TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Academic Content... · Texas Essential Knowledge and Skills for Grade 5 ... • Thomas Paine’s “American Crisis ... identify and analyze a

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS

A VALUES THROUGH HISTORY PUBLICATION

by DONNA PASSMORE & JAN SMULCER

2

COPYRIGHT © 2003 VALUES THROUGH HISTORY, INCORPORATED ALL RIGHTS RESERVED

3

Texas Essential Knowledge and Skills for Grade 5 Why America is Free, Colonial Days Curriculum

TABLE OF CONTENTS

English Language Arts & Reading……………………………………………………3 Mathematics………………………………………………………………………….20 Science……………………………………………………………………………….22 Social Studies………………………………………………………………………. 26 Health Education……………………………………………………………………..31 Physical Education………………………………………………………………….. 31 Art……………………………………………………………………………………32 Music…………………………………………………………………………………32 Theatre………………………………………………………………………………..33

4


110.7 English Language Arts and Reading, Grade 5 _____________________________________________________________ (5.1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings

(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate

• The Minute Boys of Lexington, lesson plan • “Paul Revere’s Ride” lesson plan • Jed’s story, Why America is Free • Reading List • Thomas Jefferson’s “Thoughts on War,” internet site enrichment • Patriots Day - School for Boys, Lady of Refinement, and Crafts

(C) understand the major ideas and supporting evidence in spoken messages

• The Minute Boys of Lexington, lesson plan • Articles • Oratory lessons

_____________________________________________________________ (5.2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker’s message(s). (A) interpret speakers’ messages (both verbal and nonverbal), purposes, and perspectives

• The Minute Boys of Lexington, lesson plan • Thomas Paine’s “American Crisis” lesson plan • Book of Heroes • Sally Wister’s Journal, Reading List, “Princeton, The Leadership of Washington” in

Social Studies Supplemental Materials • Social Studies - “Recognizing and Analyzing Propoganda” lesson plan

(B) identify and analyze a speaker’s persuasive techniques such as promises, dares, and flattery

• Patrick Henry’s “Liberty or Death” speech • “Princeton, The Leadership of Washington” in Supplemental Materials

(C) distinguish between the speaker’s opinion and verifiable fact

5

• “Paul Revere’s Ride” lesson plan • Social Studies - “Recognizing and Analyzing Propoganda” lesson plan

( D) monitor his/her own understanding of the spoken message and seek clarification as needed

• Discussions in every class • 18th Century Journal Writing

______________________________________________________________________________________ 5.3) Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language. (A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary

• The Minute Boys of Lexington, lesson plan • “Paul Revere’s Ride” lesson plan • Reading List, Johnny Tremain, • Diary of Anna Green Winslow; letters from George Washington; primary documents

in Social Studies Supplemental Materials

(B) describe how the language of literature affects the listener

• Patrick Henry’s “Liberty or Death” speech • Thomas Jefferson’s “Thoughts on War,” internet site enrichment • Reading List, Diary of Anna Green Winslow • Thomas Paine’s “American Crisis” lesson plan • Reading List, Sally Wister’s Journal • Social Studies - “Princeton, The Leadership of Washington” in Social Studies

Supplemental Materials (C) assess how language choice and delivery affect the tone of the message

• Patrick Henry’s “Liberty or Death” speech • Thomas Paine’s “American Crisis” lesson plan

_____________________________________________________________ (5.4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures (A) connect his/her own experiences, information, insights, and ideas with the experiences of others

through speaking and listening

• The Minute Boys of Lexington, lesson plan • Book of Heroes presentations and discussions • Social Studies - “Battle Road” lesson plan

(B) compare oral traditions across regions and cultures

• Phyllis Wheatley lesson plan ***This is a great biography that lends itself several venues in a teaching guide: character, aspects of slavery

• “The Indian Tale” lesson plan • Book of Heroes discussions • Diary of Anna Green Winslow, The Minute Boys of Lexington • English in the 18th C. handouts and lessons

6

• Music - Yankee Doodle lesson plans (C) identify how language use such as labels and sayings reflects regions and cultures

• “The Indian Tale” lesson plan

_____________________________________________________________ (5.5) Listening/speaking audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose and occasion

• English in the Eighteenth Century lesson plan (B) demonstrate effective communications skills that reflect demands such as interviewing, reporting,

requesting, and providing information.

