. Four 16-18 of their The class will from the book. The
subject cards (2 reading book. discuss subject- students will also
singular, 2 plural), Volunteers will verb agreement draw a picture
four verbs (2 come to the board when the sentence from one of the
singular, 2 plural). and work with begins with “Here” sentences that they
Students will turn sentences on the or “There.” created the day
in cards which will board. Students before.
be shuffled and will circle the LA/R-
randomly adverbs and DA- students will
redistributed to underline write sentences
students. Students the verb that it using 10 common
will then create modifies. pronouns.
sentences using the
new words they LA/GA/MO- LA/A-
have. Each
sentence must
agree.
LA/R/GA/W-
Week 25
Cause and Effect Cause and Effect Cause and Effect Cause and Effect Cause and Effect
T: The teacher will T: The teacher will T: The teacher will T: Teacher will T: Teacher will
lead the class in a lead in a brief assign an essay on direct students in allow students to
discussion on discussion on the how Buddy an essay about a finish Bud, Not
cause and effect synopsis of the showed situation they had Buddy. Once
and what place it book. The teacher perseverance which had a cause students are
has in literature. will give some throughout the and effect. They finished they must
definition of what story and how that must write about write a short paper
it means to have did or did not help how they handled about the plot of
perseverance. him make it. the situation and if the book which
they would have includes the main
done anything situation and the
differently. cause and effect of
Buddy’s actions.
St: Students will St: The student St: The student’s St: Students will St: Students will
begin reading Bud, will briefly discuss will continue continue to read finish reading Bud,
Not Buddy. the synopsis of the reading Bud, Not Bud, Not Buddy. Not Buddy.
book. Students will Buddy. Students will write Students will write
continue reading The teacher will an essay about a a short paper about
Bud, Not Buddy. guide the students situation they had the plot of the
The student will with coming up which had a cause book. They must
copy the with a class “guide and effect. They include the main
definitions dictated for survival”, must write about situation and the
to them on a piece given they were how they handled cause and effect of
of paper. The put in a situation it, if they thought it.
student will assist such as Buddy’s. they handled it
with coming up well or if they
with a “guide to DA- Students with would have done
survival” given difficulty with time something
they were put in a restraints can have differently.
situation like a workbook type
Buddy’s. Given the survival to
definitions of complete.
perseverance, the
student will write
an essay for
homework on how
Buddy showed
perseverance
throughout the
story and how that
did or did not help
him make it.
Week 26
SACE ENG 6.19 SACE ENG SACE ENG 6.11 SACE ENG 6.19 SACE ENG 6.19
Inferences 6.19 Vocab Inferences Inferences
SACE ENG 6.11 Inferences SACE ENG 6.11
T: The teacher will T: The teacher T: The teacher will T: The teacher T: The teacher will
monitor group work. will read a divide the class into will read chapters lead the class in a
She will explain that passage and will pairs. She will 22-23 aloud to the discussion about the
some words can give several oversee their group class. She will point of view of the
have multiple possible work to ensure that provide each book. She will
meanings. She will meanings of an they stay on task. student with a provide the students a
show the class unknown word. She will remind word clues game. passage to assess
several examples. She will then call students that words The teacher will their ability to
She will then give on a team to often have multiple administer the determine meaning
the class puzzle answer the meaning and will pre-spelling test. using context clues.
pieces. The teacher question. She show them how to The teacher will
will assign the will keep track find meaning using administer the
spelling words for of the score. context clues. spelling test.
the week. *Treasury of
www.readwritethink. Literature, pT533
org
St: The students

St: The students will will read chapter St: The students will St: The students St: The students will
21 with a partner. will listen to the
read chapter 18 read chapter 21 with read chapters 24-25
As a pair, they will teacher read
aloud as a class and find one example
a partner. As a pair, as a class. Students
chapters 22-23.
will write down one of an unknown they will find one will take turns
They will then
sentence that sticks word that they example of an complete a word
reading aloud. The
out to them. They used context clues unknown word that clues game (found class will then discuss
will share their to determine the they used context on website). The the following
sentence with a meaning of the clues to determine students will take a question: Who told
partner. They will word, and will the meaning of the pre-spelling test on the story? Why is the
justify picking their share their word word, and will share the words assigned story told in 1st
with the class. The Monday. Those who
sentence. The their word with the person? The students
students will create make a 100 will not
sentence can be their own class. The students will then work
have to take the test
puzzling, interesting, crossword puzzles will create their own independently to
on Friday.
important, or using words with crossword puzzles determine the
something they can multiple meanings. using words with DA- Students who meaning of
relate to. The The students will multiple meanings. have auditory highlighted words
students will each use the dictionary The students will difficulties can read from a passage of
get a puzzle piece to develop clues. use the dictionary to the chapter Freak the Mighty
with a word or The students will develop clues. The themselves as the using context clues.
then exchange teacher reads.
definition on it. The their puzzle with a
students will then The students will take
students must find partner and will exchange their a spelling test on the
all of the puzzle solve their puzzle. puzzle with a words assigned
pieces that match partner and will LA/ LI/ W/ PS- Monday.
theirs (the word solve their puzzle.
itself, and all LA/ CM/ R/ W/ E-
definitions.) LA/ R/ MA/ PS- LA/ R/ W-
LA/ R/ GA/ W-
Week 27
Inferences Inferences Inferences Inferences Vocab
SACE ENG 6.11 SACE ENG 61
T: The teacher will T: The teacher will T: The teacher T: The teacher will T: The teacher will
read “Letter to provide a will lead stop the class facilitate group
Scottie” with the worksheet for the discussion with the before “Jeremiah’s sharing of new
class. The teacher students. The class. The teacher Song” ends. The endings to the
will then model teacher will also will also rearrange teacher will story. The teacher
making inferences explain the a story for the monitor student’s will help students
and conclusions importance of students to read. writing and with flow charts.
based on the story. writing narratives working on
The teacher will to support a central outline.
explain the history idea.
surrounding the
letter. The teacher
will also explain
the writing
exercise to the
students.
will read “Letter to will complete a will read “Obie’s will start reading will discuss the
Scottie.”* Students worksheet to Gift” one time “Jeremiah’s endings they chose
will watch as the practice making through without Song.”* The class and reasoning for
teacher makes inferences. The the background will stop reading their choices. After
conclusions of the students will also information. with only two sharing reasoning
history of the discuss the Students will pages left to read. the class will finish
letter. The students importance of discuss what Students will write the story. The
will then discuss writing narratives would be how they think the students will each
the actual history to support a central important story will end. The create a flow chart
surrounding the idea. information to students will use for their papers.
letter. The students know before their outlines to
will write a reading the story. determine areas of The class will take
paragraph LA- The students will the greatest their spelling test.
explaining the also make importance in their
important parts of inferences about narratives.
their narrative that what they think the LA/R-
they would like to provided DA-Have less
emphasize. information is proficient readers
The students will about. The outline important
receive their students will also events in
spelling list. work with a short “Jeremiah’s
story that’s been Song.”
LA/R/W- cut and pasted out
of order. Students
will then discuss LA/R/W-
the importance of
order in a story.
LA/R-
Week 28
Character and Character and Character and Character and Vocab
Plot Plot Plot Plot
T: The teacher T: The teacher T: The teacher will T: Teacher will T: Teacher will
will explain the will monitor class give a lesson on monitor students administer
literary elements to reading. At the end leadership defining as they read vocabulary exam.
the class. The of the story the what it is. The silently. Teacher After the exam the
teacher will then teacher will model teacher will will assign teacher will
model the process identifying literary instruct the students to finish monitor and help
of making elements. The students to come to the book at home students as they fill
predictions from teacher will give the board teacher if they were unable out the plot
the title and correct answers to will lead students to finish in class. summary
picture. The test and lead in coming up with worksheet about
teacher will answer discussion a character. Harry Potter which
administer the test. Teacher will give includes main
students time in characters,
class to read and introduction, rising
then assign the action, climax,
students reading falling action and
homework. conclusion.
St: Students will St: The students St: Students will St: Students will St: Students will
discuss literary will read “The All- continue reading read silently take their
elements involved American Slurp” selections from making notes vocabulary exam
in understanding out loud as a class. Harry Potter. about characters and then fill out a
narratives. The The students will Students will and plot as they plot summary
class will discuss watch for literary decide what go. worksheet.
characters, setting, elements. The character or
plot, theme, and class will check characters showed
climax. The class and discuss the leadership and
will then turn to answers to the write them down.
“The All-American grammar inventory DA- Students
Slurp”* in their test. having trouble
text books. The LA/R-. LA/R - reading silently
students will may read aloud
follow along as the with the reading
teacher models the specialist
process. The
students will take a
grammar inventory
test.
The students will

