TEST
SKILL: IDENTIFYING VERBS
(ACTION WORDS)
YOU ARE GOING TO SEND BACK ONLY THE ANSWERS OF THE EXERCISES BY
FRIDAY JANUARY 29, 2021 AT 12:00 PM.
YOU ARE
GOING TO SEND THIS TO THE FOLLOWING E-MAIL:
I will be receiving the test
only though this e-mail
REMEMBER:
A VERB IA A WORD THAT
USUALLY TELL ABOUT AN ACTION, OCURRANCE OR A STATE.
1. I drink orange juice for breakfast.
2. My dad worked until 5:00 PM.
3. I scrubbed the floor as it was dirty.
4. We unpacked our suitcases.
5. The chief stirred the batter.
6. The seeds sprouted little green leaves.
7. The pony trotted over the hill.
8. The train stopped at the station.
9. Robert wandered around the mall for hours.
10. Timothy enjoys baseball and plays almost every day.
11. We visited my grandparents’ last weekend.
12. The costumer chose a book from the bookcase.
13. The child waved from the window.
14. When the temperature dropped the water in the lake froze.
15. The passengers talked to the pilot.
by
Kelly Hashway
Erik rang his grandparents’ doorbell and silently wished the next four hours would go by quickly. He did not want to give up his entire Saturday afternoon at his grandparents’ house where there were no kids in the neighborhood. “You’re right on time,” Grandma Bethany said, opening the door. “There’s tea and cake in the dining room.” Cake? At least the first ten minutes would go by quickly. Erik hung his coat on the rack by the door and saw a strange looking key hanging on a hook. “Grandpa Bill, what’s this funny key for?” “That’s a skeleton key. It opens the best room in this house,” Grandpa Bill whispered so no one else could hear. “It’s the room I go to when your grandmother tries to make me help with the dishes.” “What’s so special about the room?” Erik asked. “It’s a game room,” Grandpa Bill said. “Take the key and see if you can find the room by the time I finish my tea.” Erik grabbed the key and stared at it. “A skeleton key? It looks old.” Erik decided the oldest things in the house were probably upstairs in the walk-up attic. He headed past the dining room and to the stairs. Grandpa Bill sipped his tea and shook his head. Erik knew that meant he was going the wrong way. He headed back to the front door where he had found the key. Erik thought about the oldest part of a house. “The basement! It’s the first part that’s built.” He rushed to the basement door and looked at the lock. It was different from anormal lock. He slid the key inside and turned it. With a click, the door opened. Erik switched on the light and walked down the stairs. The basement was one giant room with a pool table in the middle and a dartboard on the far wall. “Awesome!” Erik said. “Ever learn to play pool?” Grandpa Bill asked, coming down the stairs. “No,” Erik said. “Well then, grab a cue from the rack and I’ll teach you. Erik smiled. The next four hours were going to fly by.
*********************
The
Serpent and the Eagle
An Eagle swooped down upon a Serpent and seized it in his talons with the intention⁵ of carrying it o‑ and devouring⁶ it. But the Serpent was too quick for him and had its coils round him in a moment; and then there ensued a life-and-death struggle between the two. A countryman, who was a witness of the encounter, came to the assistance of the eagle, and succeeded in freeing him from the Serpent and enabling him to escape. In revenge, the Serpent spat some of his poison into the man's drinking-horn. Heated with his exertions⁷, the man was about to slake his thirst with a draught⁸ from the horn, when the Eagle knocked it out of his hand, and spilled its contents upon the ground.
Repaso para examen de ingles 4to y 5to grado
Skill: Adjectives
Adjectives are
words that describe
Examples:
|
big |
good |
old |
|
young |
precious |
expensive |
There are two (2) types of adjectives:
Short adjectives- adjectives that have 5
letters or less.
Long adjectives- adjectives that have 6 letters
or more.
ALL COLORS ARE ADJECTIVES.
ALL NUMBERS ARE ADJECTIVES
Adjectives are divided in three (3)
degrees:
|
POSITIVE |
COMPARATIVE |
SUPERLATIVE |
The adjective in its positive degree always
says the same.
