Grade: 6th
TEKS:
(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
(12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and
(B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
ELA: 10 days - read 2 informative books on planets and solar system
1wk (1 writing stage per day) - write a descriptive essay about what a planet is like, the atmosphere, temperature, features, etc... for 3 planets
1 wk (1 writing stage per day) - trade descriptive essay with elbow partner - write a comparison between your planets and your neighbors planets (choice: t-chart, venn diagram, essay, etc..)
Social Studies:
2 wk - how and what ancient civilizations thought/knew about space (stars, moon, sun)
2 wk - how stars were used as navigation tools in past, what the instruments looked like - how they impacted the technology of today
Math or Science (unsure of which):
2 wk - measure distance - how far between objects in space (ex. sun to moon, earth to pluto, stars to stars) using scientific notation
2 wk - gravity and how its different on every planet - how much do you weigh on all nine planets?
Art: (in groups of 3 or 4)
4 wk - build a scale model of the solar system, including all moons, milky way, and asteroid belt
(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