• English in the Eighteenth Century lesson plan • Book of Heroes presentations • Thomas Paine’s “American Crisis” lesson plan

(C) present dramatic interpretation of experiences, stories, poems, or plays to communicate

• “Paul Revere’s Ride” • The Revere and Dawes Communication Systems in Action lesson plan • Thomas Paine’s “American Crisis” • Patriots Day - performances

(D) use effective rate, volume, pitch, and tone for the audience and setting

• Book of Heroes presentations • Thomas Paine’s “American Crisis” lesson plan • Social Studies - “Patriot or Tory” debate • Social Studies - “Bill or Rights” discussions • Patriots Day - Use of 18th C. manners, deportment and language • Patriots Day - performances

(E) give precise directions and instructions such as for games and tasks

• The Revere and Dawes Communication Systems in Action lesson plan (F) clarify and support spoken ideas with evidence, elaborations, and examples

• Book of Heroes presentations • Journal entries • Thomas Jefferson’s “Thoughts on War,” internet site enrichment

_____________________________________________________________ (5.6) Reading/word identification. The student uses a variety of word identification strategies.

7

(C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries,

and other sources

• Why America is Free, vocabulary CD • English in the Eighteenth Century

_____________________________________________________________ (5.7) reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels

(D) adjust reading rate based on purposes for reading

• Thomas Paine’s “American Crisis” lesson plan (E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners

• The Minute Boys of Lexington, lesson plan • “Paul Revere’s Ride” • Thomas Paine’s “American Crisis” lesson plan

(F) read silently with increasing ease for longer periods

• Reading list • Why America is Free

_____________________________________________________________ (5.8) Reading/variety of texts. The student reads widely for different purposes (A) read classic and contemporary works

• Reading list

(B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading

for information or pleasure

• Reading list

(C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing

• Reading list • Letters and journals • Diary of Anna Green Winslow • Social Studies - Supplementary Materials

(D) adjust reading rate based on purposes for reading

• Reading list • Thomas Paine’s “American Crisis”

(E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners

8

• Reading list • Why America is Free • The Minute Boys of Lexington, lesson plan • Thomas Paine’s “American Crisis”

(F) read silently with increasing ease for longer periods

• Reading list • Why America is Free

_____________________________________________________________ (5.9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. (A) develop vocabulary by listening to selections read aloud

• Why America is Free, Jed and vocabulary CD • Minute Boys of Lexington • “The Ride of Paul Revere”

(B) draw on experiences to bring meaning to words in context such as interpreting figurative language and

multiple-meaning words

• 18th Century Journal writing • English in the Eighteenth Century • Why America is Free Glossary CD

(C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to

clarify meaning and usage

• Why America is Free, Vocabulary CD • Book of Heroes • Thomas Jefferson’s “Thoughts on War,” internet site enrichment

(E) study word meanings systematically such as across curricular content areas and through current events

• English in the Eighteenth Century • A Sampling of Eighteenth Century Journals • Social Studies - Supplemental Materials, “Letters from George Washington to

Martha Washington upon His Being Given Command of the Continental Army” • Physical Education - Colonial Games and Sports • Reading List, America’s Song; The Story of Yankee Doodle • Journal assignment - Contemporary applications

_____________________________________________________________ (5.10) Reading/comprehension. The student comprehends selections using a variety of strategies. (A) use his/her own knowledge and experience to comprehend

9

• Reading list • Why America is Free, Jed/textbook • “Paul Revere’s Ride”

(B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to

enjoy, and to solve problems

• Reading list • Why America is Free, Jed/textbook • “Paul Revere’s Ride” lesson plan

(C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions

• The Minute Boys of Lexington, lesson plan • Journal writing • Language Arts and Social Studies classroom discussions

(D) describe mental images that text description evoke

• The Minute Boys of Lexington, lesson plan • Journal writing • Language Arts and Social Studies classroom discussions

(E) use the text’s structure or progression of ideas such as cause and effect or chronology to locate and recall information

• The Minute Boys of Lexington, lesson plan • Why America is Free

(F) determine a text’s main (or major) ideas and how those ideas are supported with details

• The Minute Boys of Lexington, lesson plan • Why America is Free • Language Arts and Social Studies classroom discussions

(G) paraphrase and summarize text to recall, inform, or organize ideas • Book of Heroes • Journal writing • Language Arts and Social Studies classroom discussions

(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience

• The Minute Boys of Lexington, lesson plan • Book of Heroes presentations • Language Arts and Social Studies classroom discussions

(I) find similarities and differences across texts such as in treatment, scope, or organization

