ࡱ>  y 3bjbj A>{{3z@@z$d&( ccccccc$+fhccc###Rc#c##[a ?}0^6pcc0d^iiiilaaii`b]h#Tccvdii@ `: GOSHEN CREEK ELEMENTARY 1st GRADE Monday Week 20MaterialsActivity READING Unit ~ Lesson TEKS:  Student Holiday PHONICS Unit ~ Lesson TEKS:  Student Holiday WRITING Unit ~ Lesson TEKS:  Student Holiday MATH Unit ~ Lesson TEKS:  Student Holiday SCIENCE Unit ~ Lesson TEKS:  Student Holiday SOCIAL STUDIES Unit ~ Lesson TEKS:  Student HolidayGOSHEN CREEK ELEMENTARY 1st GRADE Tuesday Week 20MaterialsActivity READING Unit 4~Lesson 1: TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24 Collection of grade-appropriate fictional texts, expository texts, and procedural texts Chart paper (if applicable) ***Vocabulary*** topic, purpose, procedural text, question, fact, detail, retell 1. Display the selected fictional story and expository text. Ask: Why did the author write these books? Why would a reader read these books? Discuss responses. 2. Review the two purposes learned previously (to entertain and to inform). 3. Display the procedural text. Ask: Why did the author write this? Why would a reader read this? Discuss responses including that it was written to tell how to do something. This is called procedural text. 4. Ask: What are the topics of each of the 3 texts? How do you know? Discuss responses and model locating information in the text to support ideas. 5. Write the three different purposes (to inform, to entertain, and to tell how to do something) on a chart. 6. Display another selected text and read the title. Ask: What do you think the purpose of this text is? Why do you think that? What is the topic? Instruct students to Think, Turn, Talk. 7. Repeat with 3-5 more selected texts. Be sure to show all three types of texts (fictional, expository, and procedural). PHONICS Unit 4 ~ Lesson 1 TEKS ~ 1.3 D, 1.22 A, B Dry erase board (1 per student), Dry erase marker (1 per student), Dry erase eraser (1 per student), Chart paper (if applicable) Sight Words: two, more, write, go, see **Vocabulary~ word pattern, decoding, blending, word wall, high-frequency word, spelling pattern, syllable patterns, open syllable, closed syllable, vowel-consonant-silent e syllable ** Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routines. Display the words hop and hope. Model reading the displayed words and review the vowel-consonant-silent e syllable pattern. Remind students to use these patterns when writing and spelling. Read one of the CVC words from the created list of words. Think Aloud to explain why the vowel is short. Model writing the word. Read one of the CVCe words from the created list of words. Think Aloud to explain why the vowel is long (or saying its name). Model writing the word with a silent e. Distribute dry erase boards, markers, and erasers. Read a word from the prepared list. Students listen for the vowel sound and determine if it is short or long. Students write the word on their dry erase board, adding a silent e if the word fits the vowel-consonant-silent e pattern. Write the word on a chart. Students check their words. Repeat steps 2-4 with additional words. Ask: How does recognizing word patterns help you as a reader and a writer? WRITING Unit 4~Lesson 1: TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24Writers Notebook (1 per student) Teacher Writers Notebook (1) Chart paper (if applicable) Optional Writing: Martin Luther King *was *had *wanted ***Vocabulary*** topic, audience, purpose, plan, draft, composition, adverb 1. Inform students that they will be writing about a topic they know a lot about to give information to an audience. 2. In the Teacher Writers Notebook, model brainstorming a list of possible topics that could be made into an informational piece of writing. Generate ideas that students will be able to relate to. 3. Students think of topics they know about and are of personal interest. Students share ideas with in partners or small groups. 4. Students list their ideas in the Writers Notebook. 5. Confer with students to provide targeted instruction and support  MATH Unit 10 ~ Lesson 1 TEKS: 1.8B; 1.11A; 1.12B Graphing/ Charting paper 3 socks: one ice pack inside, heat pack, and nothing in the 3rd one. *Sock Recording Sheet ***Vocabulary*** Hot/ cold, Temperature, comparative language, estimate 1. TTW lead the class in all calendar activities continuing on previous routines including count, attendance, patterns, clock/ time, etc.. 2. TSW explores the attribute of temperature by comparing the relative temperature of three objects. 