2nd Six Weeks Newsletter - Region 13

In this issue:Ticket Out the Door The MELL Project (p. 2) Ignite! Learning (p. 3) A Fresh Look at theLesson Planner Tools(p. 4) Scientific Investigations(p. 5) English Language Arts,2nd Six Weeks Preview(p. 7) Mathematics, 2ndSixWeeks Preview (p. 11) Science, 2ndSix WeeksPreview (p. 19) Social Studies, 2ndSixWeeks Preview (p. 23) ESC Contacts (p. 28)Newsletter edited byESC Region XIIISecond Six Weeks, 2010Tips and Tools for Teachers:Ticket Out the DoorThe Ticket-Out-the-Door strategy (alsoknown as the Exit Ticket) is a quickand highly beneficial strategy used byteachers to collect written feedbackfrom students about the day’s learningprior to students leaving the classroomfor the day. Teachers can use thisstrategy to assess student learning andto guide future learning. Tickets canbe as simple as using a sticky note andplacing it on the door on the way out,or pieces of scratch paper handed tothe teacher on the way out.What should I ask students to writeon the ticket? The possibilities areendless! Think of the big ideas that youreally want students to understandfrom their learning, or something inparticular you want to focus in on. Thequestions can be as broad or specificas you wish. Pose the question. Allowstudents time to process the informationand write a response. Collect theresponses. It’s that simple! Foryounger students this could be doneorally as students line up to leave forthe day.Sample questions:How does….relate to…?What do you now know about….?What did you learn today?What did you think about….?How is this similar to/differentfrom…?Three things I learned today are…What made learning easy/difficultfor you today?One thing I would like to knowmore about is…What do I do with the tickets? Categorizethe tickets if possible, puttingsimilar ideas together. After studentshave practiced this strategy a fewtimes, you will quickly get a sense ofwhat they have learned, and what conceptsstill might be difficult for them.This quick formative assessment canprovide a wealth of information toguide your instruction.VariationsTicket-in-the-Door. As students enteryour class, you can pose a quick questionfrom the previous day’s learning orfrom homework that has been assigned.You could also use this to geta sense of prior students’ knowledgebefore introducing a new unit of instruction.This should be a quick responseactivity to provide teacherswith general information.3-2-1. This strategy provides studentswith 6 ways to communicate what theyhave learned. Students may write responsesin notebooks, journals, or ona sticky note.ELAName 3 characters from the storywe read.Name 2 major events that happenedin the story.How can you relate what happenedto something in the realworld?

Math/Problem SolvingName 3 major steps you took in solving the problem.Name 2 strategies you used to help you solve the problem. (example: draw it out)List one way you can relate this to something you have learned before…ScienceWhat are 3 things you learned about force?List 2 ways that force acts on objectsGive one example of force acting upon an object (draw or describe)Social StudiesName 3 ways the government has checks and balances.Name 2 ways the system affects you.Name 1 way you think to improve the system.SourcesMarzano, R., Pickering, D., & Pollock, J. (2001) Classroom Instruction That Works: Research-based Strategies forIncreasing Student Achievement. Alexandria, VA: ASCD.Zygouris-Coe, V., Wiggins, M.B., & Smith, L.H. (2004). Engaging students with text: The 3-2-1 strategy. The ReadingTeacher, 58(4), 381–384.Jenna ShinnersESC Region XIIIThe MELL ProjectThe Mathematics for English Language Learners (MELL) project is acomprehensive research initiative focused on creating instructional toolsfor K-12 educators teaching mathematics to English Language Learners.The MELL project is facilitated by the Texas State University Systemin partnership with the Texas Education Agency and K-12 educators.One of the tools created by MELL is their webpage at www.tsusmell.org.It has a variety of resources for teachers including some sample lessons,resource links, and classroom videos. There are also many resourcesalso available for researchers and professional development providers.The site is updated often with new materials. The website also includesinformation about trainings around the state and the state MELL conferencewhich is held yearly in San Marcos in the summer.This summer online learning modules were added. Topics include ELLLanguage Strategies, Dual Language Instruction, Hands-On Learning,and a Math Camp Instructional Model. Each module contains video clips. For example, in the ELL Language Strategiessection short videos show strategies such as word walls, ABC brainstorm, semantic feature analysis in action.The MELL project was initiated in 2004 in response to a growing performance gap among English language learner(ELL) students in mathematics. MELL develops instructional resources designed to increase the effectiveness of mathematicsinstruction to ELL students. The MELL team adheres to the fundamental tenant that improved understanding ofhow to teach mathematics to ELL students results in improved student achievement.Susan HemphillESC Region XIII2

IGNITE! LEARNING PARTNERS WITH CSCOPE ® TO ENHANCELOCAL SCHOOL DISTRICT INSTRUCTIONAUSTIN, TX, September 24, 2010 – Ignite! Learning today announced its new partnership with the Texas EducationService Center Curriculum Collaborative (TESCCC)’s well-known CSCOPE ® curriculum management system. Thevery first digital educational content provider to partner with CSCOPE, Ignite! Learning is well-prepared to help new andexisting CSCOPE schools bring instruction to life through Ignite!’s engaging interactive content.Ignite! Learning will be correlating CSCOPE’s grade 4 through 8 Math, Science, and Social Studies curriculumright into its interface, so that CSCOPE ® users can access materials correlated to their CSCOPE ® Instructional FocusDocument (IFD) from within Ignite!. This correlation will be preloaded and available right out of the box. The TEKS standardswill also be shown alongside the CSCOPE ® curriculum, giving teachers an additional standards reference point.“Ignite! will be correlating their series of Science, Math, and Social Studies digital content to CSCOPE unit mapframeworks. We believe these materials will be a beneficial classroom support tool for CSCOPE ® districts,” said WadeLabay, Ed.D., Director, State CSCOPE. “We find their instructional design, technology, and organization system to beeasy to use and consistent with both the CSCOPE ® and the most current TEKS/TAKS priorities.”This partnership echoes Ignite! Learning’s mission, which is to help hard-to-reach middle school students, whooften need support in meeting the state standards. Having served Texas districts for more than a decade, Ignite! has adeep understanding of Texas standards and is on the forefront of educational efficacy. They integrate standards-basedmultimedia, downloadable activities, and assessments into each lesson in a multimodal delivery that reaches studentsaccording to their personal learning style.About Ignite! LearningIgnite! Learning is the leading middle school digital content solution focusing on motivating hard-to-reach learnersand enhancing local standards-based instruction. Their interactive Math, Science, Social Studies, and Special Educationsolutions are available for all 50 states, across Grades 4-8. Ignite! Learning targets lasting middle school progresswith interactive materials designed to state, local, subject, and grade-level priorities that integrate with existingtechnology, support classroom instruction, and promote critical thinking. Ignite! serves more than 1 million students inmiddle school classrooms across the country. For more information, call (866) 464-4648, emailsales@ignitelearning.com, or visit www.ignitelearning.com.3

A Fresh Look at the Lesson Planner ToolsLocal Education Agencies differ on their requirements for 5E Lesson use. In many cases, teachers are asked, ata minimum, to review and teach from elements of the 5E Exemplar Lessons that support the Instructional FocusDocuments for each marking period of instruction.With the new CSCOPE interface and tools, released this summer, came enhancements to the Lesson Plannertools that will likely cause teachers and administrators to give these tools a second look. Fortunately, a newtraining resource for learning to use these tools is now available – read on!It is easier than ever to make and save personal edits to CSCOPE 5E Exemplar Lessons. This includes the abilityto edit the instructional procedures and teacher notes while maintaining the format and printed look of the originallesson. Teachers can now pick any or all of the E’s, from Engage to Evaluate and import and edit the contentof those activities including the TEKS, Performance Indicators, and all of the handouts. Furthermore, after importingthis content, teachers can continue to personalize the lesson by adding TEKS that will also be covered. PerformanceIndicators can be edited and custom Performance Indicators can be quickly created and added to thelesson to accommodate and differentiate for the various needs of learners. Teachers can embed files and resourcesthat are not part of the CSCOPE Curriculum documents, but are proven, worthwhile learning material, tocomplement the customized lesson. Teachers can also create homework entries and assign them to a calendar.The printed result resembles a CSCOPE Exemplar 5E Lesson and can be submitted to supervisors according tolocal expectations for turning in lesson plans.But why print? CSCOPE Lesson Plan Tools include the ability, through the Principal Center, for principals andsupervisors to review lessons in progress and give feedback via the Principal’s Notebook, or to review completedlessons and “Quality Check” them as lessons of high quality. Supportive notes entered by the principal or supervisornot only appear in the Lesson Plan view for the teacher, but are also e-mailed to all authors of the lesson.In an effort to train and support teachers and administrators in using the lesson plan tools, Region XIII InstructionalTechnology has created a video based short e-course that is free and available. The course is availablethrough Project Share to all CSCOPE teachers in Texas. Simply follow the instructions below. The videos areshort and organized to get you started using the Lesson Plan Tools right away.Getting Started:1. Visit the course site at http://www.epsilen.com/crs/10125962. Click “Join This Course.”3. Log in using your Epsilen/Project Share account. Contact your local technology office or Education ServiceCenter if you help with this step.4. Confirm your account information and click continue5. Begin the lessons using the navigation. Watch each video and practice the steps.Collaboration between teachers and administrators in using the Lesson Planner Tools is essential to success.Work together to make this tool work for you!Lannon HeflinESC Region XIII4