receive their
spelling list
LA/R-.
Week 29
Summarize and Summarize and Summarize and Summarize and Summarize and
Paraphrase Paraphrase Paraphrase Paraphrase Paraphrase
T: The teacher will .T: The teacher T: The teacher will T: The teacher will T: The teacher will
give the students will review similes review metaphors. review hyperbole provide the
notes on the and will provide She will check with the class. The students with
different types of the students with each student teacher will lead news-papers and
figurative magazines to make metaphor to ensure the class in will lead the class
language. She will their simile that it is a correct developing a in the sorting and
show the class collage. The example of a commentary for a displaying. The
several examples teacher will divide metaphor. She will football game teacher will
of figurative the class into then provide the using hyperbole. provide the
writing. She will groups and will students with She will read If students will
lead the class in give each group an paper, paint, and You Give A Mouse famous quotes.
creating an article about paintbrushes. She A Cookie to the The teacher will
example of simile, healthy living. Se will evaluate the class administer the
metaphor, and will provide each students’ summary spelling test.
hyperbole. The group with a as the groups
teacher will define transparency. present them to the
and give notes on class.
summarizing and
paraphrasing. She
will also show
examples of
summarizing. The
teacher will assign
the spelling words
for the week. St: The class will St: The class will St: The students will
St: The class will find an example of
review similes. The review metaphors. review hyperbole.
figurative language
St: The students students will find 5 The students will As a class they in a news-paper. The
will take notes on similes in magazines. write one example will to develop a students will cut out
the different types They will cut them of a metaphor and commentary for a the examples. The
of figurative out and make a will then illustrate football game class will sort the
language. The simile collage. The it by painting a using hyperbole. clippings into 3
students will be categories: similes,
class will create an picture. The The students will
divided into small metaphors, and
example of simile, groups. Each group students will summarize the
metaphor, and present the healthy book If You Give hyperboles. They
will read an article will then display
hyperbole. The about healthy living, living A Mouse A
them on the board in
students will then and will then transparencies they Cookie. the 3 categories. The
take notes on summarize it. The created yesterday students will work in
summarizing. group will write their to the class. LA/ R/ W/ MO/ pairs to paraphrase
summary on CM/ E- the famous quotes.
LA/ W- transparency The students will
take a spelling test on
the words assigned
DA- Students who Monday.
have difficulty
cutting can tear their LA/ R/ W/ S/ GA/
pictures out if the E-
magazine.
LA/ R/ W/ H/ GA/ LA/ R/ W/ H/ OL/

A-
GA/ A-
Week 30
Identity Identity Identity Identity Vocab
Questions Questions Questions Questions
T: The teacher T: The teacher T: Teacher will T: Teacher T: Teacher will
brings in several brings in several hand out directions watches and administer the
news paper articles Television for the criteria for monitors students vocabulary exam
for students to read commercials for a commercial the as they share their and monitor
with the students to student will make commercials with students as they
comprehension watch along with up. The teacher the class and helps take the exam.
questions prepared comprehension will allow students as they answer After the exam the
for each article. questions for to get into pairs of their peers students will be
The teacher will students to answer three or four to question given free writing
give out the about each. write their worksheets. time.
vocabulary words questions and
for the week. make their
commercial.
St: Students will St: Students are St: Students are St: Students St: Students are
read several news shown several given direction for present their given their
paper articles television a commercial they commercials to the vocabulary exam.
handed out by the commercials and must make. They class and then After exam the
teacher then then answer must have a answer the students will have
answer questions identity questions product and questions about free writing time.
about each. about what the attempt to see it to each of their peers
seller was trying to their fellow commercials.
get across to the classmates. They
consumer. must also make
questions for the
rest of the class to
DA- Students will answer about their
difficulty commercial and
answering the point they were
questions will attempting to get
receive help from across.
specialists.
Week 31
SACE ENG 6.23 SACE ENG SACE ENG 6.23 SACE ENG SACE ENG 6.23
Form, Revision, 6.23 Form, Revision, 6.23 Form, Revision,
Orangization Form, Revision, Orangization Form, Revision, Orangization
Orangization Orangization
T: The teacher will T: The teacher T: The teacher will T: The teacher T: The teacher
monitor group work will read chapter read the paragraph will monitor will oversee the
and help keep students 10 to the class. with errors on the popcorn reading class reading. The
on task. The teacher The teacher will board. The teacher and lead teacher will
will also explain monitor students will call on the first discussion after organize the
grammatical errors and as they edit each student standing to the chapter. The events of chapter
editing. The teacher other’s papers. correct the error. teacher will also 18 in a flow chart.
will provide www.readwritethin monitor progress The teacher will
grammatically k.org on the students’ instruct the
incorrect paragraph. narrative students to create
revisions. a flow chart for
their narrative.
St: The class will read St: The class St: The class will St: The students St: The class will
chapter 9 with a small will listen as the read chapters 13- will popcorn read chapter 18
group. Each group will teacher reads 14. Each student read chapter 8 together. The
act out the events of chapter 10 to the will write down one and discuss students will take
the chapter. The class class. The sentence that sticks significant turns reading
will also discuss students will out to them and happenings. The aloud. The
common grammatical also practice will share with a class will also students will make
errors in narratives and peer editing with partner. They will make revisions a flow chart with
the process of editing. their narratives. justify picking their to their papers to all of the events
Students will practice sentence. It can be make them they are going to
by correcting a DA- Students puzzling, clearer. include in their
grammatically having difficulty interesting, narrative.
incorrect paragraph. listening can important, or
read to something they can LA/R/W- LA/ OL/ LI/ R/
LA/R/W/GA/MO- themselves in the relate to. The W/ MA-
hall and write a students will listen
short summary to the teacher read
during this time. a paragraph with
errors from the
board. When the
LA/R/W/GA- teacher arrives at an
error as she is
reading, the
students will stand
up. The first student
to stand will go to
the board and
correct the error.
LA/ R/ GA/ OL/