3. TTW lead the discussion about how the class has been using a clock to measure time and now we look at ways to measure hot or cold (temperature) 4. TTW have three socks for the class to touch/ feel (1 with an ice pack, 1 with a rice bag, bean bag, or heat bag, and 1 with nothing inside) TTW pass the bag around from student to student asking them to identify rather and justify rather the sock is hot, cold, or room temperature. 5. TCW graph and practice using their oral communication skills by stating which sock is hotter, cooler, or equal then the other. TSW then independently chart their information on their Sock Recording Sheet. 6. TTW close the lesson by asking which bag was the hottest, coldest, etcand has the class affirmed the ways we are able to tell temperature. SCIENCE Unit 6 ~ Lesson 1 TEKS: 1.2A, B, D, E, 1.3B, C, 1.4A, 1.8A-D Weather Graph Science Notebooks Book about Precipitation**Vocabulary ~ weather, sun, sunny, cloud, cloudy, wind, windy, hot, cold, warm, cool, thermometer, windsock, rain, rainy, ice, snow, overcast, rain gauge, temperature, meteorologist, predict, prediction, forecast, air, calm, breezy, clear** 1. In the classroom science notebook, write the word precipitation. 2. Read a book about precipitation. Make sure there is information on rain and snow. 3. Ask: What do you think precipitation means? What are the different types of precipitation you heard about in the book? 4.In the classroom science notebook, record the words: rain, snow, sleet, hail 5. Discuss the four different types of precipitation. Rain drops of water that fall to Earth. The tool used to measure rain is called a rain gauge. Hail large pieces (or pellets) of ice. Hail forms in strong thunderstorms. Snow made of ice crystals that fall to the Earth in soft white flakes Sleet frozen rain during cold weather 6. Explain that when the weather is cold, frozen precipitation can cause the outdoors to become icy. Allow students to share their ideas about what icy is; the discussion is not limited to, but can include what icy conditions look like and how to measure this condition. 7. Make a 4 part chart in student science notebooks. In each box, write the words rain, hail, sleet, and snow. Have students draw a picture to represent each type of precipitation. 8. Add to class weather graph. SOCIAL STUDIES Unit 7 ~ Lesson 2 TEKS: 1.4, 1.4A, 1.5, 1.5A, 1.5B, 1.6, 1.6A, 1.6B, 1.17, 1.17B, 1.18, 1.18A, 1.18BHandout: Maps and Globes Cloze Activity**Vocabulary ~physical characteristics, continent, ocean, landforms, mountain, hill, plain, valley, desert, coast, bodies of water, lake, river, pond** 1. Display a picture of the solar system. The solar system is made up of planets. Identify Earth as our home planet. If we were in outer space looking at the planets Earth would be shaped like a round ball. Why doesnt it look like a round ball in the picture? 2. The picture is two dimensional. Display a piece of paper shaped like a circle. This circle is two dimensional. Our Earth is round like a ball. It is three dimensional. Display a ball. The ball is three dimensional. 3. Display a globe. This globe is three dimensional. It is a model of the Earth. This is a model of what the Earth looks like in space. 4. Make observations about the globe What do the blue parts represent? (water) What do the other parts, the green and brown parts, represent? (land) What are the masses of land called? (continents) How many continents are there? Count them. (seven) What are between most of the continents? (oceans) Which one is the continent we live on? Point to North America. Point to the United States, Texas, and your local community. 5. Display a map of the Earth Facilitate a discussion to discern the differences between the map and globe, 2D and 3D. 6. Draw a very simple Venn Diagram. Label the two sides with the words map and globe and complete it whole group. 7. Complete Handout: Maps and Globes Cloze Activity. GOSHEN CREEK ELEMENTARY 1st GRADE Wednesday Week 20MaterialsActivity READING Unit 4~Lesson 1: TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24***Advance Prep*** Create a three-column chart. Title the first column What we know..., the second column What we want to know and the third column What we learned. Collection of grade-appropriate fictional texts, expository texts, and procedural texts 1. Display the selected expository text. Ask: What do you think the topic of the text is going to be? Discuss responses. Ask: What is the purpose for reading this text? Discuss and clarify responses. 2. Display the prepared three-column chart. Write the topic at the top of chart. 3. Ask: What do you already know about this topic? Discuss and record responses in the first column of the chart. 4. Explain that good readers ask questions to help them focus their reading. Model asking 1-2 questions and record in the second column of the chart. 