1. Cluster the Essence Statements where applicable.

Compare the Essence Statements (ES) for the grade levels you teach. Cluster the ES across the grade levels you teach that are addressing the same

Essence Statement

For example….

All of the ELAR Essence Statements for grades 6-8 can be grouped into 6 concept areas: ONGOING: Vocabulary (6.2, 7.2, 8.2); Writing Process (7.14, 7.14, 7.19,

7.20, 7.21) Literary Text: ONGOING : 7.3—Theme/Genre

FICTION 6.6, 7.6, 8.6 (Elements of fiction—plot development) DRAMA 6.5, 8.5 (structure/elements of drama) POETRY 6.8, 7.4 (sensory/figurative language; structure/elements of poetry)

Comprehension of Informational Text: EXPOSITORY 6.10, 7.10, 8.10 (main idea/details) PROCEDURAL 6.12, 7.12, 8.12 (graphic features (and media*) in informational text) PERSUASIVE 8.11 (recognize arguments in text)

2. Create your plan for covering the Essence Statements before the testing window.

Things to consider:

We have until February 6th to cover the Essence Statements

We will need to consider the preview window and the amount of time available for introducing new skills

Our scope and sequence will go in the same order as the district framework, but NOT as long—we will repeat the order throughout the year to provide multiple opportunities for our students.

16 weeks for first semester (1st week of school/Thanksgiving week not counted)~ then have January to review

After you cluster ES across grade levels, how many concepts need to be covered?

Think about your students’ strengths and areas of need: How long do you need to plan for covering the concept?

Plan more time for clusters of Essence Statements

For example….

All of the ELAR Essence Statements for grades 6-8 can be grouped into 6 concept areas: ONGOING: Vocabulary (6.2, 7.2, 8.2); Writing Process (7.14, 7.14, 7.19,

7.20, 7.21) Literary Text: ONGOING : 7.3—Theme/Genre

FICTION 6.6, 7.6, 8.6 (Elements of fiction—plot development) DRAMA 6.5, 8.5 (structure/elements of drama) POETRY 6.8, 7.4 (sensory/figurative language; structure/elements of poetry)

Comprehension of Informational Text: EXPOSITORY 6.10, 7.10, 8.10 (main idea/details) PROCEDURAL 6.12, 7.12, 8.12 (graphic features (and media*) in informational text) PERSUASIVE 8.11 (recognize arguments in text)

3 weeks

2 weeks

3 weeks

2 weeks

3 weeks

3 weeks

16 total weeks

3. Look at your district’s Year at a Glance document.

Log in to your district curriculum For TCMPC users:

http://www.teksresourcesystem.net/module/profile/Account/LogOn?ReturnUrl=%2f

Use the Year at a Glance Document to determine WHEN you will cover the Essence Statements and in WHAT order.

REMEMBER: Use the “Lather, Rinse, Repeat” concept!

TIPS:

Add your cycle of unit concepts. (Poetry, Literary Nonfiction, Fiction, Drama,

Expository, etc.)

Put in the CONTENT SPECIFIC Essence Statements FIRST. [ex.: Fiction (6.6, 7.6, 8.6)]

Insert the ONGOING Essence Statements next

6. Build your 6 or 9-week plan.

7. Determine Themes

Use the themes to tie all content areas together

Determine how long each theme will last (week, 2 weeks, etc.)

TIPS: Keep themes age/grade appropriate

Make them relevant to students’ lives and environments

Week/ Theme Reading Writing Math Science SocialStudies

Week 1Theme: SchoolRules at Home, School, and My Community

What is my routine?

(6.2, 7.2, 8.2) Vocab(7.3)-- Theme

Lesson: What are the rules at school?