LI/ MO/ W-
Week 32
Form, Revision, Form, Revision, Form, Revision, Form, Revision, Vocab
Orangization Orangization Orangization Orangization
divide the students grade the divide the class read chapter 14 administer the test
into pairs and will summaries and into two teams to aloud. She will to the students
monitor their also facilitate the play a game and collect the
reading. She will classroom. will ask predictions in a
give the students comprehension box and will read
notes on editing. questions. The several of the
She will then teacher will give predictions aloud.
model proper each group a She will give each
editing by editing a paragraph with student a
paragraph with errors. paragraph to edit.
errors on the The teacher will
overhead. The administer the
teacher will assign spelling test.
the spelling words
for the week.
will quickly skim will read a short will read chapters will listen to the will take a spelling
through chapters story on the Great 11-13 in their teacher read test.
1-10 in their Depression silently reading book chapter 14 aloud
reading book. The and will then work individually. The and will make a
students will in groups to write class will be prediction about
divide into a short summary of divided into two what they think
partners and will the short story on a teams to play a will happen in the
re-read their transparency. They comprehension rest of the book.
favorite part of the will present the game. The first Each student will
book to their summary in front person to raise write his or her
partner to increase of the class. their hand will get prediction on a
reading fluency. to answer. The piece of paper and
The students will team with the most will put their
then take notes on correct answers prediction into the
editing and editing wins. The students prediction box.
marks and will will be divided The students will
watch the teacher into groups and edit paragraphs
model editing on given a paragraph individually. The
the overhead. with 5 spelling students will take a
words in it. The spelling test on the
DA- Students who students will have words assigned
have difficulty to find the errors in Monday.
writing will the paragraph and
receive the notes correct them. LA/ PS/ LI/ W/ E-
in handout form.
LA/ R/ GA/ MO/
W-
LA/ R/ GA/ L/ LI/
W-
Week 33
Compare and Compare and Compare and Compare and Compare and
Contrast Ideas, Contrast Ideas, Contrast Ideas, Contrast Ideas, Contrast Ideas,
Themes, and Issues Themes, and Themes, and Issues Themes, and Issues Themes, and Issues
Issues
T: The teacher T: The teacher T: The teacher will T: The teacher will T: The teacher will
will explain the will officiate review figurative provide the students administer a short
assignment and the voting and language with the with Play Dough, and quiz on figurative
will divide the will reward the class. She will show will monitor the language. She will
class into groups. winning team the students a model students work in then provide the
The teacher will with candy. She of the assignment that groups. She will students with two
explain the will provide the she has created ahead bring in two objects paragraphs to
importance of students with of time and will then for the students to compare and
comparing and biographies of give each student compare. contrast.
contrasting. The historical poster paper. She will
teacher will figures of then show the
provide the WWII. students several
students with famous paintings.
pictures. The www.readthinkwrite.
teacher will assign org
the spelling words
for the week.
St: The students St: The students St: The students will St: The students will St: The students
will work in will present create one example of work in pairs to list will take a short
groups to make a their campaign figurative language figures of speech quiz on figurative
campaign poster posters and the and will make a related to health. language. It will
for the greatest class will vote funny poster They will model one assess their ability
polygon in the for the illustrating its literal example using Play to distinguish the
world using “Greatest meaning (ex. a poster Dough. The students difference between
figurative Polygon in the of a person with will compare 2 and create similes,
language (ex. World” by actual bags under objects brought in by metaphors, and
“Vote for the raising their their eyes). The the teacher. The hyperboles. The
circle, because it hand. The students will compare students will take a students will
is as smart as students will and contrast famous pre-spelling test on compare and
Albert Einstein”). compare and paintings using a the words assigned contrast two
The students will contrast Venn Diagram. Monday. paragraphs.
take notes on the biographies of LA/ W/ A
importance of historical
comparing and figures of LA/ GA/ H/ W/ A/ LA/ W/ R/ E-
contrasting. They WWII. E-
will then compare
and contrast DA- Students
pictures of who have
celebrities, mobility
teachers, etc. difficulties can
vote orally.
LA/ W/ M/ GA/
A/ CC/ CI-
LA/ W/ R/ M/
GA/ A/ OL/ H-
Week 34
Vocab Vocab Vocab Vocab Vocab
T: The teacher will T: The teacher T: The teacher will T: The teacher will T: The teacher will
set up all of the will oversee the create and check to see that create a vocabulary
stations before taking of the facilitate the the crossword sheet.
class and will practice test. She Jeopardy game. puzzles are
oversee the will assist any She will offer acceptable. The
students’ work. student who needs further teacher will also
She will assist any help. explanations to oversee that the
student that needs difficult questions. process is being
help. She will She will use this done in an efficient
review the correct time to review way.
answers after each important material
group has finished. covered by the
Jeopardy
questions.
will work in will divide into will play a Sixth will create a complete a
groups of 3 or 4. pairs and will take Grade Language crossword puzzle vocabulary
There will be a practice vocab Arts Jeopardy with their matching
several stations set test. They can use game the teacher vocabulary words. worksheet.
up around the their books, created. The students will
room. At each neighbors, or the then exchange
station there will teacher if they their crossword
be a set of different need help. LA/ GA/ PS/ OL/ puzzles and
group vocabulary E- complete them.
activities. They DA- Students who
will read the have difficulty
passages and then reading test
answer questions questions can have
about the passages. the questions read
They will rotate to them by a
stations until each teacher’s aid.
group has
answered all of the
questions. LA/ GA/ TX/
CM-
LA/ GA/ PS/ MO/
E-
Social Studies Charts Grade 6
Week 1
SACE SS 6.1 SACE SS 6.1 SACE SS 6.1 SACE SS 6.1 SACE SS 6.1
Longitude and Maps Maps Sequence of Sequence of
Latitude Events Events
instruct the teach the students grade overview to the assign each group
students on what what symbols presentations. students a specific event
latitude and mean what in map information on the and they will make
longitude are keys and how to chronological a poster containing
respectively, and identify physical events from the a picture or song or
teach them tricks features. Civil War to the some other
to remember the present. creative element
differences. Pass that will allow
out the worksheets them to remember
and maps the event.
St: Students will St: Students will St: The students St: The students St: The students
have to plot major draw and create will present the will split into will create a poster
US cities on a map their own island maps and stories of groups and make with the afore
according to their using the symbols the islands that timelines to hang mentioned criteria.
latitude and that they learned they created. around the room of
longitude, and will about, and will the major events
also have to find present a short from the Civil War
cities at specific presentation the to the present.
latitudes and next day.
longitudes.
SS, VA SS, VA SS, VA, Mvmt SS, VA, Mvmt, E SS, VA, Mu
DA: For extra