• Sally Wister’s Journal • Diary of Anna Green Winslow

10

• Reading List, “Johnny Tremain” • Why America is Free/Jed

(J) distinguish fact and opinion in various texts • Sally Wister’s Journal, • “Paul Revere’s Ride” lesson plan

(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short-answer

• Language Arts and Social Studies classroom lesson plans discussions (L) represent text information in different ways such as in outline, timeline, or graphic organizer

• 18th C. Letter and Journal Writing • Book of Heroes

_____________________________________________________________ (5.11) Reading/literary response. The student expresses and supports responses to various types of texts. (A) offer observations, make connections, react, speculate, interpret, and raise questions in response to

texts

• The Minute Boys of Lexington, lesson plan • Social Studies - “Battle Road” CD • Science - “Intro to Science” CD

(B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media

• The Minute Boys of Lexington, lesson plan • “Paul Revere’s Ride” • Letter and journal writing • Thomas Jefferson’s “Thoughts on War,” internet site enrichment • Thomas Paines “American Crisis” lesson plan • Patriots Day - School for Boys, School of Refinement for Girls • Patriots Day - Evening Reception • Math - word problems • Math - architecture • Math - graphs/creation of Mastodon bones • Math - 18th C. money • Art - Colonial Self Portraiture • Art - Calligraphy writing • Art - “Benjamin West” lesson • Art - creation of natural history museum cases • Music - performing Colonial Dance • Music - Fife and Drum language and performance • Music - creation of a glass “armonica” • Science - creation of natural history museum • Science - creation of lifesize Mastodon • Science - archaeology dig

11

• Science - “Bartram’s Botanizing” activity • Patriots Day - play performance • Physical Education - Revere/Dawes Relay Race • Social Studies - box of American symbols

(C) support responses by referring to relevant aspects of text and his/her own experiences

• 18th Century Journal Writing • The Minute Boys of Lexington, lesson plan

(D) connect, compare, and contrast ideas, themes, and issues across text

• Why America is Free • Language Arts and Social Studies lesson plans discussions

_____________________________________________________________ (5.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). (A) Judge the internal consistency or logic of stories and texts such as “Would this character do this?”;

“Does this make sense here?”

• The Minute Boys of Lexington, lesson plan (B) recognize that authors organize information in specific ways

• Why America is Free textbook (C) identify the purposes of different types of texts such as to inform, influence, express, or entertain

• Why America is Free textbook (non-fiction and historical fiction) • Thomas Paine’s “American Crisis” • America’s Song, the Story of Yankee Doodle, Reading List

(D) recognize the distinguishing features of genres, including biography, historical fiction, informational

texts, and poetry

• Why America is Free textbook (non-fiction and historical fiction) (E) compare communication in different forms such as contrasting a dramatic performance with a print

version of the same story or comparing story variants

• Thomas Paine’s “American Crisis” (G) understand literary forms by recognizing and distinguishing among such types of text as stories,

poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies

• Reading List • Sally Wister’s Journal • Diary of Anna Green Winslow • “Paul Revere’s Ride” lesson plan

12

(H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo

• The Minute Boys of Lexington, lesson plan • Why America is Free/Jed

(I) recognize and analyze story plot, setting, and problem resolution

• The Minute Boys of Lexington, lesson plan • Thomas Paine’s “American Crisis”

(J) describe how the author’s perspective or point of view affects the text

• “The Winter of Red Snow,” Reading List • Sally Wister’s Journal • Thomas Paine’s “American Crisis” lesson plan • “Phillis Wheatley” lesson plan • Why America is Free/Jed

_____________________________________________________________ (5.13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. (A) form and revise questions for investigations, including questions arising from interest and units of

study

• Book of Heroes, lesson on formulation of questions • “Creating an 18th C. Persona” - trades and professions • Science - all lessons • Social Studies - Patriot or Tory debate

(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions

• Book of Heroes, research assignments • Journal writing • Thomas Jefferson’s “Thoughts on War,” internet site enrichment • Social Studies - “Bill of Rights” discussions

(D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams

to address research questions

• Social Studies - Supplemental Materials • Social Studies - map exercises • Science - lessons • Math - word problems

(F) produce research projects and reports in effective formats using visuals to support meaning as

appropriate

• Book of Heroes, reports on selected heroes

13

• Science - Animal and plant classification • Science - Scientific method lessons • Science - Peale’s Natural History Museum • Science - creation of lifesize Mastodon • Science and Music - creation of “Glass Armonica” • Social Studies - box of American symbols