5. Remind students that good readers think while they read. Inform students that a readers mind should always be asking questions about what they are reading.  PHONICS Unit 4 ~ Lesson 1 TEKS ~ 1.3 A, 1.22 B, C White card stock (2-3 sheets) or large note card (4-6), Chart paper (if applicable)Follow Teacher Resource: Word Wall Routines and introduce 4-6 new words including high-frequency words and words that reflect spelling patterns recently introduced. Review the vowel-consonant-e pattern using the following steps: Teacher says the word. Students echo. Together say the phonemes in the word. Students write the word. Students read the word. Pair students. Partner A chooses a sight-word, high-frequency word, or vowel-consonant-silent e word from the Word Wall and provides clues to Partner B. Partner B writes their guess on their dry erase board. For example: Im thinking of word that has 4 letters and begins with the letter h. Once the correct word is guessed, students reverse roles. Ask: How does recognizing high-frequency words help you as a reader and writer? WRITING Unit 4~Lesson 1: TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24Writers Notebook (1 per student) Teacher Writers Notebook (1) Chart paper (if applicable)  1. In the Teacher Notebook, reread the list of topics that were generated in Daily Lesson 1. Choose one of the topics to write about. Think Aloud about who the audience of the informational piece will be. 2. Display the concept web graphic organizer in the Teacher Writers Notebook. 3. Record the selected topic in the middle circle. 4. Think Aloud about important facts and details the audience will need to know. Record the information in the outer circles by either writing key words or drawing sketches with labels. 5. Students reread the ideas generated in the Writers Notebooks in Daily Lesson 1. Students select a topic to write about and think about the audience for their informational piece. 6. Students draw a concept web graphic organizer in the Writers Notebooks and record their topic in the center circle. 7. Students brainstorm important information and details about their topic and record the ideas in the outer circles. Students record their ideas by writing key words or by drawing simple sketches with labels. 8. Students share their concept web graphic organizers with a partner  MATH Unit 10 ~ Lesson 1 TEKS: : 1.8B; 1.11A; 1.12B More/ less spinner Real life time activity cards in bags per group/ partner1. TTW lead the class through all appropriate calendar activities including reflecting on time, patterns, important events, attendance, and so forth. 2. TTW lead the class in reviewing telling/identifying time in real life situations using comparative language and more/ less spinner cards. 3. TTW lead the class through a review the tools used to measure the temperature bags and the comparative language used to describe it. 4. TTW distribute more/less time spinners to groups/partners along with real life time cards in bags, allowing groups/partners to take turns displaying times, explaining, and use their comparative language to explain which activity has more or less time. 5. TTW call the groups/partners back together to share information as well as compare answers. 6. TTW chart answers on a graph or chart to compare and visualize the results from group to group and give the students more experiences to use their comparative language. SCIENCE Unit 6 ~ Lesson 1 TEKS: 1.2A, B, D, E, 1.3B, C, 1.4A, 1.8A-D Weather Graph Performance Indicator ~ Weather Forecast **Add todays weather to the weather graph.** 1. Discuss meteorologists. 2. View the websites below to check out the different components of a weather forecast.  HYPERLINK "http://www.theweatherchannelkids.com/weather-center/forecast-center/" http://www.theweatherchannelkids.com/weather-center/forecast-center/  HYPERLINK "http://www.weather.com" www.weather.com 3. Handout: Performance Indicator ~ Weather Forecast. Students will use our class weather graph to determine and describe todays weather, as well as draw and label their predictions on what the weather will be for the next two days.  SOCIAL STUDIES Unit 7 ~ Lesson 2 TEKS: 1.4, 1.4A, 1.5, 1.5A, 1.5B, 1.6, 1.6A, 1.6B, 1.17, 1.17B, 1.18, 1.18A, 1.18BMap of Northern Hemisphere1. Display a map of the Northern Hemisphere that shows a compass rose, landforms, and bodies of water. 2. Point to the Northern Hemisphere and name it and other features of the globe. 3. Identify the United States, Texas and Springtown on the map. 4. Examine the map closely and look for physical characteristics: landforms and bodies of waters. Ask questions to draw attention to the details on the map. Are there mountains or valleys? Do you see the coastline, where the water meets the land? Where are there deserts or plains? Where is there a river? Are there streams? Do you see a lake? 5. Locate the Map Key and discuss the symbols and why it is useful. 