credit, allow for
gifted students to
write a short
paragraph about
an event of their
choice.
Week 2
Patriotic Slogans Primary Sources Secondary Connect Past and Connect Past and
Sources Present Present
present patriotic explain what a explain what a discuss how the observe the
slogans to the class primary source is. secondary source past effects the students.
from some of the Supervise the is, and have the present and will
specific time students in the students give open up the
periods discussed computer lab while examples. discussion to the
on the timeline they are doing students.
from Friday and their research.
will lead a
discussion on their
meaning.
St: Students will St: The students St: The students St: Students will St: The students
discuss the will be separated will take the facts participate the will present their
patriotic slogans to into groups and that they wrote discussion and will idea of what the
determine their each will have to down previously each choose an country would
meanings, and will find a primary and will make their event to write a have been like
then make their source in the own secondary paragraph on what were their event
own patriotic computer lab from source. Students would have different. They
slogans for the the time/event that will also discuss happened had the may dress up, act it
island that they they are assigned. pros and cons of outcome been out, present a
created the week Write down facts each type of different. report, etc.
before. from the primary source.
source.
SS, E E, SS, Tech SS, E SS, E SS, E, D, Mvmt
DA: Gifted
students can be
given the earlier
events since
primary sources
may be harder to
find.
Week 5
Phy. Char. and Phy. Char. and Phy. Char. and Phy. Char. And Phy. Char. And
Westward Westward Westward Transportation Transportation
Expansion Expansion. Expansion and Industry and Industry
go over some go over some listen to the go over major go over major
major physical major physical presentations. transportation and transportation and
characteristics of characteristics of industrial advances industrial advances
the US and the the US and the and how they and how they
westward westward connect with the connect with the
expansion that was expansion that was physical physical
effected by it. effected by it. characteristics of characteristics of
the country. the country. The
teacher will listen
to the
presentations.
St: Students will St: The students St: The students St: The students St: The students
listen to the will describe the will present their will be separated will be given more
teacher and differences in the ideas to the rest of into groups and time to finish their
prepare to pick US if the physical the class with a will be given a projects, and will
their presentation characteristics had good explanation type of then advertise their
topic. been different in a of how they came transportation that transportation
short presentation to that conclusion. they must method to the rest
the following day. advertise. The of the class.
It can include must create a
diagrams, charts, jingle, a brochure
etc. They can work or picture, and a
on this in class. slogan.
SS, VA, Mu,

Mvmt, D
SS SS, E, VA SS, E, VA DA: Students can SS, VA, Mu,

include a dance Mvmt, D
for extra credit,
which will appeal
to students who
have trouble
sitting still.
Week 6
50 States and 50 States and 50 States and 50 States and 50 States and
Significant US Significant US Significant US Significant US Significant US
Cities Cities Cities Cities Cities
T: The teacher will T: Lead in the state T: Lead in the state T: Lead in the state T: Allow for other
instruct the song. Take the song. Take the song. Take the classes to come in
students about students to the students to the students to the and view the
important cities in computer lab to computer lab to computer lab to students projects
the US and the work on their work on their work on their and ask questions
fifty states. Learn states projects. states projects. states projects. if they wish.
the state song by
the end of the
week. Assign each
student a state.
St: Students will St: The students St: The students St: The students St: The students
be given a state to will be given time will be given time will be given time will have their
do a project on. to work on their to work on their to work on their projects for other
They will be given states projects, and states projects, and states projects, and classes to view,
class time to work will also work on will also work on will also work on and will also know
on this for the rest learning the state learning the state learning the state all fifty states.
of the week. The song. song. song. Each student will
class will go to the give one fact about
computer lab and their state that will
library for research be put on a state
purposes. The test for the whole
project includes a class to take.
diorama, report,
and dressing up in
something SS, E, VA, Mu,
applicable to their Mvmt
state.
SS, E, Tech, VA, SS, E, Tech, VA, SS, E, Tech, VA, SS, E, Tech, VA, DA: Students with
Mu Mu Mu Mu learning
difficulties can
name the 50 states
on paper or will be
able to recite them
to the teacher
alone as opposed
to in front of the
class.
Week 9
Westward Exp. Westward Exp. Racial Racial Racial
And Immigration And Immigration Segregation Segregation Segregation
instruct the instruct the discuss racial discuss racial show a video about
students on major students on major segregation from segregation from Martin Luther
points on points on the end of the Civil the end of the Civil King and the Civil
Westward Westward War to the present. War to the present. Rights Movement.
Expansion and Expansion and
Immigration in Immigration in
America from America from
1877 to the present 1877 to the present
day. day. Have a special
speaker that is
either 1st or 2nd
generation
immigrant come in
and speak to the
class.
will fill in a map will ask the special will follow will follow will watch the
showing the major speaker questions information found information found video and take
areas of Westward and will take notes at www.adl.org. at www.adl.org. notes on said
Expansion. Color on the video.
it. presentation. Write
a paragraph on
how you would
feel if you were an
immigrant.
SS, VA SS, Col, E SS, Tech SS, Tech SS, Tech
DA: Gifted
students will
research the topic
more and present
their findings to
the class.
Week 10
Big Business Big Business Progressive Mvmt Progressive Mvmt Progressive Mvmt
and Child Labor and Child Labor and Child Labor
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: Testing
instruct the instruct the take the students to instruct the student
students on the students on the the computer lab on what child labor
history and history and and have them go was and when laws
advances in big advances in big to u-s history.com were passed to
business. business. about the change it
progressive
movement.
St: Students will St: The students St: The students St: Students will St: Testing
define terms like will make a poster will be assigned write a paragraph
democracy, depicting the rise terms and will be on what life was
capitalism, etc. of a “big business” given the like for a child that
and will then put of their choice opportunity to look had to work all the
into their own (steel, textiles, up said terms time
words what they etc). during class.
mean.
SS, E SS, VA SS, Tech SS, E SS
DA: Intercultural
connection:
research child
labor that is still
around in other
countries.
Week 13
Spanish Spanish Spanish Spanish Spanish
American War - American War - American War - American War - American War -
Reasons Reasons Results Results Results
supervise the show the students discuss the results discuss the results discuss the results
students in the pictures depicting of the Spanish of the Spanish of the Spanish
computer lab. battles and scenes American War American War American War
from the Spanish
American War.
St: The students St: The students St: The students St: Students will St: The students
will separate into will compare the will fill out a write an essay on will separate into
groups and pictures and will worksheet showing what would have groups with each
summarize the look for clues the major battles of happened if the group taking a
categories from the about battles in the the Spanish outcome of the war specific topic
official Spanish pictures. They will American War, had been different. related to the war.
American War also create a story showing who won One group can
website. involving a picture which battles have theatres, one
of their choosing. through color commanders, etc.
Each group should
make a poster or
some sort of visual
art to hang in the
classroom.
SS, Tech SS, E, VA SS, VA SS, E SS, VA
DA: Gifted
students can do a
report on one of
the commanders
or one of the
theatres of the war.
Week 14
United States United States United States United States United States
Role in WWI Role in WWI Role in WWI Role in WWI Role in WWI
discuss the two instruct the go over the major go over the major go over the final
sides of the war, students on the battles and aspects battles and aspects phases of the war
what started the aspect of the home of the war as they of the war as they and the outcome.
war, and what front. relate to the United relate to the United Discuss with the
caused the United States. States. students what
States to get some direct results
involved. of the outcome of
WWI are.
will write letters to will research will do a project will work on their hand in their
the soldiers in Iraq. things that they on one aspect of projects to be projects and will
can do to help the the war of their handed in the next be allowed to visit
soldiers now, and choosing. Students day. Students will the sites again.
their community as will have the have the Students will
well. opportunity to go opportunity to go participate in the
to a WWI and to a WWI and discussion.
WWII site to learn WWII site to learn
about WWI about WWI
information. information.
SS, E SS, Col SS, Tech, VA SS, Tech, VA SS, Tech, VA
DA: Students can