(G) draw conclusions from information gathered from multiple sources

• Book of Heroes, research project • The Ride of Paul Revere lesson

(H) use compiled information and knowledge to raise additional, unanswered questions

• Book of Heroes • Journal writing • Social Studies - “Battle Road” CD

_____________________________________________________________ (5.14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. (A) compare text events with his/her own and other readers’ experiences

• Reading Lists • 18th Century Journal Writing • Social Studies - The Constitutional Convention Issues

(C) articulate and discuss themes and connections that cross cultures

• “The Indian Tale” lesson plan • “French in the American Revolution” CD

_____________________________________________________________ (5.15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. (A) write to express, discover, record, develop, reflect on ideas, and to problem solve

• 18th C. Journal Writing • Book of Heroes • Science - Moral Philosophy exercise

(B) write to influence such as to persuade, argue, and request

• “The Indian Tale” lesson plan • Thomas Paine’s “American Crisis” lesson plan

(C) write to inform such as to explain, describe, report, and narrate

• 18th C. Journal Writing

14

• Book of Heroes, research project report (D) write to entertain such as to compose humorous poems or short stories

• 18th C. Journal Writing (E) exhibit an identifiable voice in personal narratives and in stories

• 18th C. Journal Writing (F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews,

poems, narratives, and instructions

• 18th C. Journal Writing

_____________________________________________________________ (5.16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly. (A) write legibly by selecting cursive or manuscript as appropriate

• 18th C. Journal Writing (B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using

possessives, commas in a series, commas in direct address, and sentence punctuation.

• 18th C. Journal Writing assignments • Book of Heroes, report • Vocabulary CD assignments

_____________________________________________________________ (5.17) Writing/spelling. The student spells proficiently. (A) write with accurate spelling of syllable constructions, including closed, open, consonant before –le,

and syllable boundary patterns

• 18th C. Journal Writing • Book of Heroes, report, outline, notes • Letter to King George

(B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that

change tense or number, suffixes such as –able or—less, and prefixes such as re or un

• 18th C. Journal Writing • Book of Heroes, outlines and reports • Letter to King George

15

(C) use resources to find correct spellings

• 18th C. Journal Writing • Book of Heroes, report • Letter to King George

(D) spell accurately in final drafts

• 18th C. Journal Writing • Book of Heroes, report • Letter to King George

_____________________________________________________________ (5.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. (A) use regular and irregular plurals correctly

• 18th C. Journal Writing assignments • Book of Heroes • Letter to King George • Math - word problems • Science - reports

(B) write in complete sentences, varying the types such as compound and complex to match meanings and

purposes

• 18th C. Journal Writing • Book of Heroes, reports • Letter to King George • Social Studies - vocabulary sentences • Science - reports • Patriots Day - School for Boys letter writing

(C) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun

referents, and parts of speech

• 18th C. Journal Writing • Book of Heroes, reports • Letter to King George • Science - reports • Patriots Day - School for Boys letter writing • Written segments of oratory writing

(D) use adjective (comparative and superlative forms) and adverbs appropriately to make writing vivid or

precise

• 18th C. Journal Writing • Book of Heroes, reports • Letter to King George • Science - reports • Patriots Day - School for Boys letter writing

16

• Written segments of oratory writing (E) use prepositional phrases to elaborate written ideas


(F) use conjunctions to connect ideas meaningfully


(G) write with increasing accuracy when using apostrophes in contractions such as its and possessives such

as Jan’s


(H) write with increasing accuracy when using objective case pronouns such as “Can you ride with my

mom and me?”


__________________________________________________ (5.19) Writing/writing process. The student selects and uses writing process for self-initiated and assigned writing. (A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic

organizers, notes, and logs

• Book of Heroes • Letter to King George • Journal entries • Social Studies - “Bill of Rights” discussions • Science - experiments

17

(B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text


(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text


(D) revise drafts for coherence, progression, and logical support of ideas


(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice


(F) use available technology to support aspects of creating, revising, editing, and publishing texts


(G) refine selected pieces frequently to “publish” for general and specific audiences


(H) proofread his/her own writing and that of others

• Book of Heroes • Letter to King George

18

• Journal entries • Social Studies - “Bill of Rights” discussions • Science - experiments

(I) select and use reference materials and resources as needed for


_____________________________________________________________ (5.20) Writing/evaluation. The student evaluates his/her own writing and the writing of others. (B) respond in constructive ways to others’ writing