1. In class Science Notebooks, create a new page for Our Earth Words. 2. Suggested vocabulary for Our Earth Words: map globe landforms ocean continent atlas map key The student will choose several words to add to the notebooks and add brief definitions or pictures. GOSHEN CREEK ELEMENTARY 1st GRADE Thursday Week 20MaterialsActivity READING Unit 4~Lesson 1: TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24Three column chart from daily lesson 2 Collection of grade-appropriate fictional texts, expository texts, and procedural texts Display the selected text and the three-column chart from Daily Lesson 2 Shared Reading. Review the facts and details students already knew and the questions they have about the topic. Ask: Do you have any other questions you would like to add to the chart about the topic? Discuss responses. Explain that students will listen as the text is being read aloud for answers to their questions. Point to the table of contents. Ask: What is this called? How does it help a reader? Discuss responses including that it helps a reader know what the book is about and can help a reader find specific information without reading the whole book. Ask: Which section will help us answer our questions? Discuss responses. Ask: What is the purpose for reading this text? Discuss responses. Read aloud the appropriate section of text. If applicable, Think Aloud about other text features in the chapter such as illustrations, charts, graphs, bold words, etc. and how they provide information Ask: Did this section answer one or more of our questions? Discuss responses and record the answer(s) to the question(s) in the third column of the chart. Ask: Is there another section that will help us answer our other questions? Discuss responses.  PHONICS Unit 4 ~ Lesson 1 TEKS ~ 1.3 A, C Sticky note (20-24) ( Scissors (1) Chart paper (if applicable)Advance Prep: Create a T-chart. Label one side open and the other side closed. Prepare a list of 10-12 one syllable open and closed syllable words. Possible words could include: go, she, he, hi, me, my, by, cat, let, pot, tub, hip, etc. Write the words on sticky notes. Prepare another list of 10-12 two syllable words that begin with an open or closed syllable. Possible words could include: magnet, pencil, basket, contest, unlock, subtract, baby, bacon, pony, tulip, predict, recess, etc. Write the selected words on sticky notes. Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routine. Display the following words: go, got. Echo Read the displayed words. Clap the syllables together. Explain that each word is a one syllable word. Review what a closed syllable is from previous units. Ask: Which word has a closed syllable? Why is it a closed syllable? Discuss responses including that the syllable contains a vowel followed by one consonant. Explain that the word go is an open syllable. Explain that an open syllable is a syllable that ends with one vowel that usually makes the long sound. Display the T-Chart. Inform students that they will see and hear a word with one syllable. Explain that they need to decide if the word has an open syllable or a closed syllable. Display and read the first single syllable word written on a sticky note. Ask: Does this word have an open or closed syllable? Does this word end in a vowel or consonant? Is the vowel long or short? Discuss responses and place the word in the correct column on the T-Chart. Repeat this process with all the single syllable words on sticky notes. Display the first two-syllable word. Read the word while students clap the syllables. Ask: How many syllables are in this word? Two. Make a line dividing the word into syllables. Isolate the first syllable aloud. Ask: Is the first syllable open or closed? Students discuss in partners and then with the class. On the sticky note, label the first syllable with an O for open or a C for closed. Isolate the second syllable aloud. Ask: Is the second syllable open or closed? Students discuss in partners and then with the class. On the sticky note, label the second syllable with an O for open or a C for closed. Continue this process with the remaining two syllable words. Choral Read the words on the T-Chart. WRITING Unit 4~Lesson 1: TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24Writers Notebook (1 per student) Teacher Writers Notebook (1) Chart paper (if applicable) Display the concept web in the Teacher Writers Notebook from Daily Lesson 2. Reread the information in the graphic organizer. Model writing the beginning of the composition using the information on the graphic organizer. Demonstrate