Scientific InvestigationsThe world of science has changed for the teachers ofTexas. The Texas Education Agency (TEA) has declaredthe focus for the new Science TEKS as “fewer,clearer, and deeper.” The new specificity was introducedto teachers during the summer TEKS professionaldevelopment academies. One area that has undergonechange is that of scientific investigations. Inthe past, the scientific method was taught to studentsas a step-by-step process and all experiments had thesame basic criteria. In fact, Sandra West (2010) sharesa powerful message, statingI first encountered the widespread misconceptionabout “The Scientific Method” in1982 when one of my 9 th grade honors biologystudents was working with a local scientiststudying freshwater crustaceans. Thestudent discovered a new species that wasconfirmed by an invertebrate zoologist. Thiswas the student’s science fair research project.He was penalized 10 points for nothaving a “control.” When the judge wasquestioned about the penalty, she was noteven aware of the descriptive scientific researchdesign.Many excellent teachers of science fall into this samecategory and so with the new changes in the scienceTEKS comes a new opportunity to look at our sciencelessons to verify accurate content, review the new rigorof the new TEKS, and, in the case of scientific investigations,revise and/or create appropriate materials andinvestigations to prepare our students for success.Oftentimes we ask students to make observations inscience class. We ask them to draw diagrams, describecharacteristics of objects/organisms, and make quantitativeobservations. If you have done this in your scienceclass, you have conducted a descriptive investigation.In fact, this is truly the first step in real worldscience. “Descriptive investigations involve collectingqualitative and/or quantitative data to draw conclusionsabout a natural or man-made system (e.g., rock formation,animal behavior, cloud, bicycle, electrical circuit).A descriptive investigation includes a question, but nohypothesis. Observations are recorded, but no comparisonsare made and no variables are manipulated.” (Texas EducationAgency, 2010)In a comparative investigation, as the name suggests, studentsare asked to compare two or more objects. However, itis here where educators can be confused. The Texas EducationAgency (2010) clarifies this by defining comparative investigationas involving “collecting data on different organisms/objects/features/events, or collecting data under differentconditions (e.g., time of year, air temperature, location) tomake a comparison. The hypothesis identifies one independent(manipulated) variable and one dependent (responding)variable. A ‘fair test’ can be designed to measure variables sothat the relationship between them is determined.” Most ofthose “experiments” or “labs” students do in class have beencomparative investigations. When students recorded the distancea cart travels down a ramp at different heights, a comparativeinvestigation is being conducted. Yes, students keepthe inclined plane the same, the cart the same, and use thesame type of measuring device; however, there was not acontrol group with which the independent variable was notapplied. Students were just comparing the different rampheights and looking for a relationship, whereas in our thirdand final investigation the goal is to determine “cause andeffect.”The distinguishing characteristic of the third and final type ofinvestigation is the presence of a control group for which theindependent variable is not applied. Experimental investigationsinvolve designing a “fair test” similar to a comparativeinvestigation, but a control is identified. The variables aremeasured in an effort to gather evidence to support or notsupport a causal relationship. This is often called a “controlledexperiment.”TEA has provided a “clearer and deeper” expectation for ourstudents. In order to aid in this transition, consider the following.In a science class, use the word investigation rather thanlab or experiment. When labeling variables that stay the samein both the comparative and experimental investigations, usethe term constant. (In the above example, the constantswould have been the inclined plane, the cart, and the measur-Investigation type Purpose Hypothesis? Variables manipulated?Control?Descriptive To draw conclusions No. Answers a question.NoNoComparative To determine relationshipsYes Yes NoExperimental To determine presenceYes Yes Yesor absence ofcausality(Source: Texas Education Agency, 2010)5

ing device.) Avoid using the word control when explaining a comparative investigation. Use the word control only whenstudents engage in experimental investigations. Finally, when you ask students to make observations, use academicvocabulary and have them conduct a descriptive investigation.Let’s look at how the TEKS address these different kinds of investigations over time. Our kindergarten students are expectedto plan and conduct simple descriptive investigations and this trend continues through second grade. Kindergartenersand first graders learn about the way objects move (K2B; 1.1B). Second graders learn about how organismsgrow (2.1B). Third and fourth grade students are expected to plan and implement descriptive investigations (3.2A and4.2B). Grade five is when experimental investigations are introduced with one variable (5.2A). In middle school, studentsare expected to plan and implement comparative and descriptive investigations as well as design and implement experimentalinvestigations (6.2A and B; 7. 2A and B; 8.2A and B).Change is an opportunity to grow and improve. The TEKS are fewer, clearer, and deeper. Ensure you do your part tounderstand the changes and prepare your students for science successSourcesTexas Education Agency. (2010, August). Lab and field investigations: frequently asked questions. (August, 2010) Retrievedfrom http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147486150&libID=2147486149West, S. (2010). An analysis of the descriptive, comparative and experimental scientific research designs in the 2009Texas essential knowledge and skills. The Texas Science Teacher, 39(1), 20-29.Stef ParamoureESC Region XIII6

2010—2011 Second Six Weeks PreviewEnglish Language ArtsKindergartenUnit 2: Authors Write for a Purpose. In Unit 1, students recognized that spoken words could be written and that sentencesare comprised of words. They began to recognize letters as upper and lower case and identified the commonsounds that each letter represents. Connections between language sounds such as rhyming and non-rhyming wordswere identified. Students listened to stories read aloud and asked and responded to questions. They communicated usingoral and written language by engaging in conversations and learned to take turns by speaking one at a time. Duringthis unit, students continue to explore phonological awareness, phonics, and print awareness for the purpose of understandingthe basic components of reading and writing. Students examine letter/sound associations, understand thatreading moves from left to right and top to bottom, and begin to decode VC and CVC words. As students explore thepurposes of text, they discuss big ideas and recurring phrases in fairy tales, lullabies, and folktales and identify topicsand details in informational text and media. Students use strategies and processes to support comprehension of textread aloud and communicate comprehension by retelling, or acting out main events. Students compose stories using thewriting process and written and oral conventions to dictate or write sentences in chronological order. They become moreproficient in writing their name and upper and lower case letters of the alphabet. In Unit 3, students use their understandingof the connections between the components to establish a continuum and fluid motion in reading and comprehensionwhile investigating literary works.1 st GradeUnit 2: Readers Read for a Purpose. In Unit 1, students utilized the fundamentals of oral and written conventions toeffectively communicate ideas, make appropriate connections, and contribute to discussions. Students read aloud usingalphabetic principle, beginning phonics skills, and sight word recognition. Students learned new academic vocabularyand interpreted text using strategies and processes. Students gained control of penmanship, spelling, and basic grammaras they generated ideas and developed drafts. During this unit, students examine literary works, informational textand media to establish purposes for reading and writing. They will identify topics in text and will determine if stories aretrue or fantasy. Strategies and processes are used to increase vocabulary and comprehension. Students continue togenerate ideas and publish stories. They establish more control of penmanship, spelling, capitalization, punctuation, andgrammar. In Unit 3, students will use their understanding of the connections between the components, processes, andstrategies to establish a continuum and fluid motion in reading and writing while investigating literary works.2 nd GradeUnit 2: Readers Respond to the Author's Purpose. Prior to this unit, students explored oral and written communicationin order to support literacy development in print awareness, phonological awareness, phonics, fluency, vocabulary,and comprehension. During this unit, students explore a variety of literary works, informational text, and media to establishpurposes for reading and writing. Students identify topics and respond to text through writing by explaining the authors’purposes. They continue to process sound/symbol relationships to encode and decode words as they becomefluent readers and writers. Strategies and processes, such as making and confirming predictions, and connections arepracticed and reinforced in order to monitor and adjust comprehension. Students continue to generate ideas in order tocreate and publish stories with a clear beginning, middle, and end. They establish more control of penmanship, spelling,capitalization, punctuation, and grammar. In Unit 3, students use their understanding of the connections between thecomponents, processes, and strategies to establish a continuum and fluid motion in reading and writing, while investigatingliterary works.3 rd GradeUnit 2: Discovering Literary Nonfiction. During this unit, students continue their exploration of literacy through thegenre of literary nonfiction using the literary forms of autobiographies and biographies. They identify and explain the differencesin points of view and connect with the experience, wisdom, and knowledge that authors portray in these literaryforms. Students investigate the use of emotional language and dialogue to analyze and connect with an author’s experienceand purpose for writing. They use structural patterns and literary features to make inferences, draw conclusions,summarize, and create new perspectives. These new perspectives expand their understanding about themselves asthey reflect upon and appreciate an author’s work. Sensory language is identified in text and explored in writing to createan experience that appeals to the senses. Vocabulary development increases with the exploration of prefixes, suffixes,homographs, homophones, and playful language, such as tongue twisters and riddles. Word study is inclusive of genrespecificvocabulary, literary terms, and appropriate vocabulary from the literature. In Grade 4, students continue to examineautobiographies and biographies by comparing and contrasting them with a fictional adaptation.7

2010—2011 Second Six Weeks PreviewEnglish Language Arts4 th GradeUnit 2: Understanding Literary Nonfiction. In Grade 3, students became more fluent, automatic, and purposeful intheir reading and writing. They examined points of view in autobiographies and biographies and described, explained,and related structural elements of poetry and drama. Students continued to compose texts using the fundamentals of thewriting process (planning, revising, editing, and publishing). During this unit, students continue to examine autobiographiesand biographies by comparing and contrasting them with a fictional adaptation. Students explore poetry and dramaby describing and explaining how structural elements relate to the genre as oral and written expression becomes morefluent, authentic, and focused. They continue to identify and select comprehension strategies before, during, and afterreading and continue to use literary features to make inferences and create new perspectives. Students use the writingprocess and the conventions of written expression to write about important personal experiences. As they compose textto express their ideas and feelings, students become more thorough writers by learning from the text structure and applyingthe writer’s craft. The writer’s craft involves applying strategies that lead to depth, voice, and focus. Sensory language,such as simile and metaphors, is identified in text and explored in writing to create an experience that appeals tothe senses. Vocabulary development increases with the exploration of analogies and idioms as students generate a newperspective and appreciation for literature. Word study is inclusive of genre specific vocabulary, literary terms, and appropriatevocabulary from the literature.5 th GradeUnit 2: Appreciating Literary Nonfiction. In Grade 4, students examined autobiographies and biographies by comparingand contrasting them with a fictional adaptation. Students explored poetry and drama by describing and explaininghow structural elements relate to the genre. Oral and written expression became more fluent, authentic, and focused.Students continued to compose text using the fundamentals of the writing process (planning, revising, editing, and publishing).During this unit, students continue their exploration of autobiographies, biographies, and poetry by examiningthe use of language and literary techniques used to portray the events in characters’ lives and meaning in poetry. Soundeffects such as alliteration, rhyme scheme, and onomatopoeia are analyzed in a variety of poetic forms, while the use ofsensory language, imagery, and figurative language are examined in literary nonfiction. Dramatic text is compared andcontrasted with an original text representing the same story. Students continue to identify and select comprehensionstrategies before, during, and after reading and continue to use literary features to make inferences, summarize/paraphrase, and create new perspectives. Students use the writing process and the conventions of written language towrite about important personal experiences. As students compose text to express their ideas and feelings, they becomemore thorough writers by learning from the text structure and applying the writer’s craft. The writer’s craft involves applyingstrategies that lead to depth, voice, and focus. Sensory language is identified in text and explored in writing to createan experience that appeals to the senses. Vocabulary development increases with the exploration of analogies and idiomsas students generate a new perspective and appreciation for literature. Word study is inclusive of genre-specificvocabulary, literary terms, and appropriate vocabulary from the literature.6 th GradeUnit 2: Exploring Fiction. In Grade 5, students sequenced and summarized the plot’s main events identifying plot asthe sequence of events that included problem and solution and described the structural elements particular to dramaticliterature. During this unit, elements of plot in various works of fiction and dramatic literature are examined. Plot elementsfocus on exposition, rising action, climax, falling action and denouement. Students continue to examine the effect of literarytechniques on interpretation of literature. Literary text is composed using the fundamentals of the writing process toexpress ideas and feelings about real or imagined people, events, and ideas. Vocabulary, spelling, punctuation, capitalization,and grammar are studied throughout the unit to support comprehension and oral and written communication.Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature. InGrade 7, students examine the influence of literary elements on plot development and begin to examine the impact ofdialogue and stage direction in the interpretation of drama.7 th GradeUnit 2: Understanding Fiction, Drama, and Poetry. In Grade 6 student distinguished theme from topic, compared andcontrasted historical and cultural settings of two literary works, summarized the elements of plot development, recognizeddialect, and described different points of view. During this unit, students describe multiple themes in a work of fiction,analyze how the setting influences the theme or message of a literary work, explain the influence of setting on plotdevelopment, analyze plot development through the internal and external responses of the characters, and analyze differentforms of point of view. Students explain the use of dialogue and staging in drama. Students compose text usingthe fundamentals of the writing process. Vocabulary, spelling, punctuation, capitalization, and grammar are studied8