• Thomas Paine’s “American Crisis” lesson plan • Discussion of journal entries • Book of Heroes reports

(C) Evaluate how well his/her own writing achieves its purposes

• Thomas Paine’s “American Crisis” lesson plan • Letter to King George • Social Studies - Patriot or Tory debate

____________________________________________________________ (5.21) Writing/inquiry/research. The student uses writing as a tool for learning and research. (A) frame questions to direct research

• Book of Heroes • Patriot or Tory issues • Social Studies - “Bill of Rights” subjects • Science - Scientific Method exercises

(B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer

• Book of Heroes • Science - Scientific Method formulation of experiment assumptions and hypothesis

with each unit (C) take notes from relevant and authoritative sources such as guest speakers, periodicals, or on-line searches

• Book of Heroes • Social Studies - Patriot or Tory debates • Social Studies - “Bill of Rights” discussions

(D) summarize and organize ideas gained from multiple sources in useful ways such as outlines,

conceptual maps, learning logs, and timelines

19

• Book of Heroes • Social Studies - Patriot or Tory debates • Social Studies - “Bill of Rights” discussions

(E) present information in various forms using available technology

• Book of Heroes • Social Studies - Patriot or Tory debates • Social Studies - “Bill of Rights” discussions • Patriots Day - presentation

(F) evaluate his/her own research and raise new questions for further investigation

• Book of Heroes • Reading List guided reading • Science - Scientific Method conclusions in all science experiements

(5.22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. (A) collaborate with other writers to compose, organize, and revise various types of texts, including letters,

news, records, and forms

• Book of Heroes • Letter to King George • Patriot or Tory debates

_____________________________________________________________ (5.23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. (A) describe how illustrators’ choice of style, elements, and media help to represent or extend the text’s

meanings

• Art - Colonial portraits • Why America is Free textbook maps and illustrations • Science - Bartrams’ drawings

(B) interpret important events and ideas gleaned from maps, charts, graphics, video segments

• Social - Maps in Supplemental Materials • Movie list • Why America is Free textbook maps and illustrations

_____________________________________________________________ (5.24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings.

20

(A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings

• Paul Revere’s “Boston Massacre,” Why America is Free • Colonial art portraits (slides) - political paintings • Why America is Free illustrations • Movie list, Colonial art portraits, Why America is Free

_____________________________________________________________ (5.25) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. (A) select, organize, or produce visuals to complement and extend meanings

• Art - self portrait • Science - Peale’s Natural History Museum project • Science - create a lifesize Mastodon • Music - create “Glass Armonica”

(B) produce communications using technology or appropriate media such as developing a class newspaper,

multimedia reports, or video reports

• Historical Gazette • Science - Peale’s Natural History Museum project • Art - political messages of 18th C. self portraits • Art - political cartoons

21


111.17 Mathematics, Grade 5 The problems that are provided in the Math Teaching Guide and CD address the TEKS requirements in the mandates outlined below. (5.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals.

(A) use place value to read, write, compare, and order whole numbers through the billions place; and (B) use place value to read, write, compare, and order decimals through the thousandths place. (5.2) Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations (A) generate equivalent fractions (B) compare two fractional quantities in problem-solving situations using a variety of methods including

common denominators; and (C) use models to relate to fractions that name tenths, hundredths, and thousandths (5.3) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems. (A) use addition and subtraction to solve problems involving whole numbers and decimals (B) Use multiplication to solve problems involving whole numbers (no more than three digits times two

digits without technology) (C) Use division to solve problems involving whole numbers (no more than two-digit divisors and three-

digit dividends without technology) (E) model and record addition and subtraction of fractions with like denominators in problem-solving

situations (5.4) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. (A) round whole numbers and decimals through tenths to approximate reasonable results in problem

situations (B) Estimate to solve problems where exact answers are not required. (5.5) Patterns, relationships, and algebraic thinking. The student makes generalizations based on observed patterns and relationships.