Example:
|
wild |
little |
bold |
brave |
The adjective in the comparative degree is
used to compare two (2) people, objects, or things (objects).
If the adjective is short, we must add er
at the end of the word. If the adjective is long, we write more before
the positive degree of the adjective.
Examples:
|
POSITIVE |
COMPARATIVE |
|
old |
older |
|
young |
younger |
|
terrible |
more terrible |
|
faithful |
more faithful |
The adjective in the superlative degree is
used to write or speak about an exaggeration.
If the adjective is short, we must add est
at the end of the word If the
adjective is long, we write most before the positive degree of the adjective.
Adjectives in Context (Sentences)
If
the sentence is going to be written in superlative
the word the must be written before the adjective.
Examples:
1- (old) My grandfather is the oldest in
town.
2- (expensive) My purse is the most expensive
of all.
If
the sentence is going to be written in comparative
the word than must be written after the adjective.
Examples:
1- (cool) The weather is cooler
than in Africa.
2- (joyful) My song is more
joyful than
yours.
If
the sentence is going to be written in positive
the adjective says the same.
Examples:
1. My aunt is nice.
2. Carlos is an elegant
boy.
4th grade
Part Two:
Read the following selection and answer the question by selecting the Performance
Task
Due
on Friday, September 25, 2020
REMEMBER:
Ø ADJECTIVES
WITH 5 LETTERS OR LESS ARE SHORT ADJECTIVES AND TO WRITE THE COMPARATIVE
WE ADD ER. IF WE WANT TO WRITE THE SUPERLATIVE, WE ADD EST.
Ø ADJECTIVES
WITH 6 LETTERS OR MORE ARE LONG ADJECTIVES AND TO WRITE THE COMPARATIVE
WE WRITE MORE BEFORE THE ADJECTIVE AND TO WRITE THE SUPERLATIVE
WE WRITE MOST BEFORE THE ADJECTIVE.
|
POSITIVE |
COMPARATIVE |
SUPERLATIVE |
|
1 1. elegant |
|
|
|
2 2. poor |
|
|
|
3 3. vast |
|
|
|
4 4. tender |
|
|
|
5 5. gentle |
|
|
|
6 6. old
|
|
|
correct
answer:
Carlita’s
Day
(1) Carlita was excited to start her day.
(2) She looked out her bedroom window. (3) It was raining cats and dogs
outside. (4) She knew it was too wet to ride her bike. (5) She grabbed her book
and climbed back on her comfortable bed.
1. Which
word needs to be capitalized in sentence 1?
a- carlita b- excited c- her d- day
2. What is the correct way to write sentence 2?
a- She
looked out the bedroom window.
b- She
looked out her bedroom window?
c- She
looked out of her bedroom window.
d- She
looked out of Her bedroom window.
3. Read
sentence 4 from the selection.
“She kniew it was too wet to ride her
bike”
What is the correct spelling of the underlined
word?
a- kniew b- knew c-neiw d- new
4. In
sentence 5, which word is an adjective?
a- grabbed b- her c-comfortable d- bed
5. Read
the sentence:
The teacher congratulated Sonia for being
a responsible student who completed her work on time.
Which phrase from the sentence shows the
meaning of the word responsible?
a- teachers
congratulated
b- for
being
c- student
who completed
d- on
time
6. Read the sentence:
The boy runs every day to catch the bus.
What part of speech is the underlined word
in the sentence?
a- a
verb b- a noun c- an adverb d- an adjective
7. Which
stage of the writing process requires editing?
a- drafting b- revising c- prewriting d- publishing
8. Read
the sentence:
Lily’s hands were shaking before the
competition.
Which word best describes Lily’s feelings?
a- Proud b-nervous c- satisfied d-confused
9. What
is the meaning of the suffix -est in the word tallest?
a- Most b-action c-ability d- between
10. Read
the sentence:
He is very sick, so he ___________________see
the doctor.