(7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling

Numerical Understanding:(6.1, 8.1)Numbers in equivalent forms; different representations

Matter & Energy:(6.5, 7.5, 8.5)Atoms, properties, interaction w/ energy

History:(8.2) Causes of exploration/ colonization

Week 2Theme: SchoolPeople & Places

(6.2, 7.2, 8.2) Vocab(7.3) – Theme

(6.8, 7.4) (POETRY-sensory/figurative language; structure/elements of poetry)

Lesson:

(7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling

Numerical Understanding:(6.1, 8.1)Numbers in equivalent forms; different representations

Matter & Energy:(6.5, 7.5, 8.5)Atoms, properties, interaction w/ energy

History:(8.2) Causes of exploration/ colonization

Week 3Theme: What does it mean to be American?

(6.2, 7.2, 8.2) Vocab(7.3) --- Theme

LITERARY NONFICTION- ID features

Lesson:

(7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling

Numerical Understanding:(6.1, 8.1)Numbers in equivalent forms; different representations

Matter & Energy:(6.5, 7.5, 8.5)Atoms, properties, interaction w/ energy

Citizenship:(8.19) Rights and responsibilities of US citizens

Week 4Theme: SchoolThings to Do

(6.2, 7.2, 8.2) Vocab(7.3) – Theme

(6.6, 7.6, 8.6)FICTION- Elements of fiction; plot development

Lesson:

(7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling

Operations: + - * /(6.2, 7.2, 8.2) Solve problems using operations

Matter & Energy:(6.6, 7.6) Physical Chemical properties, changes, classification

History:(8.3) Foundations of representative government

Week/ Theme Reading Writing Math Science SocialStudies

Week 5Theme: Using Senses to Explain the World

(6.2, 7.2, 8.2) Vocab(7.3) – Theme

(6.5, 8.5)(DRAMA-structure/elements of drama)

Lesson:

(7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling

Operations: + - * /(6.2, 7.2, 8.2) Solve problems using operations

Matter & Energy:(6.6, 7.6) Physical Chemical properties, changes, classification

History:(8.3) Foundations of representative government

Week 6Theme: Everything Changes(seasons, people, places, etc.)

(6.2, 7.2, 8.2) Vocab

(6.10, 7.10, 8.10) (EXPOSITORY- main idea/details)

Lesson:

(7.17)Revises expository text(7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling

Operations: + - * /(6.2, 7.2, 8.2) Solve problems using operations

Matter & Energy:(6.6, 7.6) Physical Chemical properties, changes, classification

Geography:(8.10) Physical characteristics of NA; adaptations to envmt

Week 7Theme: Everything Changes(seasons, people, places, etc.)

(6.2, 7.2, 8.2) Vocab

(8.11)(PERSUASIVE- recognize arguments in text)

Lesson:

(7.18)Revises persuasive text(7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling

Proportional Relationships:(6.3, 8.3) Solve problems involving ratios; Proportional/non-proportional relationships

Matter & Energy:(6.8) Force & motion related to potential & kinetic energy

Geography:(8.10) Physical characteristics of NA; adaptations to envmt

Week 8Theme: My CommunityPeople & Places

(6.2, 7.2, 8.2) Vocab

(6.12, 7.12, 8.12) (PROCEDURAL-graphic features (and media*) in informational text)

Lesson:

(7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling

Proportional Relationships:(6.3, 8.3) Solve problems involving ratios; Proportional/non-proportional relationships

Matter & Energy:(7.7) Relationship between force & work

Culture:(8.23) relationships between racial, ethnic, religious groups

Week 9Theme: My CommunityThings to Do

(6.2, 7.2, 8.2) Vocab

RESEARCH & MEDIA~ identify features/components of research & media Lesson:

(7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling

Proportional Relationships:(6.3, 8.3) Solve problems involving ratios; Proportional/non-proportional relationships

Matter & Energy:(8.6) Relationships exist between force, motion, & energy

Culture:(8.23) relationships between racial, ethnic, religious groups

8. Develop Weekly Plan

Use theme topic to gather (or build) materials

Make sure that Essence Statements are included in plan to ensure instruction

Think about what the students will need to know BEFORE they can learn the Essence Statement, and begin with those skills and build on themMonday Tuesday Wednesday Thursday Friday