22

(A) use concrete objects or pictures to make generalizations about determining all possible combinations (B) use lists, tables, charts, and diagrams to find patterns and make generalizations such as a procedure for

determining equivalent fractions (5.7) Geometry and spatial reasoning. The student generates geometric definitions using critical attributes. (A) identify critical attributes including parallel, perpendicular, and congruent parts of geometric shapes

and solids. (B) use critical attributes to define geometric shapes or solids. (5.8) Geometry and spatial reasoning. The student models transformations. (A) sketch the results of translations, rotations, and reflections. (B) Describe the transformation that generates one figure from the other when given two congruent

figures. (5.11) Measurement. The student applies measurement concepts. (A) measure to solve problems involving length (including perimeter), weight, capacity, time, temperature,

and area. (B) Describe numerical relationships between units of measure within the same measurement system such

as an inch is one-twelfth of a foot (5.13) Probability and statistics. The student solves problems by collectin, organizing, displaying, and

interpretinig sets of data. (C) Graph a given set of data using an appropriate graphical representation such as a picture or line. (5.14) Underlying process and mathematical tools. The student applies Grade 5 mathematics to solve problems connected to everyday experience and activities in and outside of school. (A) identify the mathematics in everyday situations (B) Use a problem-solving model that incorporates understanding the problem, making a plan carrying out

the plan, and evaluating the solution for reasonableness (C) Select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a

pattern, systematic guessing and checking, acting it out, making a table , working a simpler problem, or working backwards to solve a problem

(D) Use tools such as real objects, manipulatives, and technology to solve problems. (5.15) Underlying processes and mathematical tools. The student communicates about Grade 5 mathematics using informal language. (A) explain and record observations using objects, words, pictures, numbers, and technology (B) Relate informal language to mathematical language and symbols (5.16) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world.

23

(A) make generalizations from patterns or sets of examples and nonexamples (B) Justify why an answer is reasonable and explain the solution process

24


112.7.Science, Grade 5 (a) Introduction (1) In Grade 5, the study of science includes planning and implementing field and laboratory investigations using scientific methods, analyzing information, making informed decisions, and using tools such as nets and cameras to collect and record information. Students also use computers and information technology tools to support scientific investigations.

• Scientific Method • Classification of Plants and Animals • Paleontology • Geology, Layers of the Earth • Electricity • Astronomy • Optics

(2) As students learn science skills, they identify structures and functions of Earth systems including the crust, mantle, and core and the effect of weathering on landforms. Students learn that growth, erosion, and dissolving are examples of how some past events have affected present events. Students learn about magnetism, physical states of matter, and conductivity as properties that are sued to classify matter. In addition, students learn that light, heat, and electricity are all forms of energy.

• Paleontology • Geology • Astronomy

(3) Students learn that adaptations can improve the survival of member of a species, and they explore an organism’s niche within an ecosystem. Students continue the sutdy of organisms by exploring a variety of traits that are inherited by offspring from their parents and study examples of learned characteristics

• Classification of Plants • Paleontology • Geology

(4) Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical and conceptual models, and also should know that science may not answer all questions.

• Intro to Science • Scientific Method • Classification of Animals • Paleontology • Geology • Electricity • Astronomy

(5) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each o ther and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time.

• Astronomy

25

(6) Investigations are used to learn about the natural world. Students should understand tht certain typesof quiestions can be answered by investigations, and tht methods, models, and conclusions built from thes investiigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitiations and based on new discoveries are constantly being modoified to more closely reflect the natural world.

• Scientific Method • Moral Philosophy • Classification of Plants • Classification of Animals • Paleontology • Geology • Electricity • Astronomy • Optics

(B) Knowledge and skills. (5.1) Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.

(A) • Paleontology • Electricity • Astronomy

(B) • Pateontology • Electricity • Astronomy

(5.2) Scientific processes. The student uses scientific methods during field and laboratory investigations. (A) (B) (C) (D)

• Scientific Method • Classification of Plants • Classification of Animals • Paleontoloty • Electricity • Astronomy

(5.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. (A) (B) (C) (D) (E)

• Scientific Method • Classification of Plants • Classification of Animals • Paleontology • Electricity • Astronomy

(5.4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. (A) (B)

• Scientific Method • Classification of Plants • Classification of Animals • Paleontology

26

• Geology • Electricity • Astronomy

(5.5) Science concepts. The student knows that a system is a collection of cycles, structures, and processes that interact. (A) (B)

• Classification of Plants • Classification of Animals • Paleontology • Electricity • Astronomy

(5.6) Science concepts. The student knows that some change occurs in cycles. (A) (B) (C)

• Scientific Method • Classification of Plants • Classification of Animals • Paleontology • Geology • Electricity • Astronomy

(5.8) Science concepts. The student know tht energy occurs in many forms. (A)

• Electricity • Astronomy

(B) • Optics

(C) • Electricity

(5.9) Science concepts. The student knows that adaptations may increase the survival of members of a species. (A) (B) (C)

• Paleontology • Classification of Plants • Classification of Animals

(5.10) Science concepts. The student knows that likenesses between offspring and parents can be inheritied or learned. (A)

• Intro to Science (B)

• Intro to Science • Moral Philosophy

(5.11) Science concepts. The student knows that certain past events affect present and future events. (A) (B) (C)

• Paleontology • Geology

(5.12) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. (A) (B) (C)

27

• Geology

(D) • Geology • Intro to Science

28


113.7 Social Studies, Grade 5 (5.1) History. The student understands the causes and effects of European colonization in the United States. Already covered but built upon in the unit, throughout text explain when where and why groups of people colonized and settled in the United States.