Which word or phrase BEST completes the sentence?
a- should have b-may not c- would d- must
5th grade
Performance Task
Due
on Friday, September 25, 2020
REMEMBER:
Ø ADJECTIVES
WITH 5 LETTERS OR LESS ARE SHORT ADJECTIVES AND TO WRITE THE COMPARATIVE WE ADD
ER. IF WE WANT TO WRITE THE SUPERLATIVE, WE ADD EST.
Ø ADJECTIVES
WITH 6 LETTERS OR MORE ARE LONG ADJECTIVES AND TO WRITE THE COMPARATIVE WE
WRITE MORE BEFORE THE ADJECTIVE AND TO WRITE THE SUPERLATIVE WE WRITE MOST
BEFORE THE ADJECTIVE.
Part One: Instruction: Write the
COMPARATIVE and SUPERLATIVE of the following adjectives:
|
POSITIVE |
COMPARATIVE |
SUPERLATIVE |
|
1 1. elegant |
|
|
|
2 2. poor |
|
|
|
3 3. vast |
|
|
|
4 4. tender |
|
|
|
5 5. gentle |
|
|
|
6 6. old |
|
|
Part Two: Read the following selection and
answer the questions by selecting the correct answer:
My
Dog Ate my Homework
(1) I
told my teacher the dog ate my homework. (2) She wanted to know exactly how it
happened. (3) I told her that after I finished doing my homework, I put it on
top of the counter so that I wouldn’t forget it in the morning. (4) It must
have ___________. (5) My dog’s dish is next to the counter, so the homework
probably landed in it. (6) Since he can’t read, he must have thought it was for
him to eat. (7) For a moment, I thought I was in hot water, but the teacher
just laughed and told me to redo my homework by tomorrow.
1. Which word from sentence 2 is a homophone of the word no?
a. Wanted
b. Know
c. How
d. that
2. Which
word belongs in the blank in sentence 4?
a. Fall
b. Felt
c. Fallen
d. felled
3. What
does the word probably mean in sentence 5?
a. Never
b. possibly
c. sometimes
d. immediately
4. What
does “I was in hot water” mean in sentence 7?
a. Was
confused
b. Got
in trouble
c. Felt
very angry
d. Became
terrified
5. Which
sentence is written correctly?
a. Lucy
felt confident the first day of school instead she knew most of the students.
b. Lucy
felt confident the first day of school became she knew most of the students.
c. Lucy
felt confident the first day of school however she knew most of the students.
d. Lucy
felt confident the first day of school meanwhile she knew most of the students.
6. Which
sentence has the correct word order?
a. Restaurants
a varied menu have.
b. I
ate to a restaurant Thursday last.
c. Food
tasty in restaurant we serve.
d. The
Blowfish is a popular restaurant.
7. Which
sentence is a fragment?
a. She
runs.
b. Help
him.
c. Ride
with me.
d. Can
be happy.
8. Which
sentence is written correctly?
a. Girls
many have long hair.
b. The
dog barking too much.
c. My
house is painted yellow.
d. We
go to the park yesterday.
9. Which
part of the writing process involves presenting a finished product?
a. editing
b. drafting
c. planning
d. publishing
10. Which
question is written correctly?
a. What
time is it?
b. When
time is it?
c. Which
time is it?
PERFORMANCE TASK To Turn in on: Wednesday September 16, 2020
FOR 4TH AND 5TH
GRADE
ADJECTIVES
ARE WORDS THAT DESCRIBE
There
are:
short
adjectives (5 letters or less)
long
adjectives (6 letters or more)
Adjectives
are divided in three (3) degrees:
Positive-
when the adjective is written in its normal form. (examples: cool, cold)
Comparative-
when the adjective is used to compare. If the adjective is short you add er, if
the adjective is long you write more before the adjective. (cooler, colder)
4th Grade: To turn in on
Wednesday September 9, 2020
4to Grado: Para
entregar el miércoles 9 de septiembre de 2020
Use
of Capital Letters
1. Days of the wee always are written with capital letter.
2. Months of the year are always written with capital letters.
3. Names and names of places are written in capital letter.
4. All sentences start with capital letter.
DIRECTIONS: Put an
X if the sentence is
capitalized incorrectly and a C
if it is capitalized correctly.