2010—2011 Second Six Weeks PreviewEnglish Language Artsthroughout the unit to support comprehension of oral and written expression. Word study is inclusive of genre specificvocabulary, literary terms, and appropriate vocabulary from the literature. In Grade 8, students analyze literary works thatshare similar themes across cultures, explain how values and beliefs of particular characters are affected by the historicaland cultural setting, analyze linear plot development to determine conflict resolution, analyze how the central characters’qualities influence the theme and resolution of the conflict, and analyze more complex forms of point of view.8 th GradeUnit 2: Analyzing Nonfiction and Poetry. In Grades 6 and 7, students identified literary language and techniques,structural patterns, and features of nonfiction narrative texts and wrote personal narratives that effectively conveyed theirown experiences. During this unit, students continue to analyze literary nonfiction texts and poetry along with passagesfrom well-known speeches focusing on the author’s use of literary devices/techniques and word and phrase choice. Theycontinue to write personal narratives and poetry by applying more complex literary skills. The study of vocabulary, spelling,punctuation, capitalization, and grammar throughout the unit supports comprehension and oral and written communication.Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature.In Grade 9, students analyze how literary essays interweave personal examples and ideas with factual informationalong with the effects of diction and imagery in poetry. They continue to write a variety of literary texts including stories,poems, and scripts with increasing complexity.English IUnit 2A: Continuing the Journey through Poetry. In Grade 7 and Grade 8, students identified graphical elements andcompared and contrasted purposes and characteristics of a variety of poetic forms. During this unit, students use skillsacquired in analysis of fiction to support their understanding and analysis of the effects of literary techniques (e.g., diction,imagery) in poetry. They write poetry utilizing effective structural elements and figurative language. Students listenresponsively and give effective presentations using appropriate conventions for purpose and audience. Using writing forthe comparison of themes across fictional literature and poetry fosters reading and writing connections and allows fordevelopment of more complex reading interpretation strategies. Word study is inclusive of genre specific vocabulary,literary terms, and appropriate vocabulary from the literature. The emphasis of writing conventions and vocabulary providea foundation for continued reflection on communicative accuracy. In English II, students identify and analyze theeffects of structure and graphic elements used in poetry.Unit 2B: Moving Forward with Drama. In Grade 8, students analyzed how playwrights characterized their protagonistand antagonist through the use of dialogue and staging. During this unit, dramatic forms (conventions) including monologue,soliloquy, and dramatic irony are identified and explained for their effect on text. Students write a script with aclear theme using techniques that communicate an understandable mood and tone. Using writing for the comparison ofthemes across fictional literature, poetry, and drama fosters reading and writing connections and allows for developmentof more complex reading interpretation strategies. Word study is inclusive of genre specific vocabulary, literary terms,and appropriate vocabulary from the literature. The emphasis of writing conventions and vocabulary provide a foundationfor continual reflection on communicative accuracy. In English II, students analyze the role of elements (e.g., archetypes)and structure (e.g., motifs) in plot development.English IIUnit 2A: Analyzing Poetic Structure. In English I, students understood and analyzed the effects of literary techniquesin poetry such as diction and imagery. They wrote poems including ballads and sonnets using structural elements andfigurative language. During this unit, students identify and analyze the purpose of structure in prosody (e.g., meter,rhyme scheme) and graphic element structures (e.g., line length, punctuation, word position) used in poetry and explainthe effects of literary techniques studied in Unit 1. Using writing for the comparison of themes across fictional literatureand poetry fosters reading and writing connections and allows for development of more complex reading interpretationstrategies. Word study is inclusive of genre and literary vocabulary, appropriate academic vocabulary, and vocabularyfrom the literature. The emphasis of writing conventions and word meaning provide a foundation for continual reflectionon communicative accuracy and clarity. In English III, students explore American poetry by analyzing the effects of metricsand rhyme schemes.Unit 2B: Deeper Analysis through Drama. In English I, students examined dramatic forms (conventions) includingmonologue, soliloquy, and dramatic irony and identified and explained their effects on text meaning. During this unit, studentscontinue to analyze specific elements (e.g., archetypes) and techniques (e.g., motifs) in a variety of literary works9

2010—2011 Second Six Weeks PreviewEnglish Language Artsand investigate their effect on plot. Students continue to write scripts with a clear theme utilizing techniques that communicatean understandable mood and tone. Using writing to compare and contrast themes across various time periodsfosters reading and writing connections and allows for development of more complex reading interpretation strategies.Word study is inclusive of genre and literary-specific vocabulary, appropriate academic vocabulary, and vocabulary fromthe literature. The emphasis of writing conventions and word meaning provide a foundation for continual reflection oncommunicative accuracy and clarity. In English III, students analyze themes and characteristics in different periods ofmodern American drama as they continue the exploration of literary works.English IIIUnit 2A: Conventions in American Poetry. Prior to this unit, students evaluated how different literary elements shapedfiction and used those elements in their own writing. During this unit, students continue to apply the skills learned in theanalysis of fiction by applying them to poetry. Students examine the meaning and evaluate the effectiveness of the useof figurative language. Students also analyze the effects of metrics and rhyme scheme. The study of structures and techniquesenhance the creation of personal poetry. Using writing for the analysis of themes representing a view or commenton human condition in multiple literary works fosters reading and writing connections and allows for development of morecomplex reading interpretation strategies. Word study is inclusive of genre and literary vocabulary, appropriate academicvocabulary, and vocabulary from the literature. The emphasis of writing conventions and word meaning provide a foundationfor continual reflection on communicative accuracy and clarity. In the following unit, students continue to studyliterary techniques and structures in greater depth and complexity in order to carry them over to dramatic text.Unit 2B: Themes in American Drama. Prior to this unit, students evaluated how different literary elements shaped fictionand poetry and used those elements in their own writing. During this unit, students continue to apply the skillslearned in the analysis of fiction and poetry by applying them to drama. The characteristics and literary elements, suchas theme, are analyzed in different periods of 20th and 21st century American plays. Students relate the characters andtext structures of mythic, traditional, and classical dramatic text. Using writing to communicate analysis in situationswhere theme represents a view or comment on the human condition fosters reading and writing connections and allowsfor development of more complex reading interpretation strategies. Word study is inclusive of genre and literary-specificvocabulary, appropriate academic vocabulary, and vocabulary from the literature. The emphasis of writing conventionsand word meaning provide a foundation for continual reflection on communicative accuracy and clarity. In Unit 3, studentsuse previous analytical skills to examine literary nonfiction.English IVUnit 2A: Evaluating Poetry across Time. Prior to this unit, students evaluated how different literary elements shapedfiction and used those elements in their own writing. During this unit, students continue to apply the skills learned in theanalysis of fiction by applying them to poetry. Students identify and evaluate changes in sound, form, figurative language,graphics and structures in poetry across literary periods. Students analyze how patterns of imagery, allusions,and conceits reveal tone and create meaning and enhance personal writing. Using writing for the comparison and contrastof universal themes fosters reading and writing connections and allows for development of more complex readinginterpretation strategies. Word study is inclusive of genre and literary vocabulary, appropriate academic vocabulary, andvocabulary from the literature. The emphasis of writing conventions and word meaning provide a foundation for continualreflection on communicative accuracy and clarity. In the following unit, students will continue to study literary techniquesand structures in greater depth and complexity in order to carry them over to dramatic text.Unit 2B: Evaluating Drama across Time. Prior to this unit, students evaluated how different literary elements shapedfiction and poetry and used those elements in their own writing. During this unit, students continue to apply the skillslearned in the analysis of fiction and poetry by applying them to drama. Students evaluate how the structure and elements(e.g., character, plot, setting, theme, dialogue, audience, stage, convention, genre, and spectacle) of dramachange in the works of British dramatists and identify the influence and impact of historical, social, and economic ideasof the time. Structures and elements are further analyzed by comparing a classical play and its modern day version. Studentscontinue to write scripts with a clear theme utilizing techniques that communicate an understandable mood andtone. Using writing to compare and contrast works of literature that express universal themes fosters reading and writingconnections and allows for development of more complex reading interpretation strategies. Word study is inclusive ofgenre and literary-specific vocabulary, appropriate academic vocabulary, and vocabulary from the literature. The emphasisof writing conventions and word meaning provide a foundation for continual reflection on communicative accuracyand clarity. The examination of fiction, poetry, and drama support the analysis of literary nonfiction in Unit 3.10

2010—2011 Second Six Weeks PreviewMathematicsKindergartenUnit 4: Our Journey Continues. This unit bundles student expectations that address oral counting and the basics of acalendar. Unit 4 will extend the calendar element, days to weeks, and introduce a new component, months in a year.This measurement piece will continue as it is incorporated into the Daily Routine in the units that follow. Also containedin this daily piece TEKS K.6B will be extended to encompass the numbers 1–40 in order to build the developmental sequenceof numbers.Prior to this unit exemplar lessons have supported the development of number concepts through experiences with reallifeobjects and manipulatives rather than symbols. During this unit, practice stations will support this development ofunderstanding through essential mathematical processes: investigating, applying, integrating, interacting with peers, materials,and constructing knowledge. Within this unit new activities will be introduced through Practice Stations to providereinforcement for content introduced within Units 2 and 3.Center reinforcement for this unit includes:1. Spatial Relationships2. Counting and Recording Quantity of Sets3. Patterns – Identify and Extend4. Representing Repeating PatternsUnit 5: Counting through 10. This unit bundles student expectations that address the concept of number and subconceptof counting numbers in order to identify counting landmarks. Prior to this unit, strategies like one-to-one correspondence,cardinality, subitizing, and conservation were introduced to build early number development through 5. Thisunit will continue to design environments that enable students to develop these strategies and build relationships betweenthese mathematical landmarks so that students conceptually understand number sense. The design of this unit isto provide a series of activities that will allow for individual differences of mathematical development. Games, routines,and investigations will address the context needed for a variety of learners to build number development through 10.Centers will be used throughout the unit to provide repetition and practice for concepts already introduced.Center reinforcement for this unit includes:1. Numeral Writing2. Spatial Relationships (Lesson 1) and Counting Collections (1–10) (Lesson 2)3. Counting and Recording Quantity of Sets (1–10)4. Patterns—Representing Repeating PatternsUnit 6: Repeating Patterns 2.This unit bundles student expectations that address patterns in order to support mathematical opportunities for studentsto see relationships, to find connections, and to make predictions.Prior to this unit, students were provided opportunities to identify and extend simple repeating patterns. They exploredrepeating patterns through sounds, physical movements, and concrete objects. Students were also introduced to a formof symbolism (in this case the alphabet) to represent the structure of a pattern. During this unit students will continue toexplore the concept of repeating patterns through a variety of elements. To make sure students experience patterns atmany different levels of complexity, whole group activities will focus on attributes of texture, position, and size. Studentswill also create, extend, and translate simple repeating patterns from one medium to another. This will allow students toseparate the relationship in a pattern from the materials used to build it.Center reinforcement for this unit includes:Numeral Writing2. Counting Collections (1–10)3. Counting and Recording Quantity of Sets (1–10)4. Representing Repeating PatternsUnit 7: Geometry: Sorting by Attributes. This unit bundles student expectations that address geometry concepts inorder to introduce spatial relationships. Relationships allow students to discover geometric figures and become familiarwith their attributes. During this unit students will describe and compare objects based on its attributes through sortingexperiences.11