how to use adverbs of time (e.g., before, next) in the sentences. Ask: How do adverbs improve the writing piece? Why do authors use adverbs? Discuss responses, including that adverbs show when an action is done which helps the audience understand the authors message. Students reread the information from their concept webs. In the Writers Notebooks, students write the beginning of their compositions using the information in their concept webs. Students include adverbs as appropriate. Confer with students to provide targeted instruction to support use adverbs and other skills as applicable. Conduct Authors Chair routine, allowing time for feedback. Invite students to share adverbs they included in their composition  MATH Unit 10 ~ Lesson 1 TEKS: : 1.8B; 1.11A; 1.12BActivities to compare Thursday and Friday: 1.Sharpening pencils 2.Lining up with duck tail and bubbles 3. Cleaning up Handout: Order Me Activities Page1. TTW lead the class through all appropriate calendar activities including reflecting on time, patterns, important events, attendance, and so forth. 2. TCW elaborate on time/ duration of real life situations through the daily class schedule and compare using comparative language to decide which day took the longest amount of time, shortest, and median to two other days during the week. 3. TTW charts the classes prediction of which activity will take the longest amount of time and the shortest. TCW then complete the activities and chart the actual time it took and then chart the difference. (TCW need to keep these to compare the results tomorrow. 4. TCW discusses the responses and then lead into the activity Order Me. TCW completes the handout Order Me in groups/ partners but they must agree on the order. 5. TGW come back and share answers as well as explain/ justify answers, brainstorm other activities and the possibility of how long they would take, comparing them to activities on the Order Me page/ class graph. 6. TTW close the activity with a challenge to the class to see if they can perform the three activities in less time tomorrow: sharpening pencils, cleaning up, and lining up ready for the hall. SCIENCE Unit 6 ~ Lesson 1 TEKS: 1.2A, B, D, E, 1.3B, C, 1.4A, 1.8A-D Handouts: Weather Changes & Whats the Forecast1. Review vocabulary. 2. Complete handout: Weather Changes & Whats the Forecast? SOCIAL STUDIES Unit 7 ~ Lesson 2 TEKS: 1.4, 1.4A, 1.5, 1.5A, 1.5B, 1.6, 1.6A, 1.6B, 1.17, 1.17B, 1.18, 1.18A, 1.18B Classroom globe A map of the Earth that includes a compass rose. compass1. Display the classroom globe. Point to the top of the globe and ask if students know what that point on the globe is called. (the North Pole) Point to the bottom of the globe and ask if students know what that point on the globe is called. (the South Pole) 2. The words North and South tell direction. Directions help tell where something is located. What other direction words do we use? (East and West) These words are known as the cardinal directions. They are north, south, east, and west. 3. Display the compass using the document camera. Move the compass slightly to show how the needle moves. Locate the north, south, east, and west sides of the classroom using the compass. 4. Display the map of the Earth. Point to the compass rose. The compass rose is a tool used to tell where something is located or give directions. 5. Ask questions that will allow students to use the cardinal directions found on the compass rose in their answers. What ocean is west of the United States? (Pacific) What ocean is east of the United States? (Atlantic) Is Antarctica north or south on the globe? (south) What state is east of Texas? (Louisiana) What country is just south of Texas? (Mexico) 6. Display the map used previously of the local community and surrounding areas. Ask questions specific to the map that will require students to use the cardinal directions in the answer. For example: What city is just west of Dallas? (Ft. Worth) 7. Add vocabulary to Our Earth Words in Science Notebook from previous lesson. Suggested vocabulary words from this section of the lesson: compass rose cardinal directions north south east west The student will choose several words to add to the notebooks and add brief definitions or pictures. GOSHEN CREEK ELEMENTARY 1st GRADE Friday Week 20MaterialsActivity READING Unit 4~Lesson 1: TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24Collection of grade-appropriate fictional texts, expository texts, and procedural texts *****Select an expository text that includes events in a sequential order, such as a book about a cycle (water, life, etc.).Display the selected expository text with events. Explain that authors use clue words such as: next, first, second, third, after to tell about the order of events. Review that next and after are adverbs. Ask: What does it mean to retell? Discuss responses. Conduct a Book Walk of the selected text: Show and discuss the cover. Read the title, author, and illustrator. Preview and discuss 2-3 illustrations. Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. Ask: What is the topic of this text? How do you know? Discuss responses and point out textual evidence to support ideas.  PHONICS Unit 4 ~ Lesson 1 TEKS ~ 1.3 A, CNote card (optional, 18 per 2 students), Chart paper (if applicable)Select 15 single syllable words (5 closed syllable, 5 open syllable, and 5 vowel-consonant-e syllable). Possible words could include: go, she, he, hi, my, no, let, cup, sad, him, gum, got, hop, nope, line, tune, home, gate, like, base, etc. Create a set of note cards with all 15 words for each pair of students. On the other note cards, write closed, open, and silent e on three separate note cards for each pair of students. These will be used as headings for sorting. Create a three-column chart labeled with the same headings (open, closed, silent e). Review 3-5 words from the Word Wall using the Word Wall Routine. Display and read the following words: me, pig, made. Ask: Which word follows the closed syllable pattern? Why? Ask: Which word follows the open syllable pattern? Why? Ask: Which word follows the vowel-consonant-silent e pattern? Why? Display the three column chart and place the words into the correct categories. Explain to students they will place words into the same categories. Distribute the note cards. Students find the header cards (open, closed, and silent e) and spread them out in order to be able to sort the other words. With a partner, students read each word and then sort them into the correct categories. Review the three syllable types. Review the correct answers for the sorting. Clarify any misconceptions and write the words in the correct category. WRITING Unit 4~Lesson 1: TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24Writers Notebook (1 per student) Teacher Writers Notebook (1) Chart paper (if applicable) Display the concept web in the Teacher Writers Notebook from Daily Lesson 2. Reread the information in the graphic organizer. Model writing the rest of the composition using the information on the graphic organizer. Use adverbs when applicable and reinforce appropriate conventions (handwriting, capitalization, punctuation, and spelling). Model using available resources to find correct spellings (e.g., word wall, sight word lists, student dictionaries, environmental print). Students reread the information on their concept webs. In the Writers Notebook, students finish their compositions using ideas from their concept webs. Confer with students to provide targeted instruction related to skills reinforced in the Mini Lesson. Conduct Authors Chair routine. MATH Unit 10 ~ Lesson 1 TEKS: : 1.8B; 1.11A; 1.12B Activities Graph: Lining up, sharpening pencils, and cleaning up as well as activities sheet. *Performance Indicator- TTW pose real life situations of time to the hour/ half-hour and ask the students to show the time1. TTW lead the class through all appropriate calendar activities including reflecting on time, patterns, important events, attendance, and so forth. 2. TTW review data from the classroom activities chart as well as make predictions if the class can perform the tasks quicker today. 3. TCW perform the 3 activities and chart the data comparing the data/ using comparative language to share the results. TCW compete activities CSCOPE page placing activities in order by their duration. 4. TTW Pose real life time scenarios and ask the students to show the correct response as a performance indicator. TTW check for understanding. 5. TCW wrap up any activities as needed and play a friendly game of what time is it? (The Teacher displays different times to the hour and half-hour on her classroom clock. Second round you could turn it into boys vs. girls, groups -vs- groups or sort by jacket color.) SCIENCE Unit 6 ~ Lesson 1 TEKS: 1.2A, B, D, E, 1.3B, C, 1.4A, 1.8A-D Handout: Weather Watching1. Review this weeks topics. 2. Complete Handout: Weather Watching. SOCIAL STUDIES Unit 7 ~ Lesson 2 TEKS: 1.4, 1.4A, 1.5, 1.5A, 1.5B, 1.6, 1.6A, 1.6B, 1.17, 1.17B, 1.18, 1.18A, 1.18B Google Maps / Earth1.Display Google Maps/Earth. Demonstrate how to use the north, south, east, west arrows to manipulate the map/globe. 2. Use the plus/minus tool to zoom in and out. By zooming in, the view will go from the North American continent to the United States. Guide it to zoom in on Texas and then your local community. 