1. _____
Carmen Casasús of Añasco is a school.
2. _____
I drove east to the city and turned north.
3. _____
My family supports the American cancer society.
4. _____
Yellowstone National Park is a great Park.
5. _____
I work for the New York Times.
6. _____
She is a republican and proud of it.
7. _____
The Emancipation proclamation was issued in 1862.
8. _____
Buddhists have been around a very long time.
9. _____
The Sidney Opera House is a Gorgeous Building.
10. _____
The Bronze Age lasted for several thousand years.
5th Grade: to turn in Wednesday September 9, 2020
5to Grado: para entregar el miércoles, 9 de septiembre de 2020
Name:_________________________ Date:__________________
Homophone Hero
Directions: Choose the correct homophone to
complete each sentence. (Solamente número y letra)
1. Lamar could _____________ the sound of
the ocean when he held the seashell to his ear.
a. here b. hear
2. We went to _______________ house for
lunch yesterday.
a. their b. there c. they’re
3. Brandon wasn’t ________________ to eat
dessert until he had finished his dinner.
a. aloud b. allowed
4. Carrie checked the __________________
before getting dressed.
a. weather b. whether
5. Marie spotted a _________________ in the
woods.
a. deer b. dear
6. I love the Giants because _____________
great baseball players.
a. their b. there c. they’re
7. Kendra’s favorite stuffed animal is a
purple ______________ named Sparkles.
a. bear b. bare
8. “Be careful, Julio!” I shouted, “don’t
______________ the eggs!”
a. brake b. break
9. Marshawn ____________________ a letter
to his parents from summer camp.
a. cent b. sent c. scent
10. I’m so hungry, I could eat this ____________________
pizza!
a. whole b. hole
August, 31 2020
Importante: La fecha de final de envío del trabajo de
Coronavirus para los estudiantes de 4to y 5to es el 2 de septiembre de 2020
August 20, 2020
August 24, 2020
Name _____________________ Group _____________
Instructions:
After watching the following presentation
on Coronavirus:
https://www.youtube.com/watch?v=RHnU6LTWh6g
answer the following exercise: (If you can not access the video, there is a reading selection on the topic.
August 20, 2020
19 de Agosto de
2020
Estimados Padre
y/o Encargados,
Espero que estén
bien. Mi nombre es la Prof. Dena E. McGhee y voy hacer la
maestra de inglés de su hijo (a). La Plataforma que vamos a estar utilizando
es: Microsoft Teams y cualquier otra plataforma que este disponible. Espero que
su hijo(a) tengan una cuenta en miescuela.pr. Necesito un e-mail de usted como
padre para podernos comunicar. Este e-mail me lo pueden enviar via e-mail. El
horario que voy a estar disponible para atenderlos será de lunes a viernes de
8:00 AM a 1:00 PM. No atenderé llamadas los fines de semana.
Los e-mails que
pueden utilizer para enviarme los trabajos son:
Mi número de
teléfono es:
787-553-3331
5th
Grade English Syllabus
Teacher: Dena
E. McGhee Rosa
Email Address: DE25232@miescuela.pr
Phone: 787-826-5355
Course Description:
In
this course, fifth graders will depend their understanding of concepts about
text and comprehension strategies. They will have many opportunities to apply
what they have learned through integration of English with other subjects.
Students will use writing as a tool for learning, and they will write for a
variety of purposes and audiences. They will write in a variety of genres.
Fifth graders will increase their vocabulary by being involved in classroom discussion
and word study. They will participate in oral discourse about a variety of
topics, concepts, and texts.
Instructional Philosophy:
All
students can learn and deserve a quality education in a safe, supportive and
caring learning environment with high expectations for academic achievement.
Learning Outcomes:
Student will be able to use formal English in
their writing and speaking and will be able to make informed, skillful choices
among the many ways to express themselves through language.