watch a
documentary on
WWI and compare
it with the war in
Iraq for extra
credit.
Week 17
Development of Development of Great Migration Music, Art, and Music, Art, and
Trans. And Trans. And North Lit. of the ‘20’s Lit. of the ‘20’s
Commun. Commun. and ‘30’s and ‘30’s
T: The teacher will T: The teacher will T: The Teacher T: The teacher will T: The teacher will
go over early help the students will describe key display art from play various music
transportation, make models of events that took the time period. from time period
pulling from transportation and place during the The teacher will and display photos
lessons that have communication period known as discuss the of famous
been previously devices out of clay. the Great significance of the musicians with an
taught, and will Migration North. paintings. The about me section
connect them. The teacher will Teacher will assign underneath the
Include show clips the students to read photo.
communication. movie The excerpt from
Promised Land: influential book of
Sweet Home the period.
Chicago.
St: Students will St: The students St: Students will St: The students St: Students will
discuss the will each make a read letters from will browse listen to various
difference between device that depicts people of the times through artwork music from the
transportation after either who were making notes of time period ad jot
the Civil War and transportation or migrating. similarities and down the way they
transportation after communication of Students will differences in each are feeling during
WWI. Students the time period out watch the parts of one. The students each song. The
will do a Venn of clay. The the movie The will read a book students will learn
Diagram showing students can then Promised Land: excerpt and write a the about me
similarities and label what they Sweet Home synopsis of what sections and their
differences. have made, what Chicago they think is going corresponding
year it is from, and on in the book. musician. The
the significance of students will then
their device. race to see who
SS, M can match the
SS, Tech SS, A about me with the
DA- Students with correct musician
difficulty sculpting the fastest.
can draw their
device SS, M
SS, S, VA
SACE SS 6.6 SACE SS 6.6 SACE SS 6.6 SACE SS 6.6 SACE SS 6.6 United
United States United States United States United States States Involvement
Involvement in Involvement in Involvement in Involvement in in WWII
WWII WWII WWII WWII
T- The teacher T- The teacher T- The teacher T- The teacher will T- The teacher will
will introduce the will discuss when will introduce introduce the split students into
start of WWII and the president terms such as bombing of Pearl groups of 5 or 6. Each
the US should use conciliate, Harbor. Students will group will be given a
involvement. The military force. diplomacy, be instructed to write 3ft by 6ft size brown
teacher will The teacher will mobilization, down the main key paper to construct a
present a slide specifically note neutrality, events. collage.
presentation who was offensive,
specifically noting president during sanction, and war St- Students will be St- With the materials
key terms, people, this major world hawk. split into pairs. Each provided, each group
and places. event. What pair will interview will construct their
events or issues St- As each term is each other about the own collage, mainly
St- The students justify the United discussed, students course of events that portraying the key
will follow along States’ going to will copy the word transpired during the events that transpired
as the teacher war? within their social bombing of Pearl over the course of
teaches. Students studies notebooks. Harbor. This activity World War II. These
will be given a St- Once the Using their own will allow students collages will be hung
handout to students are split words, they will to see the story from around the classroom.
complete during into groups, they provide their own another perspective.
the lesson. This will debate definition for each
handout will be whether or not key term. Students
used for further the president, will be instructed
review for the test. acting as to find at least 3
commander in more key terms for
chief, should be homework that
able to use relate to the war.
military force
abroad without DA- Students will
the consent of work with an aid
Congress, which while coming up
has the with their own
constitutional definitions.
authority to
declare war.
Week 21
Week 22
SACE SS 6.6 SACE SS 6.6 United SACE SS 6.6 SACE SS 6.6 SACE SS 6.6
United States States Involvement United States United States United States
Involvement in in WWII Involvement in Involvement in Involvement in
WWII WWII WWII WWII
T- The teacher T- The teacher will T- The teacher T- The teacher T- The teacher
will focus upon focus upon the will construct cards will play a will administer a
the Pacific Pacific Theatre, the with events that review game test covering the
Theatre, the European Theatre, occurred during with students. materials about
European Theatre, and the Normandy and after the war. The game is the US
and the Normandy Invasion and called baseball. involvement in
Invasion and Campaign. The St- Each student World War II.
Campaign over teacher will use will be given a 3x5 St- The entire
the nest two class interactive maps so card with a specific class will be split St- The students
periods. The that students may event that occurred into two teams. will take a test
teacher will visualize the during WWII. Each team will covering the
present a video information When the teacher collectively materials over the
that briefly covers presented. calls upon the class decide upon an course of the last
each content area as a whole, answer after the two weeks in
mentioned. St- Students will students must teacher calls regards to United
listen closely as the organize upon each to States
St- During the teacher discussed the themselves in answer the involvement in
video, students actual location where timeline order. question WWII.
must note one each “theatre” took They may not look provided. The
main event that place. Students will at their book or winning team DA- Students will
they will write a be called upon to their notes. They will score an receive an aid to
two page paper on come to the front of must work with extra three bonus assist them in
for homework. the class to briefly each other to points on their taking the test if
This paper must describe the events discover the correct test. necessary.
include how this that occurred at a timeline.
particular even particular location.
contributed to
WWII.
Week 25
United States States since WWII United States United States United States
since WWII since WWII since WWII since WWII
T- The teacher T- The teacher will T- The teacher will T- The teacher T- The teacher
will discuss with teach students how show a video will introduce will conduct a
students the the expansion of covering America’s the special survey noting how
economic boom as military air power in Space Program. individual who many individuals
a result of the war the first half of the NASA, in addition revolutionized have flown before.
and a social 20th century led to to other research the sport of
transformation of the establishment of institutions will be baseball, Jackie St- With the
the United States. the United States Air noted in enabling Robinson. He answers recorded
Force and the Air man to land on the was the first from the survey,
St- Students will Force Academy. moon. African students must
demonstrate ways American to create a graph and
in which society St- Using the St- Students will play. chart recording the
has boomed as a materials provided, watch a video percentage of
result of the war. students will be split about space and fill St- The teacher students within
Each student will into groups and in the blanks will allow the their classroom
construct a poster construct their own provided within students to play a that have flown
denoting one main airplane, specifically their worksheet real game of before.
result of the war. modeling after an air that correlates with baseball as a
force jet. the video. class treat!
DA- These
students will not be
given a worksheet
with blanks, but
rather all the
answers will be
filled in so that
they may focus on
the movie.
Week 26
United States States since WWII United States United States United States
since WWII since WWII since WWII since WWII
T- The teacher T- The teacher will T- The teacher will T-The teacher T- The teacher
will note the introduce the Brown discuss recent will discuss the will administer a
struggle for racial vs. Board of United States recent events of test that covers the
and gender Education case relations within the 9-11. A slide materials
equality within the dealing with Middle East. The presentation will presented over the
United States. The integration in the teacher will discuss be presented to course of the last
teacher will read schools. the Jordan- Israel the class. two weeks
the story of Rosa Peace Treaty. covering the
Parks. St- Students will be St- Students United States
instructed to write a St- The students must interview since WWII.
St- Students will journal entry within must construct two individuals
be instructed to their social studies their own peace in regards to St- Students will
write a two page notebooks treaty for someone where they were complete a test
summary of how specifically writing with whom they do when the Twin covering the
they might have about how they not get along. As Towers fell and materials taught
responded were would feel if they long as the terms their initial over the course of
they in Rosa were discriminated are reasonable, reaction. the last two
Park’s shoes against. each student must weeks.
aboard the bus agree to their part
that day. How of the deal. DA- Students will
have they seen receive an aid to
recent examples of assist them in
racism within their taking the test if
own country? necessary.
Week 29
SACE SS 6.8 Key SACE SS 6.8 Key SACE SS 6.8 Key SACE SS 6.8 SACE SS 6.8 Key
Issues of the 20th Issues of the 20th Issues of the 20th Key Issues of Issues of the 20th
Century Century Century the 20th Century
Century
will discuss the explain to students introduce WWI will again focus will instruct
Great Depression the purpose of the and the bombing of on the bombing students to find a
that occurred New Deal. Pearl Harbor. The of Pearl Harbor. war veteran or
when the Stock teacher will show Have students someone related to
Market crashed in St- Given textbooks students a video imagine what it a war veteran and
the early 1900’s. and other reading clip in regards to would have been discuss the events
The teacher will materials, students the beginning of like to be at the of the war.
provide internet will research the New WWII. military base
access so that Deal. Students will when the St- Students will
students may be required to write a St- Students will be Japanese interview
explore more one page summary of given a worksheet attacked. individuals that
about this topic. the purpose of that correlates with lived through
Roosevelt’s New the movie. Students St- Students will WWII. Students
St- Students will Deal. will be expected to write a journal will present their
be encouraged to fill in all the entry regarding findings to the
explore the blanks. the attacks on class in
internet (within Pearl Harbor. presentation form.
strict guidelines) DA- These Students must
to find a news students will not be write about how
article depicting given a worksheet they would have
the event that with blanks, but responded had
occurred the day, rather all the they been on the
known as Black answers will be base that had
Friday. filled in so that been attacked.
they may focus on
the movie.
Week 30
SACE SS 6.8 Key SACE SS 6.8 Key SACE SS 6.8 Key SACE SS 6.8 SACE SS 6.8 Key
Issues of the 20th Issues of the 20th Issues of the 20th Key Issues of Issues of the 20th
Century Century Century the 20th Century
Century
T- The teacher T- The teacher will T- The teacher T -The teacher T- The teacher
will discuss with introduce and explain will discuss will specifically will instruct the
students the GI the Cold War and its communism and its display the students in a game
Bill of Rights that effects upon the effects on a nation. recent US over the materials
was passed in United States. The How the CIA involvement presented.
1944, particularly teacher will present a backed the within the
to provide money video presenting the overthrow of Middle East over St- Students will
for the veterans to Cold War. Guatemala will the course of the play a review
attend college. also be discussed. last 30 years. game that covers
St- Students will The teacher will the materials
St- Students will view a movie in provide the St- Students will during the 30th
be split into regards to the Cold students with construct a map century. There will
groups to develop War. Students will be research materials that depicts the be two teams: the
a plan in which instructed to specific United States and