3. Demonstrate how to find landforms and bodies of water in and around the local community and other areas of Texas. Look for: a continent an ocean mountains hills plains valleys deserts the coast lakes rivers ponds 4. Students turn and talk to a partner telling how technology can help us learn about maps and globes. 5. Students add to Our Earth Words in the Science Notebook defining Google Maps/Earth and illustrating one of the screen shots. 6. Facilitate a discussion that focuses on Key Understandings and Guiding Questions: People use maps and globes to communicate about the physical characteristics of place. What is a map? What is a globe? How is land indicated on a map or globe? How is water indicated on a map or globe? How do maps help us communicate about the physical characteristics of place? How does the compass rose help determine direction? How does a map key help determine specific landforms? What landforms and bodies of water are found on Earth? Objectives Science: Unit 6 Lesson 1 Students observe, describe, measure, collect, and record data on day to day weather changes to formulate predictions. Reading Unit 4~Lesson 1: TSW continue to practice comprehension strategies in informational text. Students ask and answer questions, identify topic, purpose, and important details in expository text. Using text features, students locate specific information. Students participate in the research process. Math: Students read an analog or digital clock to tell time to the hour and half-hour, describe a transitive relation between three or more events, and compare and order sensory temperatures by describing them using comparative language. Writing Unit 4~Lesson 1: TSW have the opportunity to write brief informational compositions. Phonics Unit 4~Lesson 1 Students read and spell words and high frequency words with the syllable pattern vowel-consonant-silent e (a-e, o-e, i-e, u-e). Students decode words using common syllable patterns including open and closed syllables. Social Studies Unit 7 Lesson 2 The students will identify a globe as a model of the Earth. They will interact with maps and globes. *,4DEFYZ[dxyz{|}znaTD<h $$Ifa$gd ? G H I K Z \ ] m ʽ֒􆽭zz􆽭ʽhJ> $$Ifa$gd~ $$Ifa$$Ifkdm$$Ifl4\ 86 nZ G t06644 laf4yt~JD; $$Ifa$$Ifkd!$$Ifl4\ 86 nZ G t06644 laf4yt~ $$Ifa$gd2 $$Ifa$gd~ $$Ifa$ $Ifgd3h!lhs5OJQJ#hs5B*CJOJQJ^JaJphJOZ hyChs5CJOJQJ^JaJhs5CJOJQJ^JaJh2Ehs5CJOJQJaJh2hs5CJOJQJaJh hs5CJOJQJaJhs5CJOJQJaJhs5OJQJh/|h/|5CJ OJQJaJ h/|OJQJh/|5CJ(OJQJaJ(h+5CJ(OJQJaJ(h/|5CJH*OJQJaJh/|5CJOJQJaJ JA8 $IfgdF1= $Ifgd kd$$Ifl4:\ 86lnZ G t06644 laf4yt $$Ifa$gd  \ ] $  s  6dd$If[$\$`gdF1= $ 6 $If[$\$^ `a$gdF1=m$$hddd$If[$\$^ha$gdF1= $$Ifa$gdF1= $ f  5 q # 78s JKʷʤʤʷʤʷʷʷʷʕʑ}n}_nPhz0hz0CJOJQJaJhz0hz0CJOJQJaJhUh/|CJOJQJaJh/|CJOJQJaJh/|OJQJhs5h9 hs5CJOJQJaJ$h9 hs50JCJOJQJ^JaJ$h9 hs50JCJOJQJ^JaJ h9 hs5CJOJQJ^JaJ#h9 hs55CJOJQJ^JaJ#h9 hs5>*CJOJQJ^JaJ VMD8 $$Ifa$gd# $Ifgd# $Ifgd kd$$Ifl4!\ 86 nZ G t06644 laf4yt.8 2JK#E"Fo & F$Ifgdz0 h$If^hgdz0 $$Ifa$gd $$Ifa$gd# $$Ifa$gdz0%&not$%ĸөqcXM?hVZhs5>*OJQJ^JhVZhs5OJQJhs55>*OJQJhVZhs55>*OJQJ hyChs5CJOJQJ^JaJh2hs5CJOJQJaJhs5CJOJQJaJhs5OJQJh/|hz0h/|CJOJQJaJhz0CJOJQJaJhz0hz0CJOJQJaJhz0hz05CJOJQJaJh/|CJOJQJaJhz0hz05CJOJQJaJ%VMD888 $$Ifa$gdF1= $IfgdF1= $Ifgd kdw$$Ifl4\ 86 nZ G t06644 laf4yt %Ge|C?@ ddd$If[$\$^gdF1=$ $If[$\$^ `a$gdF1=m$ $$Ifa$gdF1=$hddd$If[$\$^ha$gdF1=?@ABHLOXZastu @@ABCQUW`bi÷~rf÷fffrhs5CJOJQJaJhs5CJOJQJaJhhCJOJQJaJhhCJOJQJaJhCJOJQJaJh~hs5CJOJQJaJhs5CJOJQJaJhs5OJQJhs5hVZhs5CJOJQJaJ hVZhs5CJOJQJ^JaJhVZhs55CJOJQJaJ"@ABCH[tuVMAAAAA $$Ifa$gd# $Ifgd kd0$$Ifl4\ 86 nZ G t06644 laf4yt uA1A $Ifgd $$Ifa$gd ABCDEFGVMD888 $$Ifa$gdF | $Ifgd# $Ifgd kd$$Ifl4-\ 86 nZ G t06644 laf4yt GHIQcS[" Y !Q!z!"@#_# $Ifgd- $$Ifa$gd- $$Ifa$gd# $$Ifa$gdF | ! % - F W ?#^#_#`#a#q##### $$$&$/$1$6$8$A$C$K$M$Q$ǷǨreUeUeUeUeUeUh"h}5CJOJQJaJh}5CJOJQJaJh8h}CJOJQJaJh}h}CJOJQJaJhs5CJOJQJaJhs5OJQJhs5hcS hs5CJOJQJaJh+hs55CJOJQJaJhs5CJOJQJaJh+hs5CJOJQJaJhs55CJOJQJaJhNhs55CJOJQJaJ!_#`#a#b#i#q##VMAAA5 $$Ifa$gd} $$Ifa$gd# $Ifgd kd$$Ifl4\ 86 nZ G t06644 laf4yt ###$$$%w&&$'O''''.(n((#))) $Ifgd} $$Ifa$gd $$Ifa$gd}Q$S$X$Z$`$b$h$k$o$q$$$$$$$$$$$$ %e%g%%%%%%%3&Q&w&x&&&&''$'(()$){))))))÷÷÷÷÷÷÷h Y 5CJOJQJaJhs5hs5CJOJQJaJh8h}CJOJQJaJh}CJOJQJaJhTh}CJOJQJaJhNh}5CJOJQJaJhTh}5CJOJQJaJh}5CJOJQJaJ1))))))))))VQQQQQQQQgd`kkd[ $$Ifl4\ 86 nZ G t06644 laf4yt ))))))))**&*'*1*:* $$Ifa$gd $Ifgd $qq$If]q^qa$gd L^LgdUgd`k )* **%*&*'*:*;*<*E*****Q+S++~o]L>- hyChs5CJOJQJ^JaJhs5CJOJQJ^JaJ hEhs5CJOJQJ^JaJ"hEhs55>*CJOJQJaJhs55>*CJOJQJaJh2Ehs5CJOJQJaJh2hs5CJOJQJaJhs5CJOJQJaJhs5OJQJh/|h/|5CJ OJQJaJ h/|OJQJh/|5CJ(OJQJaJ(h+5CJ(OJQJaJ(h/|5CJH*OJQJaJh/|5CJOJQJaJ:*;*<*=*E*V***VMAAAAA $$Ifa$gdF1= $Ifgd kd $$Ifl4:\ 86lnZ G t06644 laf4yt *R+S+++t,,7--n.?