Classroom Instruction:
Instruction focuses on building knowledge
through content rich fiction and nonfiction, reading, writing and speaking
grounded in evidence from the text, both literary and informational; and
regular practice with complex text and academic language.
Course Goals/Unit of Study:
Reading (Literary, Informational,
Foundation):
Ø Quote
accurately when explaining and drawing inferences.
Ø Determine
main idea and how ideas are supported by key details.
Ø Compare
and contrast two or more characters, settings, or events in a story or drama.
Ø Explain
relationships or interactions between individuals, events, or concepts.
Ø Read
and comprehend grade level literature informational texts, dramas, and poetry.
Language:
Ø Explain
the function of conjunctions (to connect), prepositions (to indicate a relationship),
and interjections (to show emotion)
Ø Use
perfect verb tenses (eg., I had walked, I have walked)
Ø Interpret
similes (eg., Isabel is pretty as a picture) and metaphors, (We had a ball at
the party.)
Ø Use
common Greek and Latin affixes (prefixes and suffixes) ad roots as clues to
meaning of a word
Ø Compare/contrast
dialects (accents, slang) and registers (style of language) used in stories,
dramas, and poems
Ø Acquire
and use grade appropriate general, academic and domain specific vocabulary (eg.,
community, population, census)
Writing:
Ø
Write narratives to
develop real and imagined events; include dialogue, character actions, sensory
details (eg. sight, sound, touch, smell, and taste), conclusion.
Ø Strengthen
writing by planning, revising, editing.
Ø Use
technology, including the Internet, to produce writing.
Ø Write
informative/expository texts that include facts, definitions, details,
formatting linking words, precise language, and concluding statements.
Ø Summarize
and paraphrase information from print and digital sources, and provide a list of
sources.
Ø Speak
clearly at an understandable pace
Ø Produce
and respond to specific questions by making comments
Ø Report on a topic and present an opinion, sequencing ideas logically and using appropriate facts to support main ideas and themes
Course Assessment Plan:
All
assignments are due on the due date. Points will be deducted from assignments
turned in late. Students will be assessed using the following:
1. Classwork
2. Quizzes
3. Projects
4. End of the Unit Tests
5. Pre/Post Tests
6. Assessments
Grading Policy/Weights
1. Lesson/Class Work=
2. Quizzes/Projects/Reports =
3. Tests =
Classroom Expectations:
In order for students to learn in a safe
environment conducive to optimum teaching and
learning the following is expected.
Students will…
Respect Self
1. Listen and follow directions the first
time they are given.
2. Come to class prepared and on time.
4. Use language appropriate for school.
5. Respect Others
6. Keep your hands, feet, and objects to
yourself.
7. Raise your hand and wait for permission
to speak or leave your seat.
8. Respect Property
9. Handle all school and classroom
equipment with care.
Most communication from school will be
through citation, phone calls home or text.
School Phone: 787-826-5355
Hope this syllabus gives you a glimpse
into the happenings in our 5th grade English this year. If you have any
questions or concerns, please do not hesitate to contact me.
*********
Mayaguez School Region
Añasco School Municipality
Carmen Casasús Elementary
4th Grade Class
Syllabus
2020-2021 School Year
|
COURSE |
CODE |
CREDITS |
PRE-REQUISITOS |
GRADE |
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|
ENGLISH |
INGL |
1 |
ENGLISH |
4TH |
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|
HIGH QUALIFIED
TEACHER |
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|
CLASSROOM |
CAPA. TADO |
EMAIL &/OR WEB
PAGE |
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CAPA. |
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|
TADO |
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COURSE DESCRIPTION |
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This is an elementary level English course that aims at developing
students’ listening, speaking, reading, writing, and language communication
skills, so that they become college and career ready. It reinforces and
expands students’ ability to listen, speak, read, write, and use language
skills in order to develop their communication in English. |
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GENERAL
OBJECTIVES |
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As outcome of this course, students will 1. Become college and career ready through listening, speaking,
reading, writing, and language communication skills. 2. Feel comfortable expressing ideas, feelings, and opinions in
English. 3. Develop a sense of success, security, and achievement as they learn
to improve English language skills. 4. Use English in a variety of real-life situations. |
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EVALUATION PLAN
(1st 10 weeks)- Total point= 250 |
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|
Criteria |
Evaluations |
Value |
Total Value |
Percentage |
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Tests |
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Performance Tasks |
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TOTAL |
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STANDARDS AND EXPECTATIONS |
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STANDARD 1: LISTENING: Comprehend
and analyze information from a variety of listening activities to ask and
answer questions on social, academic, college, and career topics. STANDARD 2: SPEAKING: 1.