2010—2011 Second Six Weeks PreviewMathematics1 st GradeUnit 6: Two-Dimensional Figures 2. This unit bundles student expectations that address the concept of geometry inorder to connect the formal geometric vocabulary with two-dimensional figures. Prior to this unit, students sorted a varietyof two-dimensional geometric figures by common attributes and identified the relationships of triangle and rectangleusing formal geometric vocabulary. During this unit, students extend their study of figures by classifying a square as aspecial rectangle. Circles are also examined determining that circle is curved with no straight sides. Concrete models areused to combine two-dimensional geometric figures in order to create new shapes. Unit 14 will extend geometry investigationto include three-dimensional figures.Unit 7: Story Problems 2. This unit bundles student expectations that address the concepts of number, operations, andquantitative reasoning in order to enhance addition and subtraction situations through problems. Prior to this lesson, studentsidentified the action that took place, important content, what the question was asking, and how to model the situation.During this unit, students address different problem types that include join problems, separate problems, and compareproblems involving quantities through 10. Corresponding number sentences are written and problem situations aresolved.Unit 8: Number Sense and Data. This unit bundles student expectations that address quantitative reasoning usingwhole numbers (0 – 40) in order to address place value. Prior to this unit, students used various concrete models tosubitize small groups using ten as a base. During this unit, number sense is revisited but this time the number set is increasedto 40. Students construct knowledge of the base-ten number system by grouping objects and manipulatives toform tens and ones. Results are communicated using comparative language and a written record. Collecting, graphing,and analyzing data further develops comparative language to describe relationships between sets of objects as studentsuse place value to compare numbers.Unit 9: Parts of a Whole. This unit bundles student expectations that address fractions in order to connect the idea thata whole can be partitioned into equal sized parts.Prior to this unit, Kindergarten students recognized and created models of halves. During this unit, students will explorepartitioning a whole into two, three, and four equal parts. The vocabulary of fractional parts will remain quite informal andwill not involve any fraction symbolism. In Unit 21, students will extend their exploration to include set models.Unit 10: Time. This unit will focus on the concept of measurement in order to introduce the sub-concept of time involvingthe clock. Prior to this unit, students have concentrated on the calendar through a daily routine in order to gain an understandingof the passage of time and through activities that allowed students to informally measure the duration of twoevents. These activities allow students to understand that timing requires a starting point at the beginning and a stoppingpoint at the end of the event. During this unit, students will be introduced to another common tool used to tell time- aclock. Learning to read an analog or digital clock is a skill. It has very little to do with the conceptual understanding oftime. The content is clearly defined with the student expectations of the Grade 1 TEKS, “Students will read time to thehour and half-hour using analog and digital clocks.” Time will be revisited in Unit 22 to connect the relevance of reading aclock to real-life situations.2 nd GradeUnit 3: Comparing and Ordering of Numbers. This unit bundles student expectations that address concepts of numberand quantitative reasoning in order to compare and order whole numbers through 999. Prior to this unit, studentsused concrete models to create models to represent numbers through 99 and compared and ordered numbers through99 using place value. During this unit, students will use place value to compare and order numbers through 999 and recordtheir comparisons using symbols. A solid understanding of place value will provide a foundation to the next units inwhich students will develop strategies for adding/subtracting two-digit numbers.Unit 4: Introducing Multi-Digit Addition and Subtraction. This unit bundles student expectations that address theconcepts of patterns and operations identified on a 100s chart. Prior to this unit, operations involved single-digit computations.During this unit, students will use the 100s chart and the base-ten system to apply addition and subtraction operationsof two-digit numbers. The use of the 100s chart allows students to focus on the application of place value(moving right/left for ones; moving down/up for tens) to addition/subtraction. Patterns are identified, addition and subtractionof two-digit numbers are modeled, and number sentences are recorded. Next, story problems involving addition and12

2010—2011 Second Six Weeks PreviewMathematicssubtraction (without regrouping) are introduced. Problem situations, including money, are evaluated to determine thenecessary operation, modeled pictorially using base-ten manipulatives, recorded numerically, and solved. A connectionto the traditional algorithm is made and a number sentence is recorded. This is a bridging lesson to addition and subtractionproblem situations involving regrouping in Unit 5.3 rd GradeUnit 4: Addition and Subtraction Applications. The student expectations bundled in this unit address the use of additionand subtraction in problem situations. Addition and subtraction patterns are used to facilitate the investigation of variousproblem-solving strategies and situations including determining the value of a group of coins and bills. Bar graphsare also introduced and used as context in various addition/subtraction problem-solving situations.Prior to this unit, students used models to connect the procedures for adding and subtracting three-digit numbers. In thisunit, students build upon these procedures by applying them in a variety of problem situations. These numeric conceptswill be emphasized and used throughout the year and at subsequent grade levels.Unit 4: Addition and Subtraction Connection to Multiplication and Division. The student expectations bundled inthis unit address modeling multiplication and division with concrete and/or pictorial objects. Addition and subtraction patternsare used to connect the operations of multiplication and division respectively. Patterns are also used to facilitaterelated multiplication and division sentences including fact families. Prior to this unit, students applied procedures foraddition and subtraction in problem situations. In this unit, students build upon these procedures by investigating theconnections between addition and multiplication as well as subtraction and division. They will also identify the inverserelationship between multiplication and division. These operational concepts will be emphasized and used throughoutthe year and at subsequent grade levels.4 th GradeUnit 4: Operations – Multiplication Including Measurement (Area only). This unit bundles student expectations thataddress the concepts of multiplication, including using patterns to build multiplication fact recall conceptually. Variousrepresentation, estimation, and problem solving methods are used to facilitate understanding of multiplication concepts.Prior units addressed the operations of addition and subtraction. This unit will draw on prior unit operational skills tomake the connection to multiplication. Area problems are used as context in various problem situations throughout theunit. As a result, this measurement concept is supported by the computation. The use of efficient procedures, includingthe standard algorithm, helps students throughout the year (and at subsequent grade levels) to develop fluency for multiplyingwhole numbers to understand why the procedures work.Unit 5: Operations – Division. This unit bundles student expectations that address the concept of division, includingusing patterns to build division/multiplication fact recall conceptually and connecting division to multiplication. Variousrepresentation, estimation, and problem solving methods are used to facilitate understanding of division concepts.Prior units addressed multiplication operations. This unit will draw on these prior unit operational skills to make the connectionto division. The use of efficient procedures, including the standard algorithm, helps students throughout the year(and at subsequent grade levels) to develop fluency for dividing whole numbers and to understand why the procedureswork.5 th GradeUnit 3: Operations and Operations with Measurement. This unit bundles student expectations that address the conceptof division including patterning to facilitate efficient estimation procedures. Estimation and compatible numbers arealso used to facilitate operational fluency including appropriate measurement concepts as applicable. Area problems areused as context for various computational situations. Hence these measurement concepts are supported by the computationand vice versa.Prior units addressed the operations of multiplication and division with the focus on models and connecting those modelsto the algorithms. This unit is a continuation of lessons that address basic computational skills. This unit will also draw onthe prior unit conceptual skills to make the connection to division procedures. The use of efficient procedures, includingthe standard algorithm, helps students throughout the year and at subsequent grade levels to develop fluency for dividingwhole numbers and to understand why the procedures work (on the basis of place value and other operations).13

2010—2011 Second Six Weeks PreviewMathematicsUnit 4: Relationships - Factors and Primes. This unit bundles student expectations for finding factors and prime numbersto support numerical understanding and operations. The concepts of factors and primes are addressed, includingusing various representations such as arrays, area models and patterns in factors.Prior units addressed operations including multiplication and its connection to division. This unit will draw on the prior unitoperational skills of multiplication and the role of factors in multiplication to make the connection to finding factor pairsand prime numbers. The ability to understand and identify factors helps students throughout the year and at subsequentgrade levels to develop operational fluency as well as setting the foundation for fraction concepts.Unit 5: Relationships – Equations and Data Organizers. This unit bundles student expectations that focus on incorporatingsets of related data displayed in graphic organizers, lists, tables, diagrams as well as the relationships betweenthe data, the diagrams and the equations in order to predict and solve problems.Prior units addressed the concepts of numerical reasoning and operations. This unit will help support student’s understandingof those skills by using various representations to emphasize data relationships. These relationships will beused throughout the year and in subsequent grades in various problem solving situations including equivalent fractionsand measurement.6 th GradeUnit 3: Operations with Rational Numbers. This unit bundles student expectations that address estimation, addition,and subtraction of fractions and decimals with and without models. The Unit 3 bundling also includes the investigation oforder of operations.Prior to this unit, in Grade 5, students began to generate equivalent fractions to a given fraction and a mixed numberequivalent to a given improper fraction and vice versa. Addition and subtraction of fractions (with like denominators only)is also studied. Grade 6 creates concrete models, estimates and computes sums or differences of fractions (with andwithout like denominators) and decimals. Before the formal algorithm for addition and subtraction of fractions, mixednumbers, and decimals begins, students need to develop a conceptual understanding for fraction and decimal operations.Students need to understand that a fraction, a mixed number, and a decimal can have many names. Studentsneed to be provided with the opportunity to use concrete objects and diagrams to explore and make sense of fractionand decimal operations. Students should be able to work interchangeably with fractions and decimals. Another new areaof investigation for Grade 6 is the investigation of order of operations (without exponents). In Grade 7, the students extendthis study to include exponents. Continuous emphasis needs to be placed on connecting real-world, verbal language,concrete, pictorial, and symbolic representations.Unit 4: Representing Ratios and Proportions. This unit bundles student expectations that address ratios, rates, proportions,and percents in order to emphasize the close correlation between these concepts.Prior to this unit, in Unit 1 and Unit 3, the students investigated rational numbers and the operations of rational numbersto support the concept of ratios. This unit introduces the concept of ratios through everyday experiences and concretemodels. Although students have had informal experiences with ratios, rates, and percents, this unit begins the process offormalizing these concepts. The concept of ratios is expanded using proportional situations and percents as a specialcase of ratios and proportions. Together, these concepts will lay the foundation for the fundamental understanding ofproportional reasoning developed over the middle school years.7 th GradeUnit 4: Operations with Fractions and Decimals. This unit bundles student expectations that address estimation andoperations with fractions and decimals in order to introduce multiplication and division of fractions and decimals, and applythese operations to problems involving perimeter, circumference, and area.Prior to this unit, Unit 3 addresses the reasonableness for multiplication and division of decimals. Unit 4 extends multiplicationand division to decimals and fractions. The actions performed with concrete and pictorial models are communicatedand recorded to make connections to abstract representations for multiplication and division of fractions and decimals.Application problems involving estimation and measurement (perimeter, area, and circumference) are used to con-14