their class can complete the handout St- Students will countries within the Soviets. Each
raise money or during the movie. deliver a short talk the Middle East team will attempt
goods to help The class will on different aspects that were to win the game
support those collectively discuss of the Guatemala involved with the by answering as
serving in the US some of the key coup. How was it liberation of the many questions as
military. events that transpired carried out? What nation of Kuwait possible correctly.
Students will during the movie. was the role of the during the Bush
present their ideas US? presidency.
as a group to the Thumb tacks will
class. be used to point
out particular
areas recognized.
DA- Students
will be given a
pre-constructed
map to work
with.
Week 33
Day 151 Day 152 Day153 Day 154 Day 155
Middle Ages and Middle Ages and Middle Ages and Middle Ages Middle Ages and
their effects their effects today their effects today and their effects their effects
today today today
T- The teacher T- The teacher will T- The teacher will T- The Teacher T-The teacher will
will introduce the discuss with students read the story of will introduce instruct students to
materials covering the role of the church Camelot. The terms such as find a picture
the Middle Ages. during the Middle teacher will discuss jousting, within the
The teacher will Ages. The teacher the specific role of feudalism, magazines
teach students that will instruct students the knights, crusades, provided by the
only the wealthiest in an art activity. focusing on the renaissance, teacher to display
learned how to Knights of the moat, etc. to the class.
read during this Round Table. Pictures must
time. contain objects to
key terms
St- The student St- The student will St- Given the St- The students discussed
will be instructed trace the outline of a materials provided will copy key throughout the
to make up names picture using crayons. by the teacher, terms in their week.
for themselves The students will cut students will social studies
with titles such as pieces of cellophane construct their own notebook, St- The students
knight, lord, and (of different colors) Camelot within a writing a will work on their
lady. Each student to fit into their shadow box. summary of the shadow boxes.
will be instructed outline drawings and Students will be definition in their Today, the boxes
to write an entry tape the cellophane given three days to own words. will be turned in
within their onto the waxed paper complete this for grading and
journal as if they or acetate. Next project. Once St- The students display.
had that role students cut out thin completed, they will work on
during the Middle pieces of black will be displayed their shadow
Ages. construction paper throughout the boxes.
St- The students and pasting them on classroom.
will read their the base to cover the DA- Students will
entries to the spaces between the be given extra time
class. cellophane. outside of class to
construct their
shadowbox so that
it may be promptly.
Week 34
Middle Ages and Middle Ages and Middle Ages and Middle Ages and Middle Ages and
their effects their effects today their effects today their effects their effects
today today today
will read the story introduce the sundial read the story will discuss the will introduce a
of King Arthur to and the role that it Castle by Act of variety of
the class. played both in David Macaulay. Suppression that different poems to
medieval times up Boston: Houghton was passed in the class.
until today. Mifflin Company, 1536. The teacher Different styles
1977 will access the such as ballad will
This award- websitehttp://web. be discussed.
winning classic lemoyne.edu/
book illustrates and ~begieral/start. St- Students will
describes in detail html to take be instructed to
how a castle and students on a write their own
town were planned virtual excavation ballad.
and constructed to tour.
keep people safe
during an attack.
St- Read to St- Students will St- Given materials St- Here students St- Each student
students an age- construct their own needed, the will learn what will read his or
appropriate sundials with the students will archaeology is, her ballad aloud to
version of the materials provided construct their own how to excavate the class.
legend of King by the teacher. castle and present an ancient site,
Arthur. Have it to the class. and how to draw DA- Student will
groups of students conclusion. work with an aide
re-create chosen to construct their
scenes as a play. own ballad.
Have them write
the dialogue and
stage directions,
make costumes
and props, and act
out the scene for
their classmates.
Week 29
Key Issues of Key Issues of Key Issues of Key Issues of Key Issues of
the 20th Century the 20th Century the 20th Century the 20th Century the 20th Century
T- The teacher T- The teacher T- The teacher T- The teacher T- The teacher
will discuss the will explain to will introduce will again focus will instruct
Great students the WWI and the on the bombing students to find
Depression that purpose of the bombing of of Pearl Harbor. a war veteran
occurred when New Deal. Pearl Harbor. Have students or someone
the Stock The teacher imagine what it related to a war
Market crashed will show would have veteran and
in the early students a video been like to be discuss the
1900’s. The clip in regards at the military events of the
teacher will to the base when the war.
provide internet beginning of Japanese
access so that WWII. attacked.
students may
explore more
about this topic.
St- Students St- Given St- Students St- Students St- Students
will be textbooks and will be given a will write a will interview
encouraged to other reading worksheet that journal entry individuals that
explore the materials, correlates with regarding the lived through
internet (within students will the movie. attacks on Pearl WWII.
strict research the Students will be Harbor. Students will
guidelines) to New Deal. expected to fill Students must present their
find a news Students will be in all the write about findings to the
article depicting required to blanks. how they would class in
the event that write a one have responded presentation
occurred the page summary had they been form.
day, known as of the purpose on the base that
Black Friday. of Roosevelt’s had been
New Deal. attacked.
Week 30
Key Issues of Key Issues of Key Issues of Key Issues of Key Issues of
the 20 Century the 20 Century the 20 Century the 20 Century the 20th Century
th th th th
T- The teacher T- The teacher T- The teacher T- The teacher T- The teacher
will discuss will introduce will discuss will specifically will instruct the
with students and explain the communism display the students in a
the GI Bill of Cold War and and its effects recent US game over the
Rights that was its effects upon on a nation. involvement materials
passed in 1944, the United How the CIA within the presented.
particularly to States. The backed the Middle East
provide money teacher will overthrow of over the course
for the veterans present a video Guatemala will of the last 30
to attend presenting the also be years.
college. Cold War. discussed. The
teacher will
provide the
students with
research
materials.
St- Students St- Students St- Students St- Students St- Students
will be split will view a will deliver a will construct a will play a
into groups to movie in short talk on map that review game
develop a plan regards to the different depicts the that covers the
in which their Cold War. aspects of the specific materials
class can raise Students will be Guatemala countries within during the 30th
money or goods instructed to coup. How was the Middle East century. There
to help support complete the it carried out? that were will be two
those serving in handout during What was the involved with teams: the
the US military. the movie. The role of the US? the liberation of United States
Students will class will the nation of and the Soviets.
present their collectively Kuwait during Each team will
ideas as a group discuss some of the Bush attempt to win
to the class. the key events presidency. the game by
that transpired Thumb tacks answering as
during the will be used to many questions
movie. point out as possible
particular areas correctly.
recognized.
Week 33
Middle Ages Middle Ages Middle Ages Middle Ages Middle Ages and
and their effects and their effects and their effects and their effects their effects
today today today today today
T- The teacher T- The teacher T- The teacher T- The Teacher T-The teacher
will introduce will discuss will read the will introduce will instruct
the materials with students story of terms such as students to find a
covering the the role of the Camelot. The jousting, picture within the
Middle Ages. church during teacher will feudalism, magazines
The teacher the Middle discuss the crusades, provided by the
will teach Ages. The specific role of renaissance, teacher to display
students that teacher will the knights, moat, etc. to the class.
only the instruct focusing on the Pictures must
wealthiest students in an Knights of the contain objects to
learned how to art activity. Round Table. key terms
read during this discussed
time. St- The student throughout the
will trace the week.
outline of a
St- The student picture using St- Given the St- The St- The students
will be crayons. The materials students will will work on
students will
instructed to provided by the copy key terms their shadow
cut pieces of
make up names cellophane (of teacher, in their social boxes. Today, the
for themselves different students will studies boxes will be
with titles such colors) to fit construct their notebook, turned in for
as knight, lord, into their own Camelot writing a grading and
and lady. Each outline within a summary of the display.
student will be drawings and shadow box. definition in
tape the
instructed to Students will be their own
cellophane
write an entry onto the waxed given three words.
within their paper or days to St- The
journal as if acetate. Next complete this students will
they had that students cut project. Once work on their
role during the out thin pieces completed, they shadow boxes.
Middle Ages. of black will be
The students construction displayed
paper and
will read their pasting them
throughout the
entries to the on the base to classroom.
class. cover the
spaces
between the
cellophane.
Week 34
Middle Ages Middle Ages Middle Ages Middle Ages and Middle Ages
and their effects and their effects and their effects their effects today and their effects
today today today today
T- The teacher T- The teacher T- The teacher T- The teacher will T- The teacher
will read the will introduce will read the discuss the Act of will introduce a
story of King the sundial and story Castle by Suppression that variety of
Arthur to the the role that it David was passed in different poems
class. played both in Macaulay. 1536. The teacher to the class.
medieval times will access the Different styles
up until today. websitehttp://web. such as ballad
lemoyne.edu/ will be
~begieral/start. discussed.
html to take
students on a St- Students
virtual excavation will be
tour. instructed to
write their own
ballad.
St- Read to St- Students St- Given St- Here students St- Each
students an materials
will construct will learn what student will
needed, the
age- their own archaeology is, read his or her
appropriate students will
sundials with construct their how to excavate an ballad aloud to
version of the
the materials own castle and ancient site, and the class.
legend of King
Arthur. Have provided by the present it to how to draw
groups of teacher. the class. conclusion.
students re-
create chosen
scenes as a
play. Have
them write the
dialogue and
stage
directions,
make costumes
and props, and
act out the
scene for their
classmates.
Resources:
Science
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Enviornmental Science . Austin: Holt, Reinhart, & Winston.
Badders, W., Bethel, L., Fu, V., Peck, D., Sumners, C., & Valentino, C. (2003). Discovery
Works Unit E: Oceanography. Houghton Mifflin Company.
Berry, K., Fronk, R., Hemenway, M., Kaska, K., & Malin, P. (2002). Holt Science and
Technology: Weather and Climate. Austin: Holt, Reinhart, & Winston.
Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W. (2002). Holt Science
and Technology: Forces, Motion, and Energy. Austin: Holt, Reinhart, & Winston.
Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W.. (2002). Holt Science
and Technology: Interactions of Matter. Austin: Holt, Reinhart, & Winston.
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and Technology: Introduction to Matter. Austin: Holt, Reinhart, & Winston.
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Feather, R., Ortleb, E., Blume, S., & Aubrecht, G. (1990). Science Connections.
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Math
Albert, Jim. Probability Activities. http://www-math.bgsu.edu. Revised 24 Nov 1996.
Accessed 31 Oct 2007.
Baynes, Wilma. Bisecting Angles and Segments. Learn NC. Accessed 30 Oct 2007.
Bell, Max. Everyday Mathematics: The University of Chicago School Mathematics