Contribute to discussions on a variety of social,
academic, college, and career topics in diverse contexts with different
audiences. 2.
Evaluate information and determine appropriate
responses to answer questions effectively. 3.
Contribute to social, academic, college, and
career conversations using accurate and appropriate language. 4.
Provide, justify, and defend opinions or positions
in speech. 5.
Adjust language choices according to the task,
context, purpose, and audience. 6.
Plan and deliver different types of oral
presentations/reports to express information and support ideas in social,
academic, college, and career settings.
STANDARD 3: READING: 1.
Read critically to make logical inferences, and
cite specific textual evidence to support conclusions drawn from the text. 2.
Determine main ideas or themes of a text and
analyze their development; summarize the key supporting details and ideas. 3.
Analyze how and why individuals, events, or ideas
develop and interact over the course of a text. 4.
Interpret words and phrases as they are used in a
text, including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone. 5.
Analyze the structure of texts, including how
specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole. 6.
Assess how point of view or purpose shapes the
content and style of a text. 7.
Integrate and evaluate content presented in diverse
media and formats. 8.
Delineate and evaluate an author’s argument
through evidence specified in a text. 9.
Compare and contrast two or more authors’
presentations of similar themes or topics. 10.
Read and comprehend complex literary and
informational texts independently and proficiently. Foundational Skills 1.
Phonemic Awareness 2.
Phonics 3.
Print Features and Text Organization |
STANDARD 4: WRITING: 1.
Write arguments to support point of view using
valid reasoning and sufficient evidence. 2.
Write informational texts to examine and convey
complex ideas and information clearly and accurately through the selection,
organization, and analysis of relevant content. 3.
Write literary texts to develop real or imagined
experiences or events using effective technique, details, and structure. 4.
Develop and strengthen writing as needed by using
the writing process (planning, drafting, revising, editing, rewriting, or
publishing). 5.
Use technology, including the Internet, to
interact and collaborate with others and produce and publish writing. 6.
Conduct research projects of varying lengths based
on focused questions to demonstrate understanding of the subject. 7.
Draw evidence from literary or informational texts
to support analysis, reflection, and research. 8.
Write routinely over short and extended time
frames for a variety of tasks, purposes, and audiences. Foundational Skills 1.
Print Features and Text Organization 2.
Phonics
STANDARD
5: LANGUAGE: 1.
Demonstrate command of the conventions of Standard
English grammar and usage. 2.
Apply Standard English conventions using
appropriate capitalization, punctuation, and spelling. 3.
Demonstrate understanding of how language
functions in different contexts to make effective choices for meaning, style
and comprehension. 4.
Determine or clarify the meaning of unknown words and
phrases by using context clues, analyzing meaningful word parts, and
consulting reference materials. 5.
Demonstrate understanding of figurative language,
word relationships, and variation in word meanings. 6.