• Why America is Free text Pages 15, 29, 33-49, et al

(B) describe the accomplishments of significant colonial leaders.

• Unit postdates some but text and plans include most of those of the 18th and early 19th Century.

• Book of Heroes covers the rest. (5.2) History. The student understands how conflict between the American colonies and great Britain led to American independence. (A) identify the contributions of significant individuals during the revolutionary period

• Why America is Free text and lesson plans • Book of Heroes • Drama • “Reading List” - Language Arts • Music • Physical education

(B) analyze the causes and effects of events prior to and during the American Revolution

• Why America is Free text and lesson plans • Book of Heroes • Drama • “Reading List” - Language Arts

(C) Summarize the results of the American Revolution

• Why America is Free text, pages 155-181 and lesson plans • 18th C century writing journal - Language Arts

(5.3) History. The student understands the events that led from the Articles of Confederation to the creation of the Constitution and the government it established. (A) Identify the contributions of individuals including James Madison and Roger Sherman who helped

create the U.S. Constitution.

• Why America is Free text pages 101, 155-181 and lesson plans

29

• 18th C century journal writing • Book of Heroes

(B) summarize the events that led to the creation of the U.S. Constitution.

• Why America is Free text pages 155-181 and lesson plans • 18th C journal writing

(5.4) History – n/a (5.5) History – n/a (5.6) Geography. The student uses geographic tools to collect, analyze and interpret data (A) The student uses geographic tools including grid systems, legends, symbols, scales, and compass roses

to construct and interpret maps.

• Why America is Free text pages 16, 30, 36, 71, 88, 108, 128-150, 116, 132 and lesson plans

• Supplemental materials • Historic map materials • Math • 18th C century journal writing

(B) translate geographic data of raw data such as graphs and maps

• Why America is Free lesson plans • 18th C century journal writing

(5.7) Geography. The student understands the concepts of regions.

• Why America is Free text, pages 15-17; 29-31 and lesson plans

(B) describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics

• Why America is Free text, pages 15-17; 29-31 and lesson plans • Historic map materials

(C) locate the 50 states and regions on a map (curriculum covers those in existence up to the early 19th Century

• Why America is Free text, pages 15-17; 29-31 and lesson plans • Historic map materials • Language Arts

NOTE: The Why America is Free Colonial Days curriculum is the foundation for teaching all of the TEKS Citizenship requirements. Where individual requirements are highlighted, the curriculum addresses the mandate (5.18) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity.

30

(5.19) Citizenship. The student understands the importance of individual participation in the democratic process. (C) identify significant individuals such as Benjamin Franklin who modeled active participation in the

democratic process (5.20) Citizenship. The student understands the importance of effective leadership in a democratic society. (B) identify and compare leadership qualities of national leaders, past and present (5.21) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U. S. Constitution. (A) summarize the reasons for the creation of the Bill of Rights (B) describe important individual rights including freedom of religion, speech, and press and the right to

assemble and petition the government (C) describe important due process rights including trial by jury and the right to an attorney NOTE: The Why America is Free Colonial Days curriculum is the foundation for teaching all of the TEKS Culture requirements. Where individual requirements are highlighted, the curriculum addresses the mandate (5.22) Culture. The student understand the relationship between the arts and the times during which they were created. (A) identify significant examples of art, music, and literature from various periods in U.S. History (B) explain how examples of art, music, and literature reflect the times during which they were created. (5.23) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. (A) identify the similarities and differences within and among selected racial, ethnic, and religious groups

in the United States (C) describe the contributions of people of selected racial, ethnic, and religious groups in the United States (5.24) Science, technology, and society. The student understands the impact of science and technology on life in the United States. (A) describe the contributions of famous inventors and scientists such as Neil Armstrong, John J. Audubon, Benjamin Banneker, Clarence Birdseye, George Washington Carver, Tomas Edison, and Carl Sagan