nect all operations of fractions and decimals.2010—2011 Second Six Weeks PreviewMathematicsUnit 5: Algebraic Expressions and Equations. This unit bundles students expectations that address generating formulas,graphing data, solving equations using concrete and pictorial models and symbols, selecting the appropriate operations,and justifying the reasonableness of solutions in order to build algebraic reasoning.Prior to the unit, in Unit 4, the students investigated operations with decimals and fractions. The study of the operationsof addition, subtraction, multiplication, and division of integers, fractions, and decimals is reinforced in Unit 5 by solvingformulas involving unit conversions, perimeter, area, circumference, volume, and scaling. The ability to estimate and justifythe reasonableness of solutions will help students as they investigate the relationship between different representations(i.e., numerical, geometric, verbal, and symbolic). This lays the foundation for the investigation of proportional relationshipsin Unit 7, Unit 8 and Unit 14.Unit 6: Order of Operations. This unit bundles student expectations that address squares, square roots and order ofoperations in order to investigate patterns and models looking for relationships that play a key role in geometric formulasand algebraic reasoning.Prior to this unit, in Grade 6, students were exposed to the squaring of numbers when using the area of a circle formula.In Grade 7, students will investigate squares and square roots using models and patterns. Squares and square roots ofnumbers relates to the area of squares and circles. Grade 6 used order of operations without exponents. Grade 7 willsimplify expressions using order of operation, including exponents. Order of operations is required when working withformulas such as the perimeter of a rectangle, the area of a circle, or the area of a trapezoid. Grade 8 applies squares,square roots and order of operations to topics such as the Pythagorean Theorem, algebraic expression, formulas, etc.,which are important concepts that extend to Algebra I and beyond.8 th GradeUnit 4: Proportions. This unit bundles student expectations that address proportional and non-proportional relationships.The goal of this unit is for students to understand the difference between proportional and non-proportional relationships,how to build proportions from ratios, how to compare two quantities that are written in the form of a ratio, andto continue the development of proportional thinking through problem-based concepts.Prior to this unit, in Grade 7, students solved a variety of problems involving unit rate and percent. These problems areextended to more complicated situations in Grade 8. In Grade 6, students compared the difference between proportionaland non-proportional relationships. The discussion of proportional and non-proportional relationships in this unit continuesto lay the groundwork for the understanding of function in Algebra I.Unit 5: Algebraic Representations. This unit bundles student expectations that address sequences, representations ofdata (tables, equations, verbal descriptions, and graphs), and solving equations.Prior to this unit, in Unit 4, the development of proportional thinking and constant rate of change through problem-basedcontexts was addressed. Unit 5 continues the development of proportional thinking through linear equations and arithmeticsequences with a constant rate of change. Students investigate methods for solving linear equations with the use ofconcrete models, graphs, and tables. Throughout elementary and middle school, students have used tables, graphs,verbal descriptions, and equations to solve problems. In Grade 7, they learned to solve equations using models. InGrade 8, these four representations of data merge so that students interchange them flexibly when solving problems andsolidify their understanding of solving equations. This expectation is carried over to Algebra I. Sequencing instructionfrom concrete, through the pictorial, to the abstract gives students several ways to understand algebraic problems. Sincestudents come to school with varied backgrounds and learning styles, this approach also bridges the gap between informalunderstandings to abstract understanding.Algebra IUnit 2: Linear Equations and Inequalities. The student expectations bundled in this unit involve connections betweenfunctions and equations. In order to conceptually develop an understanding of equations and inequalities, students willformulate equations and inequalities from problem situations, apply various methods including models, tables, graphs,and algebraic properties to solve equations, and analyze the solutions.15

2010—2011 Second Six Weeks PreviewMathematicsOne- and two-step equations were introduced in Grades 7 and 8. In Grade 7, concrete and pictorial models were used tosolve the equations, and symbols were used to record the actions. In Grade 8, equations were used to find solutions toapplication problems. In this lesson, one- and two-step equations will be reviewed using various representations. Theproperties of algebra will be used to simplify algebraic expressions and applied to multiple step equations. Equations aresolved using various representations such as concrete models, tables, graphs, and algebraic properties. Equations aredetermined for application problems, solved by a method of choice, and the solution justified in terms of the problemsituation. These skills are necessary not only in Algebra 1, but in subsequent courses in mathematics.Unit 3: Investigating Linear Functions. The student expectations bundled in this unit explore linear functions and theirconnections to linear equations. The unit begins by investigating the linear parent function and the effects of changingthe parameters on the graph of the parent function. The parameters of the parent function are connected to the slopeand y-intercept. Linear characteristics including slope, y-intercepts, and x-intercepts (zeros) are further developed usingmultiple representations such as tables, graphs, verbal descriptions and symbolic representations in a variety of ways tostudy relationships among quantities and connect algebraic and geometric representations of linear functions. Equationsand inequalities arise as a way of making predictions involving linear functions. Comparisons are made between the zerosof a linear function, the solutions of a linear equation, and the solutions of a linear inequality. The unit culminates indata collection activities and real- world problem solving that integrate all of the above concepts.In middle school mathematics, the initial understanding of the use of variables to represent quantities is introduced. Linearfunctions are investigated to develop the meaning of proportionality. Generating of equivalent expressions, solvingsimple linear equations, and application of formulas are part of the middle school curriculum. Future units will includefinding the equation of a line, solving linear equations and inequalities, and exploring linear systems of equations.GeometryUnit 5: Logical Reasoning. This unit bundles student expectations that address the process of logical reasoning. In thisunit, logical reasoning is used to determine the validity of statements, construct arguments to provide proof, and analyzesituations to find counterexamples. Both inductive and deductive reasoning is used to explore geometric situations, anddeductive reasoning is used to support arguments related to emerging theorems.Unit 6: Properties of Lines and Transversals. This unit bundles student expectations that address the relationshipbetween lines and their transversals, especially between parallel lines and their transversals. In this unit, students exploreparallel and perpendicular lines in the context of special angle pairs while connecting to algebraic representations.Students justify special angle pairs formed by parallel lines within an axiomatic system and justify parallel and perpendicularlines both geometrically and algebraically.Logical reasoning explored in the previous unit is applied to justify conjectures about properties of parallel lines andtransversals in this unit. Properties of parallel lines and transversals are used with concepts from Algebra 1 to connectgeometry with algebra. Properties of parallel lines and transversals will continue to be used to justify conjecturesthroughout the geometry curriculum.Unit 7: Triangles and Their Properties. This unit bundles student expectations that address connections between trianglesand their properties. In this unit, students explore properties and classifications of triangles in a variety of ways includingcoordinate, concrete, axiomatic and algebraic. Slope and equations of lines will be used to investigate and comparespecial segments of triangles.As addressed in previous units, students should enter high school understanding most of the properties of triangles. Inhigh school geometry, this knowledge is extended and applied using deductive reasoning to establish or refute conjecturesabout triangles and their properties. Triangles and their properties play a key role in developing other geometricconcepts including congruent triangles, area and volume, similar figures, and the study of other polygons. These understandingscan be applied when exploring spatial and geometric concepts throughout the geometry curriculum.Unit 8: Congruent Triangles. This unit bundles student expectations that address triangle congruence relationships andapplication of logical reasoning to justify congruence. In this unit, the concept of congruence is extended to the simplestof polygons, triangles. Congruent triangles are explored both from the standpoint of congruent transformations and anaxiomatic structure. Triangle congruence is justified using congruent transformations and proofs with postulates andtheorems. Concepts of congruent triangles are extended to prove further characteristics of triangles using CorrespondingParts of Congruent Triangles.16

2010—2011 Second Six Weeks PreviewMathematicsAs addressed in previous units, students should enter high school with an understanding of congruent figures. In highschool geometry, this knowledge is extended and applied using deductive reasoning to establish or refute conjecturesabout congruent triangles. These understandings can be applied and extended when exploring other congruent figuresand similar figures.Mathematical Models with ApplicationsUnit 3: Statistics: Bivariate Data. The student expectations bundled in this unit involve collection and analysis of bivariatedata. In this unit, students incorporate the use of graphical and numerical analysis of the patterns in bivariate (twovariables) data for interpretation, validation, and making inferences in real-world problem situations.In middle school, students laid the foundations for bivariate statistics including graphing scatterplots. In Algebra 1, scatterplotswere graphed and analyzed for correlation. In Math Models with Applications, this is extended to include findingregression equations that best model data represented in scatterplots. Analysis of bivariate data continues in Algebra 2and Precalculus as students analyze real-world situations and select functions that best fit the data.Unit 4: Statistics Project. The student expectations bundled in this unit involve formulating a hypothesis, collectingdata, analyzing data, and presenting the findings. In this unit, students will combine the student expectations from previousunits to design a problem situation of their own that can be tested by data collection and analysis. They will incorporatethe use of graphical and numerical analysis of the patterns in data for interpretation, validation, and making inferencesin their problem situation. Students will then create displays and present their findings.Concepts developed in the first three units of study in Math Models with Applications will be applied in this unit to developand complete the statistics project. The ability to formulate a hypothesis, collect and analyze data to test the hypothesis,and present the findings are skills that can be applied in other mathematics and science courses, as well as inthe real world.Algebra IIUnit 4: Linear Functions, Equations, and Inequalities. The student expectations bundled in this unit investigate andexplore the characteristics and applications of linear functions, equations, and inequalities. In this unit the linear parentfunction is introduced and effects of parameter changes on the graph of the parent function are explored. Linear functionsare modeled using various representations and characteristics such as slope and intercepts are determined andanalyzed. Equations and inequalities are formulated, modeled, and solved by various methods to make predictions interms of problem situations.In middle school mathematics, the initial understanding of the use of variables to represent quantities is introduced. Linearfunctions are investigated to develop the meaning of proportionality. The generating of equivalent expressions, solvingsimple linear equations and formulas are experienced. In high school mathematics according to the TEKS, symbolicreasoning plays a critical role in algebra and provides powerful ways to represent mathematical situations and expressgeneralizations. Linear functions are further developed using multiple representations such as tables, graphs, verbal representations,and symbolic representations in a variety of ways to study relationships among quantities and connect algebraicand geometric representations of functions. Equations and inequalities arise as a way of asking and answeringquestions involving functional relationships.Unit 5: Linear Systems and ProgrammingThe student expectations bundled in this unit involve the application of systems of equations and inequalities to solveproblem situations. While previous units typically explored one relationship at a time, this unit on systems of equationsrequires students to work with two or more relationships simultaneously. Systems of equations and inequalities are exploredthrough tabular, graphical, and algebraic methods. In addition, special attention is given to interpreting situationsin verbal form. Students are provided with concrete strategies for taking “word problems” and translating them into algebraicmodels to be solved and analyzed.In Algebra 1, students formulated and solved 2x2 systems of equations. In Algebra 2, students extend their investigationsto include linear programming and 3x3 systems of equations. In later units, students will also apply these skills tosolve systems involving non-linear systems. Solving systems of equations and inequalities develops the algebraic skillsnecessary in many real-world situations.17