Accurately use a variety of social, academic and content-specific
words and phrases sufficient for reading, writing, speaking, and listening at
the college and career-readiness level. |
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SPECIAL EDUCATION: LAW 51 OF JUNE 7,
1996 |
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Guidelines for
adapting assessments strategies for students with special needs and/or
abilities and for linguistically and culturally diverse students will be
established in the students Individualized Educational Program (PIE). An
accommodation is a variation in the exam environment or process that does not
fundamentally alter what the test measures or affects the comparability of
scores. Accommodations may include variations in scheduling, setting, aids,
equipment, and presentation format which is informed by the Special Education
Teacher to the English Teacher. |
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LANGUAGE INSTRUCTION FOR LIMITED
SPANISH PROFICIENT AND IMMIGRANT STUDENTS (CIRCULAR LETTER—20-2015-2016) CIVIL
RIGHTS ACT 1964 |
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UNITS AND THEMES (ORGANIZED BASED ON 40
WEEKS) |
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WEEK |
|
WEEK |
UNIT: 4.4 My Story (5
weeks) CONT. |
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1 |
Teacher Training |
21 |
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2 |
INTRODUCTIONS, ROUTINES, PROCEDURES,
AND PRE-TEST |
22 |
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UNIT:
4.1 Writing Dialogue (5 weeks) |
|
UNIT:
4.5 Non-Fiction Study (6 weeks) |
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3 |
Autobiographical
Posters |
24 |
Integrated
Assessment 4.3, Reading Non-Ficition, Differences Between Fiction and
Non-Ficition |
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|
4 |
Funny Dialogues
Using Homophones |
25 |
Strategies for Building Vocabulary |
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5 |
Write sentences
with homophones |
26 |
Structure of Non-Fiction Text Organization |
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|
6 |
Reading—Become a
Character—Character’s Traits |
27 |
Writing Non-Ficition |
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|
7 |
Main Character—Context
Clues |
28 |
|
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|
|
UNIT: 4.2 My Timeline (4 weeks) |
29 |
|
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|
8 |
Writing Process,
Writing Narrative, 5 Ws Questions |
|
UNIT: 4.6 Family
Interviews (5 weeks) |
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|
9 |
Sequencing
Timeline |
30 |
Elements in descriptive and Narrative Forms of Writing, Correct Language
Patterns |
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|
10 |
Reading Process,
Fluency, Reading-Compare, Contrast, and Connect |
31 |
Reading a
Biography |
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|
11 |
Identify Main
Character, Character traits |
32 |
Identifying Fact and Opinion |
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|
|
UNIT:
4.3 Making Predictions, Inferences and Connections about Characters (5 weeks) |
33 |
Biography,
Writing Process, Writing a Biography |
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|
12 |
Strategies of
Effective readers, Character Traits, Making text to Self Connections |
34 |
Transition Words |
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|
13 |
Inferences about Character Traits |
|
UNIT: 4.7 Exploring Story
Elements, Organization and Setting through Narratives (6 weeks) |
|||||||||
|
14 |
Making Inferences and Predictions |
34 |
Integrated
Assessment 4.4, Main Character, Character Map, Identifying Main Character |
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|
15 |
Parts of Speech
(adjectives), Interrogative and Declarative Sentences |
35 |
PPAA |
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|
16 |
Character Poster |
36 |
PPAA |
|||||||||
|
|
UNIT:
4.4 My
Story: Exploring Figurative Language and the Writing Process (4 weeks) |
37 |
Identify and
Describe Setting, Identifying Narrative Elements/ Story Organization, Writing
a Narrative |
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|
17 |
Integrated
Assessment 4.2, Identifying Character Traits |
38 |
POST-TEST |
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|
18 |
Figurativelanguage
(Simil and Methafor) |
39 |
FINAL TESTS |
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|
19 |
Writing Process,
Homonym |
40 |
GRADES, AND
OFFICIAL DOCUMENTS REQUIRED |
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|
20 |
PARTIAL TESTS
AND GRADES |
OTHER SCHOOL ACTIVITIES |
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|
REQUIRED
SIGNATURES |
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|
Submitted by: |
Date: |
TEACHER’S SIGNATURE: |
||||||||||
|
TEACHER’S NAME: |
||||||||||||
|
Certified by: |
Date: |
PRINCIPAL’S SIGNATURE: |
||||||||||
|
PRINCIPAL’S NAME: |
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*This syllabus is subject to change at any time in agreement with school principal.
Parents will notified with the students.
_______________________ ____________
Parent’s Signature Date
NOTE:
IT IS VERY IMPORTANT TO WRITE THE INDICATORS FOR THE GRADE LEVEL
YOU ARE OFFERING.
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