Project Volume 1. (2004). Chicago: McGraw Hill Wright Group.
Bell, Max. Everyday Mathematics: The University of Chicago School Mathematics

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Burton, G., Hopkins, M., Johnson, H., & Kaplan, J. (1994). Mathematics Plus.
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Champagne, R., Ginsburg, H., Greenes, C., & Leutzinger, L. (1995). Mathematics:
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Greenes, C., Leiva, M., & Vogeli, B. (2002). Mathematics Volume 1. Boston: Houghton
Mifflin Company.
Greenes, C., Leiva, M., & Vogeli, B. (2002). Mathematics Volume 2. Boston: Houghton
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Mathematics Problem Solving. Volume 5, Number 10. RHL School. 8 Nov 1999
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Language Arts
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Carroll, J., Feldman, K., Kinsella, K., Stump,C., Wilson, E. (2002). Prentice Hall
Literature Timeless Voices, Timeless Themes. Saddle River, New Jersey: Prentice
Hall.
Cooper, D., Pikulski, J. (2003). Houghton Mifflin Reading: Teacher’s Edition. Boston,
MA: Houghton Mifflin.
International Reading Association, National Council of Teachers of English. (2006).
“Reading and Writing Workshop: Freak the Mighty.” Retrieved November 13,
2006 from http://www.readwritethink.org/lessons/lesson_view.asp?id=41
Paterson, K. (1981). Jacob Have I Loved. New York: Harpercollins
Paulsen, G. (2000). Hatchet. London: Pan MacMillan Publishing
Sachar, L. (1998). Holes. New York: Dell Yearling.
Rand, Phyllis. (1991). A Beka: Spelling, Vocabulary, and Poetry. Pensecola, FL: A Beka
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Social Studies
http://edtech.kennesaw.edu/web/wwarI.html. World War I and World War II. Accessed
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http://www.adl.org/tools_teachers/lesson_racial_segregation.asp. Accessed 10 Dec 2007.
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http://www.history.navy.mil/photos/events/spanam/eve-pge.htm. Events - Spanish-