ELAR

Book: Welcome back to School!Skill: VocabularyWriting: Summer Reflection

ELAR

Book: What are the Rules at School?Skill: Recall/CompWriting: Rules at School poster

ELAR

Book: What are the Rules at School?Skill: Recall/CompWriting: Rules at School poster

ELAR

Book: What are the Rules at Home?Skill: Recall/CompWriting: Rules at Home poster

ELAR

Book: What are the Rules in my Town?Skill: Recall/CompWriting: Rules in my Community poster

MATH

Book: Numbers Around School: Are They the Same?Skill: ID numbers in book; around school (classroom & hallway)

MATH

Book: Numbers Around School: Are They the Same?Skill: ID numbers in book; around school (cafeteria & gym)

MATH

Book: Numbers Around School: Are They the Same?Skill: equivalent forms: numerals &amounts (ones & tens using pencils)

MATH

Book: Numbers Around School: Are They the Same?Skill: equivalent forms: numerals &amounts (ones & tens using balls from gym)

MATH

Book: Numbers Around School: Are They the Same?Skill: equivalent forms: balancing amounts using coins

SCIENCE

Book: Matter in my SchoolSkill: ID/compare properties of matter (size)

SCIENCE

Book: Matter in my SchoolSkill: ID/compare properties of matter (weight)

SCIENCE

Book: Matter in my SchoolSkill: ID/compare properties of matter (texture)

SCIENCE

Book: Matter in my SchoolSkill: ID/compare properties of matter (shape & color)

SCIENCE

Book: Matter in my SchoolSkill: ID/compare properties of matter (sink/float)

SOCIAL STUDIES

Book: Where I LiveSkill: ID name/pic of school

SOCIAL STUDIES

Book: Where I LiveSkill: ID name/pic of school & town

SOCIAL STUDIES

Book: Where I LiveSkill: ID name/pic of school, town, & state

SOCIAL STUDIES

Book: Where I LiveSkill: ID name/pic of school, town, state, & country

SOCIAL STUDIES

Book: Where I LiveSkill: ID name/pic of school, town, state, country, & continent

Choose grade level/age appropriate resources (fiction, poetry, drama, nonfiction, etc.) Develop interesting, fun, accessible activities & and differentiate for Levels 3, 2, 1.

Individualize to accommodate for individual student needs (IEP information/goals)

9. Develop Lesson Plans

Choose grade level/age appropriate resources (fiction, poetry, drama, nonfiction, etc.)

9. Develop Lesson Plans

Develop interesting, fun, accessible activities & differentiate for Levels 3, 2, 1.

9. Develop Lesson Plans

Individualize to accommodate for individual student needs (IEP information/goals)

9. Develop Lesson Plans

http://access.uncc.edu/parent-teacher-and-educator-resources

Lesson Plan Template (based on 5E Model)

Subject:

Skill:

Objective:

Book:

Engage:

Explain:

Evaluate:

Materials:

http://access.uncc.edu/parent-teacher-and-educator-resources

Lesson Plan Template (based on 5E Model)

Date:

Subject: Math

Skill: Uses numbers in a variety of equivalent forms

Objective: ID equivalent numbers in book; around school (classroom & hallway)

Book: Numbers Around School: Are They the Same? (levels 1,2,3)

Engage: Play “I-Spy” (practice ID items around classroom)

Read book

Explore/Explain: Explain that amounts can look different but mean the same.Identify/match numbers/objects that are equivalent while playing “I-Spy” for math

Evaluate: Level 3: Locate equivalent amounts on worksheet (circle, point)

Level 2: Group/Match equivalent amounts using manipulatives and number cards

Level 1: Participate in matching equivalent amounts by placing equivalent amounts in tubs

Materials: leveled books, numeral cards 0-9 around room; groups of manipulatives (0-9) in baggies around room or on table for exploration, level 3 worksheet, data sheet (level 1,2)