2010—2011 Second Six Weeks PreviewMathematicsThis unit places particular emphasis on multiple representations.PrecalculusUnit 3: Introduction to Trigonometry. The student expectations in this unit build on student knowledge of the geometryof triangles and circles. The methods used to find side lengths and angle measures in right triangles are extended toproblems involving other triangles, using the Law of Sines and the Law of Cosines. Problems of circumference and areaof circles are used to develop student’s understanding of radian measure, and applied to problems involving angular andlinear velocity. Finally, these concepts converge as students are introduced to the trigonometry of rotation angles basedon the coordinate grid and the unit circle.In Geometry, students determined unknown side lengths and angle measures of right triangles using sine, cosine, tangent,and the Pythagorean Theorem. In Precalculus, students revisit these skills, identify the remaining trigonometricratios, and learn how trigonometric ratios can be extended to solve for missing measures in any triangle (not just righttriangles). From work in previous courses, students should be familiar with the formulas for circumference and area ofcircles. In Precalculus, these skills are extended to discover formulas for linear and angular velocity based on radianmeasure of angles. Students in Algebra 2 learned about the general form of the circle equation, x 2 + y 2 = r 2 . In Precalculus,students will combine this knowledge of circles along with trigonometry skills, to extend their understanding oftrigonometry based on the unit circle. In this system, circular properties combine with trigonometry to redefine sine, cosineand tangent ratios with rotation angles in a coordinate system.Unit 4: Trigonometric Functions and Graphs. The student expectations in this unit involve the graphs of periodic functions(in general) and graphs of the trigonometric functions (specifically). Initially, students explore real world situationsto develop a sense of what it means to be “periodic.” The graphs of the trigonometric functions are introduced, using avariety of technological, tabular, and point-plotting techniques. Students apply, identify and describe each of the six“parent” trigonometric functions. This unit also addresses transformations of the graphs of trigonometric functions, includingcomparisons to effects on previously transformed functions. Finally, transformations of the trigonometric functions areused to model situations involving periodic behavior.In Geometry (and in the previous Precalculus unit), students worked with the trigonometric ratios as they apply to triangles.In Precalculus these are considered from the standpoint of functions. In this unit students will apply their knowledgeof functions from Algebra 2 to these new “parent” functions. In previous units in Precalculus, students have alreadymastered the “language” of functions (describing critical points, intervals, asymptotes, end behaviors, etc.). Generalfunction transformations have also been covered. These skills and vocabulary will now be applied to the trigonometricfunctions.18

2010-2011 Second Six Weeks PreviewScienceKindergartenUnit 3: Exploring Force, Motion, and Energy. This unit bundles the concepts of force, motion, and energy. Studentsuse their senses to explore different forms of energy. They explore interactions of magnets and various materials andobserve and describe movement and location of objects. At this stage, students need to be given many opportunities toexplore and observe motions and forms of energy.1 st GradeUnit 3: Investigating Force, Motion, and Energy. This unit bundles the concepts of force, motion, and energy. Studentsidentify different forms of energy and their usefulness to everyday life. They explore interactions of magnets andvarious materials. Students also observe and describe movement and location of objects. At this stage, students needto be given many opportunities to explore and observe motions and forms of energy.2 nd GradeUnit 3: Change Occurs: Investigating Force and Motion. This unit bundles student expectations that address theprocess skills of communication, observation, and measurement with the concepts of motion (pushes and pulls) andchanges in motion in order to reinforce what was learned in previous grade levels, as well as to support future learning.3 rd GradeUnit 2: Investigating Matter and Change. This unit bundles student expectations related to temperature, changes instate, and the Sun as a source of energy for the water cycle. Students will use appropriate tools and safe practices tocontinue their investigation of the physical properties of matter. Prior to this unit, students have examined states of matteras observable and distinguishable properties. In this unit, they will predict and observe changes in those states ofmatter caused by heating and cooling.By Grade 3, students will have used a thermometer to measure the temperature of a variety of substances. In this unit,they will become more familiar with the Celsius scale and have the opportunity to develop personal referents for familiarbenchmark temperatures, including temperature points related to changes in the state of water. In Unit 3, students willhave more opportunities to use a thermometer to measure air temperature as they focus on day-to-day weatherchanges.The idea of heat as a form of energy comes into play in this unit. Change in state or phase can be accomplished by subjectingmatter to heating and cooling (the addition and reduction of heat). Water is the most familiar substance used todemonstrate change of state, and those changes can be linked back to benchmark temperatures on the thermometer.Students at this level may not distinguish between heat and temperature, but they can begin to see that heat is one formof energy which can change matter. Heat and other forms of energy will be explored further in Unit 4.At this point in the year, students will be able to study the effects of the Sun’s energy on matter, including those relatedto the water cycle. The Sun’s role in Earth and life systems will be continually revisited throughout the school year.Unit 3: Investigating Weather. This unit bundles TEKS related to day-to-day weather changes and the use of tools andcurrent technology to collect, construct, organize, examine and evaluate measured data.Unit 4: Investigating Force, Motion, and Energy. This unit bundles student expectations that address force, motion,and energy, including energy from the Sun.In previous grades, students studied general concepts related to patterns of movement and change in position of objects.Through the lens of change, students in Grade 3 will investigate forces (including magnetism and gravity) and theireffect on the motion of everyday objects. In order to connect grade 3 with upper elementary, middle school, and physics,students will be introduced to using an arrow to indicate strength and direction of force. This use of arrows sets a foundationfor the concept of force vectors at a young age.4 th GradeUnit 3: Forms of Energy. This unit bundles students expectations in order to scaffold student learning about energy,energy’s ability to travel to travel through different objects, and the effects of forces on an object. In Grade 3 students willhave the opportunity to explore different forms of energy in their everyday life (3.6A). In this unit, students will be differentiatingbetween the different forms of energy, so that by Grade 5 they may to explore the many uses of energy in a19

2010-2011 Second Six Weeks PreviewSciencemeaningful way. It is important to note that this will be students’ first introduction to conductors and insulators. The focuswill be on the idea that energy‘s ability to travel is affected by the object through which it travels. This will allow studentsas fifth graders to better understand how the ability of light to travel in a straight line can be altered by mediums throughwhich it travels. Similarly, students will have no previous experience with electricity and how it travels. An understandingof how electrical energy travels will be a critical foundation for students prior to Grade 5, where they will be required todemonstrate how an electrical current can produce light, heat, and sound. Throughout this unit, students will also build astrong foundation on the critical skill of designing experiments to test the effect of force on an object. Student exposureto forces has been limited to magnetism and gravity (3.6 C).TEKS 4.6A is very similar to 5.8A from the 1998 TEKS; however, there is a marked difference in that the current standardhas excluded the specific study of solar energy. Instead, it has been replaced with mechanical and sound energy.5 th GradeUnit 3: Forces. As a culminating lesson for the physical sciences, this unit ties together some main ideas concerningforces. In Grade 4, students investigate forces such as magnetism and gravity, as well as identifying that a push or a pullchanges the speed or direction of an object. As students enter the middle grades, the emphasis will be on describing thechange in position or speed by graphing.Unit 4: Light and Electrical Energy. The introduction to physical science concepts continues in Unit 3. This unit focuseson the forms and uses of energy. TEKS 5.6A, 5.6B, and 5.6C are bundled together to reinforce that energy interactswith matter to produce light, heat, and sound. Prior to Grade 5, students have investigated the forms of energy includingmechanical, sound, electrical, light, and heat/thermal energy. In Grade 6, students will investigate the transfer ofenergy through matter and demonstrate energy transformations.Unit 5: Energy Resources. In this unit students will research and debate the advantages and disadvantages of usingcoal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources.In prior grades, students identified alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels.In this grade students will design a logical plan to manage energy resources in the home, school, or communitybased on the research they have done. This topic is not covered again before the 8 th grade TAKS.6 th GradeUnit 3: Elements. In this unit students will identify common elements by name and symbol. They will recognize thatsome elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere.In prior grades, students identified and classified matter by physical properties. This is an important foundation piece forthe understanding of elements and their properties. In the next unit, students will study the differences between elementsand compounds. The compounds found in Earth and its components will be revisited.Unit 4: Compounds. In this unit students will differentiate common elements and compounds by name and symbol. Studentsshould see examples of reactions between substances that produce new substances very different from the reactants.They will recognize that the formation of a new substance may be identified by using the evidence of a possiblechemical change such as production of a gas, change in temperature, production of a precipitate, or color change.In prior grades, students identified and classified matter by physical properties. This is an important foundation piece forthe understanding of elements and their properties. In the 7 th grade, students will study physical and chemical changes.In the 8 th grade students will study Chemical formulas and equations as well as chemical reactions. This content wasmoved from the 8 th grade TEKS (1998 version) to this grade.7 th GradeUnit 4: Force, Motion, and Energy Relationships. This unit bundles TEKS that focus on energy, force, and motion inliving organisms. In 6 th grade the students studied unbalanced forces and potential and kinetic energy. In 8 th grade studentswill study Newton’s laws of motion and their applications. This is the only time students will investigate forces thataffect motion in everyday life.Force, motion, and energy are observed in living systems and the environment in several ways. Interactions betweenmuscular and skeletal systems allow the body to apply forces and transform energy both internally and externally. Forceand motion can also describe the direction and growth of seedlings, turgor pressure, and geotropism.Unit 5: Factors Impacting the Environment. This unit bundles three student expectations relating to how naturalevents and human activity can impact Earth systems. Specifically, students will predict and describe how the different20