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Dec 2007.

Anstey Elligan Whole Curriculum

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Anstey Elligan Whole Curriculum

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Graded Curriculum Project – Anstey and Elligan – Fall 2007

Mount Liberty Elementary School exists to

Stephanie Anstey and Carlisha Elligan

VA MA Virginia Standard of Learning- Math

VA SS Virginia Standard of Learning- Social Studies

computer technology. In September 1997, the Board of Education establishe new

schools accountable to high excellence.

every grade and in every subject area.

“The National Council of Teachers of Mathematics Education, providing vision,

leadership, and professional development to support teachers in ensuring equitable

Teachers of Matematics 2007). The National Council of Teachers of Mathmatics is also

both the learning and teaching of mathematics. NCTM’s membership is made up of

nearly 100,000 members.

goals is to adhere to national education reform. It also strives to aid professional

about learning history.

The National Science Teachers Association, or NSTA, was founded in 1944. It

happens to be the largest organization in the world dedicated to science—both teaching

striving to model excellence, providing and expanding professional development, to

exemplify a dynamic organization that values and practices self-renewal.

The NCTE, ot National Council of Teachers of English, was established in 1911.

diversity, knowlegable, caring teachers, and advocacy in public education. Its

membership numbers over 60,000 to date.

What is collectively known as the Bennett standards were written by William

standards were published in Education Week on September 7, 1988.

Number and Number Sense

VA MA 6.1 The student will identify representations of a given percent and

Computation and Estimation

VA MA 6.8 The student will solve multi-step consumer-application problems

VA MA 6.11 The student will determine if a problem situation involving polygons

VA MA 6.15 The student will determine congruence of segments, angles, and

VA MA 6.16 The student will construct the perpendicular bisector of a line

Probability and Statistics

Patterns, Functions, and Algebra

VA MA 6.22 The student will investigate and describe concepts of positive

VA MA 6.23A-C The student will

Turmoil and Change: 1890s to 1945

The United States since World War II

Science is another important core subject area. In society, science complements

Scientific Investigation, Reasoning, and Logic

(A) plan and implement investigative procedures including

(B) collect data by observing and measuring;

(C) analyze and interpret information to construct reasonable

(D) communicate valid conclusions; and

NS.5-8.1 As a result of activities in grades 5-8, all students should develop--

• Abilities necessary to do scientific inquiry

Force, Motion, and Energy

(A) identify energy transformations occurring during the

(B) compare methods used for transforming energy in

(C) research and describe energy types from their source to

(A) demonstrate that new substances can be made when two

(B) classify substances by their physical and chemical

• Properties and changes of properties in matter

• Structure and function in living systems

Interrelationships in Earth/ Space Systems

(A) identify characteristics of objects in our solar system

(B) describe types of equipment and transportation needed

• Structure of the earth system

f) history and technology of space exploration

The learning of the branches of English promotes literacy in society. English

VA ENG 6.1 a) Communicate as leader and contributor.

TX ENG (B) demonstrate effective communication skills that reflect such

VA ENG 6.1 c) Summarize and evaluate group activities.

VA ENG a) Distinguish between fact and opinion.