• Benjamin Banneker • Benjamin Franklin • Charles Willson Peale • Thomas Jefferson • John and William Bartram

31

(B) identify how scientific discoveries and technological innovations such as the transcontonental railroad, the discovery of oil, and the rapid growth of technology industries have advanced the economic development of the United States

• Ben Franklin’s Electric Fire and other inventions • The Enlightenment • American Scientists search for useful knowledge • Banneker’s ephemeris • Jefferson’s adaptations

(5.25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. (A) differentiate between, locate, and use primary and secondary sources such as computer software;

interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas

• Book of Heroes - Language Arts • Period journals - Language Arts, “Reading List” • Colonial portraits - Art • Charles Willson Peale • Peale’s Museum • Benjamin Banneker • John and William Bartram

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,

comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

• 18th century journal writing - Language Arts • The Minute Boys of Lexington, lesson plan

(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts,

timelines, and maps

• Why America is Free instructive illustrations, story of Jed, maps - Social Studies • Supplemental Materials - Social Studies • Colonial Art - Art • Graph/ Mammoth Bones

(D) identify different points of view about an issue or topic

• Colonial Art slide show - Boston Massacre • Why America is Free - John Adams • “Paul Revere’s Ride” lesson plan

(E) identify the elements of frame of reference that influenced the participants in an event

• Why America is Free • The Minute Boys of Lexington, lesson plan

(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

32

• Math word problems • Graph/Mammoth Bones

(5.26) Social Studies Skills. The student communicates in written, oral, and visual forms. (B) incorporate main and supporting ideas in verbal and written communication

• Book of Heroes • 18th C journal writing assignments • Letter to King George • “Bill of Rights” discussions

(C) express ideas orally based on research and experiences

• Book of Heroes • Discussions in all academic studies • Science reports

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and

bibliographies

• Book of Heroes • Maps • Journal entries • Science reports

(E) use standard grammar, spelling, sentence structure, and punctuation.

• Book of Heroes • Letter to King George • Journal entries • Science reports

(5.27) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. (A) and (B)

In every class, the principles are utilized socially by use of 18th C. manners, deductive reasoning, compromise, and respectful debate. Academically, the skills are applied in a vast array of class activities.

33


115.7 Health Education, Grade 5 The Why America is Free Colonial Days Curriculum gives the students the tools to make good choices for health, safety, goal-setting, decision making, and in compromising situations. Therefore, the program indirectly addresses most of what is required in Health Education except where technology is required. 116.7 Physical Education, Grade 5 (5.1) Movement. The student demonstrates competency in movement patterns and proficiency in a few specialized movement forms.

• Colonial Dance • Physical Education games

(5.2) Movement. The student applies movement concepts and principles to the learning and development of motor skills.


(5.3) Physical activity and health. The student exhibits a health-enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge.


(5.6) Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. (B) explain the concept and importance of team work.


(5.7) Social development. The student develops positive self-management and social skills needed to work independently and with other in physical activity settings.

• Colonial Dance • Physical Education games • Patriots Day school for boys and girls

34

117.17 Art, grade 5 (5.1) Perception. The student develops and organizes ideas from the environment.

• Colonial Art (5.2) Creative expression/performance. The student expresses ideas through orignal artworks, using a variety of media with appropriate skill.

• Colonial Art (5.3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as record of human achievement.

• Colonial Art (5.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of other.

• Colonial Art 117.18 Music, Grade 5. (5.1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry.

• Music Lesson Plans (5.2) Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music.

• Music Lesson Plans - symphonic music of the 18th C., fife and drum, songs of the 18th C., and Patriots Day performance

(5.4) Creative expression/performance. The student creates and arranges music within specific guidelines.

• Music Lesson Plans - language of the fife and drum, songs of the 18th C., and dance of the 18th C.

(5.5) Historical/cultural heritage. The student relates music to history, to society, and to culture.

• Music Lesson Plans - all lessons in unit (5.6) Response/evaluation. The student responds to and evaluates music and musical performance.

35

• Music Lesson Plans - all lessons in unit

117.19 Theatre, Grade 5. (5.1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre.

• Colonial dance • Patriots Day program

(5.3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills.

• Patriots Day program (5.4) Historical/cultural heritage. The student relates theatre to history society, and culture.

• Patriots Day program (5.5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances

• Patriots Day program

Documents

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Academic Content... · Texas Essential Knowledge and Skills for Grade 5 ... • Thomas Paine’s “American Crisis ... identify and analyze a