2010-2011 Second Six Weeks PreviewSciencetypes of catastrophic events impact ecosystems, analyze the effects of weathering, erosion, and deposition on the environmentin ecoregions of Texas, and model the effects of human activity on ground water and surface water in a watershed.In 6 th grade, students studied erosion, weathering and deposition with respect to the formation of rocks. In the 8 th gradestudents will interpret topographic maps and satellite views to identify land and erosional features and predict how thesefeatures may be reshaped by weathering.8 th GradeUnit 4: Chemical Formulas, Equations, and Reactions. This unit bundles the student expectations addressing thehow formulas indicate the number of atoms in a substance with how balanced equations show the conservation of massin a chemical reaction. Prior to this, students studied elements and compounds in 6 th grade. In Chemistry students willstudy reactions and their equations in more detail.Unit 5: Force and Motion. This unit bundles the student expectations addressing force and motion, including an understandingof the relationship between speed, velocity, and acceleration. Students will be expected to demonstrate andcalculate the effects of unbalanced forces on an object. Prior to this unit, students studied speed and velocity in Grade 6.In Physics, students will study force and motion in more detail.IPCUnit 3: Periodic Table. The Periodic Table is now covered as a separate unit; whereas in the past, it was part of a uniton chemical bonding. This is now done to emphasize that the Periodic Table can also be used to classify the propertiesof elements in addition to predicting chemical bonding. Otherwise, the focus of the current TEKS 6D is very similar to theformer TEKS 7D.Unit 4: Changes in Matter. This unit explores the difference between physical changes (including changes in the statesof matter) and chemical changes, but, like earlier units, emphasizes chemistry concepts, such as the arrangement ofparticles and the significance of valence electrons more than in the previous TEKS for IPC.In Unit 2, students were introduced to states of matter as a physical property. Unit 4 relates back to Unit 2 and investigatesthe roles that energy and the placement of the elements on the periodic table play in the physical states of substances.The key understandings are similar in Units 2 and 4, yet they build on each other.Unit 5: Chemical Reactions. This unit is very similar to the previous version of Unit 5, which was simply titled,“Reactions.” The new TEKS have replaced exergonic and endergonic with the more traditional exothermic and endothermicreactions. Also, the Exemplar Lesson addressing conservation of mass has been postponed until this unit, so thatexamples used in previous units can be discussed in addition to new examples provided in this unit.BiologyUnit 4: Cellular Processes. This unit bundles student expectations that address cellular processes such as membrane transport,bioenergetics, and cellular reproduction. Prior to this unit, students learned the basic components of the cell. In this unit studentsfocus in more depth on how those components maintain homeostasis for the organism. The cellular processes discussed in this unitare crucial to understanding information in upcoming units, including genetics, evolution, microorganisms, plants, animals, body systems,and ecology.Unit 5: Genetics and Heredity. This unit bundles student expectations that address principles of genetics and heredity. Prior tothis unit, students learned about biochemistry and cellular processes, so the concepts of DNA and its replication have been introduced.The information in this unit develops an understanding of how the genetic code found in DNA drives the structure and functionof the organism. This concept will be further explored in the subsequent units on evolution and the study of kingdoms of living organisms.ChemistryUnit 4: Chemical Bonding. This unit bundles student expectations that use the periodic table to predict characteristicsof elements. Chemical bonding is taught at this time to take advantage of the introduction of many of the trends in theperiodic table taught in Unit 3. This gives the students an opportunity to see how those previously taught concepts, suchas electronegativity, apply to chemical bonding.21

2010-2011 Second Six Weeks PreviewScienceIons and oxidation numbers are picked up in this unit to lead the students into the idea of ionic bonds. Electronegativity,which was introduced in Unit 3, is a focus of this unit for the purpose of predicting types of bonds.Unit 5: Chemical Formulas. This unit bundles student expectations that take the chemical bonds studied in the last unitto the next level. In this unit, the students will learn to “speak and write chemistry” by learning how to represent compoundswith symbols and names. The ability to write and state the name of chemical compounds, both ionic and molecular,will be very important to the students’ success in the next few units.Environmental SystemsUnit 2: Energy Flow Through Earth’s Systems. This unit bundles student expectations addressing: climate andweather; climate change and the greenhouse effect; the geosphere and geo-chemical cycles;hydrosphere; atmosphere, biosphere, and characteristics of biomes; renewable and non renewable energy sources. Thisunit builds on the previous unit’s review of the Earth’s systems and expands the discussion of human impact on thesources and flow of energy.PhysicsUnit 4: Newton’s Laws of Motion. This unit addresses motion as it is described by Newton’s Laws. It is customary tobegin the study of motion without a detailed knowledge of what causes the motion. That area of study is called kinematics.Once we are able to describe motion, the next logical step is to study the cause of the motion. Newton's ThreeLaws of Motion, knowledge of forces, and the knowledge of the inertial properties of matter provide powerful tools forthis analysis. The application of these three ‘simple’ sounding laws often proves to be more complex than expected. Thisis due in part because many persons have developed their own laws of motion, and those misconceptions are difficult toremove. Student analysis is further complicated by the vector nature of forces. A systematic approach using free bodyvector diagrams of external forces is necessary to apply these laws to real situations while stressing that Newton's lawsare valid only in inertial frames of reference and technically only apply to point masses.Unit 5: Universal Gravitation, Speed of Light, and Special Relativity. Newton's three laws of motion and the UniversalLaw of Gravitation are landmark theories in classical physics. The Universal Law of Gravitation describes the weakestof the fundamental forces in nature, yet it is the force that holds the Universe together. The success of this law in describingthe motion of planets and stars provides evidence that the laws of nature on the Earth are universal, describingsimilar events throughout the Universe. The student will learn that near the Earth's surface, Newton’s gravitational law describesthe gravitational attraction (weight) of objects to the Earth, but it also describes the gravity that is the force keepingsatellites, moons, planets, and galaxies from flying apart. The historical development of ideas about gravity will beginwith Newton’s falling apple and end with Einstein’s general theory of relativity where gravity bends light and slows thepassing of time. The study of gravity is both very classical and very modern.The description of an object’s motion is always expressed relative to some frame of reference (relative motion). Atspeeds slow compared to the speed of light the measurements from different observers seem reasonable. At speedsapproaching the speed of light, measurements made in two inertial frames of reference moving relative to each othermay no longer agree on time intervals, distances measured, mass, or even the order of two events. Historically this ledto the search for an absolutely stationary frame of reference from which measurements would be made. The experimentalfact is that there is no preferred (stationary) frame of reference and that the only agreed upon measurements(between reference frames) is the speed of light. This area of study is special relativity. Special relativity is an interestingand important area of study within modern physics. The seemingly weird conclusions are real and have been verified.22

2010—2011 Second Six Weeks PreviewSocial StudiesKindergartenUnit 3: Family as Community. In this unit students focus on families as communities. They will investigate the customsand traditions of families to see how customs and traditions help define the culture of the families, meet individual needs,and create a bond based on common experience and shared values. To accomplish this, students compare traditionsand customs. The time concepts of past and present are introduced when students look at how families meet needs inthe present and compare them to ways families met needs in the past.Unit 4: Other Communities: Neighborhood. In this unit students focus on their town (or neighborhood community in anurban area). They identify the physical characteristics of their community and the relative location of those places in thecommunity. They learn about the rules of the community and the authority figures that enforce the rules.A community is a place where people live, work and play. Every community has physical and human characteristics ofplace. This unit examines the physical characteristics of place, helping students understand the physical environment ofthe community. Communities also have rules and authority figures to make and enforce those rules. A third element ofcommunities includes the customs and celebrations of the community that, like traditions and customs in a family, unite acommunity.1 st GradeUnit 3: Interacting with Others: Family. This unit looks at how people interact within a family unit as part of a community.Family members work together to meet basic needs, contributing to the family’s common good by furnishing goodsand services (including chores and jobs well done) for the family.The needs for each family (food, clothing, shelter, belonging and affection, order, safety and security, and conflict management)are met in different ways in different families. Family customs and traditions, including the telling of family andcultural stories, help families meet one basic need, the need to belong, by reinforcing what is important to the family/culture and the sense of common heritage and belonging.Unit 4: Interacting with Others: Community. In earlier units students learned how people interact at home and atschool. In this unit students learn about how people interact in the community. People live, work, and play in their communities,and people contribute to their communities. The lessons look at different ways people in the community interactwith each other and the community.In the lessons in this unit student will:Locate their community, the state, and nation and understand that the state is part of the country and the communityis part of the state.Look at authority figures in the community (after having studied authority figures in the home and school in earlierunits).Learn about leaders in the community, state and nation, comparing their positions and discussing roles of public officials.In this lesson students also apply geography skills they have learned so far this year.Look at Clara Barton, a good citizen from the past, and at local people (including modern-day people and themselves)who interact with their communities by contributing and taking responsibility for the common good.Look at symbols – symbols that represent our nation and state also represent our ideals our beliefs (freedom, rulesand laws, responsibility for the common good).These shared ideals create a bond in the community.2 nd GradeUnit 3: Physical Characteristics of Our Community. Students look at various levels of communities from their localcommunity to the world community in which they live. They investigate and identify major landforms within the worldcommunity and compare different communities to determine how the physical characteristics of a place affect the peopleliving in that community. Students will also expand their investigation of the landmarks in the local community and createa map depicting several of those landmarks.23

2010—2011 Second Six Weeks PreviewSocial StudiesUnit 4: Interdependence: People and Environment. In the last unit students studied the physical characteristics of theenvironment and how the physical characteristics of a place influence how people live. In this unit students look moreclosely at how people depend on the environment as they explore humans’ responsibility to the environment (replenishand conserve).Students look more closely at the ideas of adaptation/modification of the environment and how physical characteristicsaffect the activities of people. The last unit gave a cursory glance at settlement patterns; this unit delves deeper. Regionsof Texas are used as the example regions.3 rd GradeUnit 3: Our Community: Human Characteristics. Human characteristics of place include a community’s people, buildings,roads, government/leadership, communication, transportation, economy, and businesses - anything that humanshave created. Human processes are those things that humans do that impact the physical environment (build roads andhouses, plant non-native trees and bring in non-native animals, mining natural resources, etc.). The overarching conceptfor this unit is “modify,” focusing on how humans interact with or modify the environment to meet their needs (or modifytheir needs to survive in the environment).In this unit students learn about the human characteristics of communities in general, and the local community in particular,while they practice using geographic tools and build critical thinking skills. They compare the human characteristicsof different regions.Students also study the human processes introduced by “individuals who have changed their communities and world”including Louis Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk, and investigate how these people changedthe community.Unit 4: Communities Change Over Time: Communities Past and Present. Communities change over time. In the lastunit students learned about how humans interact with the physical characteristics of a place, modifying it to meet theirneeds. This unit looks more closely at some of the changes introduced in Unit 3; it focuses on how communities changeas well as the impact of that change.The way a town looks changes as a result of human processes. Though the basic needs of people remain the same, theways people meet those needs change. Technology plays an important part in changing the way communities look andoperate.In this unit students increase their skills in analysis and begin to develop research skills as they research changes inmedicine, agriculture, and photography and in government, transportation, education, communication, and recreation tosee how these changes impact our lives today .Most major textbooks include information related to this subject, so the textbook plays an important role in students gainingknowledge about the subject. It also offers an opportunity for students to learn and use reading strategies to gainknowledge.4 th GradeUnit 3: Exploration and Missions. Geography concepts and skills are central to this unit. The physical characteristicsof Texas played a major role in the human development and settlement of Texas through history from the explorers tothe Spanish missions, through today as humans adapt to and modify the environment to meet their needs. Students alsolearn about the motivations, interests, and needs that brought explorers to Texas and about what they found when theyarrived.Unit 4: Colonization. People came to Texas from many places and for many reasons. In this unit students learn aboutthe settlement of Texas and the contributions to Texas by the groups who settled. This time of settlement also saw conflictand change in government. This unit also addresses colonial governments of Mexico and Texas.24

2010—2011 Second Six Weeks PreviewSocial Studies5 th GradeUnit 3: Road to Revolution. This unit focuses on the events, issues, and individuals that led the thirteen English coloniesto revolt against Great Britain. The differences in the perspectives of the government in Great Britain and the colonieson economics and participation in government in addition to the physical distance created a divide that eventuallyresulted in open conflict which we call the American Revolution.Unit 4: The Revolution that Changed the World. The American Revolution grew out of increasing dissatisfaction withthe treatment of the English colonies in North America. In this unit students identify the contributions of significant leaders,analyze causes and effects of events during the Revolution, and summarize the results of the American Revolutionwith the birth of a new nation. Social, political, and economic independence was a desire for many colonists living in theEnglish colonies and they were willing to forfeit their lives to achieve this goal. The Declaration of Independence hasserved as a blueprint for many people who desired the same type of independence. The art, literature, and music of thetime reflected the values and principles of these colonists and are part of the legacy that the United States still treasures.The new nation that resulted from this conflict was unlike any other nation during that time. It completely changed theworld.6 th GradeUnit 3: South America. The focus of this unit is the history, geography and culture composition of South America. Thelessons will focus on 1) impact of geographic factors on human settlement and natural resources; 2) European invasion,conquest, and colonization which historically influenced immigration, trade, and the nations’ form of government withinthe continent ; 3) cultural diversity and contributions to the arts, architecture, philosophical ideas and religious beliefs;and 4) economic development and activities using human purchasing power, literacy, and life expectancy to measure asociety’s economic level.Unit 4: North Africa. This unit shifts students from the western hemisphere to the continent of Africa which is known as“The Cradle of Mankind” with a primary focus on North Africa. Recent discoveries of skeletal remains, tools, and cavepaintings in Africa can be traced back more than six million years. The focus of this unit will be on how Africans havepassed down their history, culture, and human wisdom and survived the harsh landscapes, powerful kingdoms, empiresand nations.7 th GradeUnit 3: Colonization. This unit focuses on the diverse motivations, interests, and needs that brought settlers to Texas.Thousands of people from all backgrounds arrived seeking land and a new life. The majority settled on farms, someopened businesses, and soon small towns began to grow. During this period 100’s of settlers came from the UnitedStates. Disagreements grew between the settlers and the Mexican government. This created conflict which would leadto war.Unit 4: Texas Revolution. This unit focuses on sectionalism, the Civil War, and Reconstruction. As the United Statesextended from the east coast to the west coast, sectionalism grew. Sectionalism created problems between the politicalbeliefs of most Texans and elements of the United States government. Federalism, the distribution of power between thecentral authority and the states, was in jeopardy. The support of states’ rights and other issues such as slavery wouldlead Texas to secede from the Union, join the Confederate States of America, and fight in the Civil War. Texas and theSouth would lose that war and be forced to reevaluate the principles that they once supported as part of the UnitedStates. The period known as Reconstruction was a very difficult time for parts of Texas. The economic, social, and politicalimpact of Reconstruction was a turning point in Texas history and changed the culture and beliefs of Texans as theyclosed the 19 th century and moved into the 20 th century.25

2010—2011 Second Six Weeks PreviewSocial Studies8 th GradeUnit 3: The War for Independence. The unit focus is on the American Revolution. History content focuses on the political,economic, and social issues and events of the revolutionary era. The War for Independence originally started as aresponse to taxation. However, this issue of freedom had been manifesting since America’s inception. The taxation fromthe French and Indian War was just the catalyst needed to bring about the inevitable. For the British, the American Revolutionwas about colonists having the duty to pay for services like all British citizens would be obligated to do. However,for the Americans it was about the freedom to choose the kind of life they wanted for themselves.Unit 4: A New Nation. This unit focuses on the creation and ratification of the United States Constitution. Students examineAmerican beliefs and principles, including limited government, checks and balances, federalism, separation ofpowers and individual rights reflected in the U. S. Constitution.World GeographyUnit 3: United States & Canada. The unit is a study of the United States and Canada in the region of North America.This unit will compare the different physical and cultural regions of the region, focusing on settlement patterns, movementof people, human-environment interaction, and relationships among the neighboring countries.Unit 4: Latin America. In this unit students will explore Latin America through the conceptual lens of regional development.Students will learn how various physical landscapes and climates promote or inhibit settlement and growth. Studentswill study demographic, economic, and political data, as well as current events, in order to understand the way inwhich Latin American cultures and governments have changed over time.World HistoryUnit 3: Middle Ages. This unit, combined with Unit 4 covers the important people, issues and events of a lengthy timeperiod called the Middle Ages. The focus of the unit is on why and how institutions were developed and maintained. Institutionsaddressed include the legal system (Jury) and Parliament in England, the organizational structure behind feudalism,the Roman Catholic church, and higher education.Unit 4: Islam and the Crusades. This unit is connected to the previous unit bringing closure to the Middle Ages. Onefocus of the unit is the Crusades which sparked changes and conflict in the Western world that lead to the next great era,the Renaissance. The unit will also introduce the world of Islam that exerts influence in the Middle East and the world tothis day.U. S. HistoryUnit 3: The Progressive Era. This unit focuses on the effects of the “Gilded Age”. The Progressive Era was filled withpockets of grass-roots coalitions that mounted reform movements on the local, state and national fronts by lobbying forpolicies that would correct political, economic and social inequities. By allowing individuals to initiate and petition forthese reforms, it expanded the democratic process for many, but it also increased the people’s dependence on the federalgovernment to solve problems. This expansion of the government’s responsibilities along with their ability to makelong-term systemic changes enabled them to extend their power during another national crisis- The Great Depression.Unit 4: The United States in World Affairs. The unit focuses on the events and issues that ushered the United Statesonto the world stage. America’s success in the Spanish-America War changed its interactions with the world. This unitinvestigates the context of the times, America’s internal struggle between practicality and its values and beliefs, as wellas The Great War itself, with a special focus on the Treaty of Versailles, which set up the conditions for World War II.26

2010—2011 Second Six Weeks PreviewSocial StudiesGovernmentUnit 3: The Legislative Branch: Congress. With the “background” of U.S. government filled in, students now begin acloser study of the three branches of government. The Legislative Branch, “The People’s Branch,” is discussed in ArticleOne of the Constitution, which outlines the many powers delegated to Congress, including the power to make laws, coinmoney, tax, declare war, and impeach judges and the president. In this unit students investigate questions such as,“How does the legislature work? What are the functions of Congress? What powers does it have and how are thosepowers limited? What impact have legislative decisions had on America?”Unit 4: The Executive Branch: The Presidency & The Bureaucracy. Article II of the Constitution describes the role ofa new kind of leader. The Founders wanted a strong leader, but one with limited power and a set term of office. Sincethe 1780’s, the role of president has changed significantly, and today the President of the United States is considered bymany to be the most powerful person in the world. This unit investigates the executive branch, headed by the president,and the eight distinct roles the president and executive branch of the government play: chief of state, chief executive,chief administrator, chief diplomat, commander in chief, chief legislator, chief of party, and chief citizen.EconomicsUnit 3: Macroeconomics: Government Policy. A market economy is prone to alternating periods of growth and contraction,and thinkers throughout modern history have offered different visions of the role of the government in regulatingor moderating the effects of the free enterprise system. Today, our government actively monitors the performance of thenational economy through measures such as gross domestic product (GDP), inflation, and unemployment, and uses fiscalpolicy to try to achieve the goals of growth and stability. Over the last century and a half, organizations such as laborunions have sought to protect workers participating in a market economy, while successful entrepreneurs have oftenbeen those people who found new ways for the market system to better meet the demands of producers or consumers.Unit 4: Macroeconomics: Money and Banking. All economic operations depend on the flow of money and creditthrough the economy. Unit 4 examines the functions of the financial system and how they have evolved over time, thefoundations of borrowing, lending, and investment decisions by households and institutional lenders, and how the FederalReserve controls the volume of this lending to achieve macroeconomic goals.This unit focuses on Money and Banking - how individual consumers acquire goods and services, how the individualsdecide to participate in the financial system through investments, and then how monetary policy (actions of the Fed) canaffect the amount of consumer interaction in the economy (domestic and global).27

Have questions? Contact your Education Service Center.Region 1Hermelinda Hesbrookhhesbrook@esc1.net956-984-6151Region 2Sonia Perezsonia.perez@esc2.us361-561-8407Region 3Nan Gainerngainer@esc3.net361-573-0731Region 5David Hicksdhicks@esc5.net409-923-5401Region 6Melinda Perzanmperzan@esc6.netLindy Haleylhaley@esc6.net936-435-8200Region 7Sheron Darragh, Ed. Dsdarragh@esc7.net903-988-6824Region 8Cynthia Bayuk903-572-8551CBayuk@reg8.netRegion 9Shelby Wallershelby.waller@esc9.net940-397-5379Region 10Jan MoberleyJan.moberley@region10.org972-348-1522Region 11Dr. Clyde Steelmanclyde@esc11.netPriscilla Whiteprwhite@esc11.net817-740-7555Region 12Becca Bellbbell@esc12.net254-297-1144Region 13Jennifer DrummJennifer.drumm@esc13.txed.net512-919-5459Cindy HamiltonCindy.hamilton@esc13.txed.net512-919-5146Region 14Jennifer Paynejpayne@esc14.netMichelle Batemanmbateman@esc14.net325-675-8661Region 15Judy Lisewskyjudy.lisewsky@netxv.netAnna Bozarthanna.bozarth@netxv.net325-481-4035Region 16Angie WatsonAngie.watson@esc16.net806-677-5177Region 17Kristin Whittenburgkwhittenburg@esc17.net806-281-5884Jerard Lafuentejlafuente@esc17.net806-281-5878Region 18Hanna CarterHcarter@esc18.net432-567-3293Brad Gibsonbdgibson@esc18.net432-567-3231Region 19Stephanie Zelenakszelenak@esc19.net915-780-5029Region 20Gwen Frankgwen.frank@esc20.net210-370-528028