$If[$\$^?gdF1=m$$hddd$If[$\$^ha$gdF1= $$Ifa$gdF1= +++,*,U,v,w,,,---l.m.n.o.p.q.x.y.......11楡~o~`T`oHhz0CJOJQJaJhz0CJOJQJaJhz0hz0CJOJQJaJhz0hz0CJOJQJaJhUhs5CJOJQJaJhs5CJOJQJaJhs5OJQJhs5 h3 hs5CJOJQJ^JaJ hEhs5CJOJQJ^JaJhs5CJOJQJaJ$hEhs50JCJOJQJ^JaJhEhs5CJOJQJaJh!lhs5OJQJn.o.p.q.y.VMD8 $$Ifa$gd# $Ifgd# $Ifgd kd $$Ifl4!\ 86 nZ G t06644 laf4yty...../`00112 & F$Ifgdz0 $$Ifa$gd $$Ifa$gd# $$Ifa$gdz0 1122222{2|2222`3l3/4;46ƺ|gT>T>T+h[R|hs55B*CJOJQJ\aJph%h[R|hs5B*CJOJQJaJph)h[R|hs5B*CJOJQJ^JaJphh"hs5CJOJQJaJ hyChs5CJOJQJ^JaJh hs5CJOJQJaJh2hs5CJOJQJaJhs5CJOJQJaJhs5OJQJhs5hz0hs5CJOJQJaJhz0hz05CJOJQJaJhz0hz0CJOJQJaJ22222-2|2VMAAAA $$Ifa$gdF1= $Ifgd kd $$Ifl4\ 86 nZ G t06644 laf4yt |22222233,44566.7/7 $IfgdF1= $IfgdF1= $$Ifa$gdF1=$hddd$If[$\$^ha$gdF1=6-7.7/7071777;7>7G7I7O7P7d7f7g777j;k;l;m;v;z;|;;;;;;;;<ļsg[ļ[[[g[hs5CJOJQJaJhs5CJOJQJaJhhCJOJQJaJhhCJOJQJaJhhCJOJQJaJh~hs5CJOJQJaJhs5CJOJQJaJhs5OJQJhs5h[R|hs5CJOJQJaJ%h[R|hs5B*CJOJQJaJph)h[R|hs5B*CJOJQJ^JaJph /707172777J7f7g7VMAAAAA $$Ifa$gd# $Ifgd kd? $$Ifl4\ 86 nZ G t06644 laf4yt g7z77I88^9_::k; $Ifgd $$Ifa$gdk;l;m;n;v;;;VMD888 $$Ifa$gdF | $Ifgd# $Ifgd kd $$Ifl4-\ 86 nZ G t06644 laf4yt ;;;;;<7<<)=`=J>K> $Ifgd- $Ifgd $$Ifa$gd- $$Ifa$gd $$Ifa$gd# <<<<<<'=(=)=*===L=N=O=^=_=K>L>M>]>>>>>??s@-A.AA㿷uiuYLih}5CJOJQJaJh8h}5CJOJQJaJh}CJOJQJaJh8h}CJOJQJaJhs5CJOJQJaJhM0CJOJQJaJh}h}CJOJQJaJhs5CJOJQJaJhs5OJQJhs5 hzhs50JCJOJQJaJh- hs5CJOJQJaJhs5CJOJQJaJjhs5CJOJQJUaJK>L>M>N>U>]>o>VMAAA5 $$Ifa$gd} $$Ifa$gd# $Ifgd kd $$Ifl4\ 86 nZ G t06644 laf4yt o>>>E???s@@@AA.ArAAAAAAB BBB}B & F$Ifgd} $Ifgd}$ & F$Ifa$gdM0 $$Ifa$gd}AAAB|B}B~BBBBBBBBBBBBBSCTCȻ}yqeVG8h2Ehs5CJOJQJaJh2hs5CJOJQJaJh hs5CJOJQJaJhs5CJOJQJaJhs5OJQJh/|h/|5CJ OJQJaJ h/|OJQJh/|5CJ(OJQJaJ(h+5CJ(OJQJaJ(h/|5CJH*OJQJaJh/|5CJOJQJaJhM05CJOJQJaJhs5hs5CJOJQJaJh}CJOJQJaJh1Yh}CJOJQJaJ}B~BBBBBBBBBVQQQQQQQQgd`kkdj$$Ifl4\ 86 nZ G t06644 laf4yt BBBBBBBBBBBBBBB $$Ifa$gd $Ifgd $qq$If]q^qa$gd L^LgdUgd`kBBBBBCTCsCVMAAAAA $$Ifa$gdF1= $Ifgd kd#$$Ifl4:\ 86lnZ G t06644 laf4yt TCkCqCrCsC|CCCDDEEEPFVFFFFG$GGGAHFHHHHHHHHHɸwk\khUhs5CJOJQJaJhs5CJOJQJaJhs5OJQJhs5hehs5CJOJQJaJ$hehs50JCJOJQJ^JaJ$hehs50JCJOJQJ^JaJ hehs5CJOJQJ^JaJh!lhs5OJQJ hyChs5CJOJQJ^JaJhs5CJOJQJaJhehs5CJOJQJaJsC|CCCDD]EQFFGAHH( & F [ddd$If[$\$^`gds5$hddd$If[$\$^ha$gdF1= $$Ifa$gdF1= HHHHHVMD8 $$Ifa$gd# $Ifgd# $Ifgd kd$$Ifl4!\ 86 nZ G t06644 laf4ytVHHHHI)KyKKKLL}M1NEOOCPP!QQR?ReR & F$Ifgdz0 $$Ifa$gd $$Ifa$gd# $$Ifa$gdz0HHHHH IIJLL>R?RdReRfRgRpRRR,S-Sӵ~rcTC4h"hs5CJOJQJaJ hyChs5CJOJQJ^JaJh hs5CJOJQJaJh2hs5CJOJQJaJhs5CJOJQJaJhs5OJQJhs5hz0hs5CJOJQJaJhz0CJOJQJaJhz0hz05CJOJQJaJhs5CJOJQJaJ" jhz0hz0CJOJQJaJhz0hz0CJOJQJaJhUhs5CJOJQJaJhz0hz0CJOJQJaJeRfRgRhRpRRRVMAAAA $$Ifa$gdF1= $Ifgd kd$$Ifl4/\ 86 nZ G t06644 laf4ytrRRS,S-S{SSYT$U]UVnVViii" & F ddd$If[$\$^`gds5% & F ?ddd$If[$\$^`gds5& & F ?ddd$If[$\$^`gds5 $$Ifa$gdF1=$hddd$If[$\$^ha$gdF1= -S^TTvVVVVVVVVVW WW$W%WWW\\\\\\\\\\\\\]]|pddddpdhs5CJOJQJaJhs5CJOJQJaJhhCJOJQJaJhhCJOJQJaJhCJOJQJaJh~hs5CJOJQJaJhs5CJOJQJaJhs5OJQJhs5h9 hs5CJOJQJaJ$h9 hs50JCJOJQJ^JaJ h9 hs5CJOJQJ^JaJ!VVVVVVB9-- $$Ifa$gd# $Ifgd kdN$$Ifl4\ 86 nZ G t06644 laf4yt  ?$If^gdF1=V W%WPWeWWWWSXDYNZZ[\ $Ifgd $$Ifa$gd $$Ifa$gd# \\\\\\\VMD888 $$Ifa$gdF | $Ifgd# $Ifgd kd$$Ifl4-\ 86 nZ G t06644 laf4yt \\]]R]S]5kd$$Ifl4\ 86 nZ G t06644 laf4yt $Ifgd- $$Ifa$gd $$Ifa$gd# ]]R]S]T]d]]]^^2^4^^^^_E_``8`o`q```VaWaaabbcddddde;ͯzmh/|5CJOJQJaJhM05CJOJQJaJhT=~h}5CJOJQJaJh}CJOJQJaJhs5CJOJQJaJhT=~h}CJOJQJaJhT=~h}CJOJQJaJhs5CJOJQJaJhs5OJQJhs5hs5CJOJQJaJhF |hs5CJOJQJaJ$S]T]U]\]d]v]]] ^^_E_v__``Vaaa3b & F$Ifgd} & F$Ifgd} $Ifgd}$ & F$Ifa$gd} $$Ifa$gd} $$Ifa$gd# $Ifgd 3bfbbbccdAdNdbdhdndsdxdd & F$Ifgd} $Ifgd} & F$Ifgd}ddddddddddVQQQQQQQQgdF |kdy$$Ifl4\ 86 nZ G t06644 laf4yt dddee-e.e8eAe $$Ifa$gd $Ifgd $qq$If]q^qa$gd L^LgdUgdF |eee,e-e.eAeBeCeKeLeeeffffµp_M=, hfhs5CJOJQJ^JaJh,hs55CJOJQJaJ#h,hs55CJOJQJ^JaJ hyChs5CJOJQJ^JaJh2Ehs5CJOJQJaJh2hs5CJOJQJaJh hs5CJOJQJaJhs5CJOJQJaJhs5OJQJh/|h/|5CJ OJQJaJ h/|OJQJh/|5CJ(OJQJaJ(h+5CJ(OJQJaJ(h/|5CJOJQJaJh/|5CJH*OJQJaJAeBeCeDeLe]eeVMAAAA $$Ifa$gdF1= $Ifgd kd2$$Ifl4:\ 86lnZ G t06644 laf4yt effMggggghhht$ $If[$\$^a$gdF1=m$# & F ddd$If[$\$^`gds5# & F ddd$If[$\$^`gds5 $$Ifa$gdF1=$hddd$If[$\$^ha$gdF1= fg1g5g:g?gRgnggghhhhhiii i*i+ioipiynznnnnnnܸsg[Lhz0hs5CJOJQJaJhz0CJOJQJaJhs5CJOJQJaJhz0hz0CJOJQJaJhz0hz0CJOJQJaJhUhs5CJOJQJaJhs5CJOJQJaJhs5OJQJhs5 hfhs5CJ0OJQJ^JaJ0$hfhs50JCJOJQJ^JaJ hfhs5CJOJQJ^JaJ$hfhs50JCJOJQJ^JaJhhii iVMD8 $$Ifa$gd# $Ifgd# $Ifgd kd$$Ifl4!\ 86 nZ G t06644 laf4ytV ii+ipikkllmdmmmXnznn & F$Ifgdz0 $$Ifa$gd $$Ifa$gdz0nnnnn oYoVMAAAA $$Ifa$gdF1= $Ifgd kd$$Ifl4\ 86 nZ G t06644 laf4yt nXoYooorrrrrrrrrrrrrrrrs±xi]i]iNix?hhCJOJQJaJhhCJOJQJaJhCJOJQJaJh~hs5CJOJQJaJhs5CJOJQJaJhs5OJQJhs5hs5CJOJQJ^JaJ$hwhs50JCJOJQJ^JaJ hwhs5CJOJQJ^JaJh"hs5CJOJQJaJ hyChs5CJOJQJ^JaJh|Nhs5CJOJQJaJh2hs5CJOJQJaJYo{oooop5p qqq/rrr$ & F Lddd$If[$\$^`Lgds5% & F Lddd$If[$\$^`Lgds5 $$Ifa$gdF1=$hddd$If[$\$^ha$gdF1= rrrrrrrrVMAAAAA $$Ifa$gd# $Ifgd kd]$$Ifl4\ 86 nZ G t06644 laf4yt rrJss\ttu;vvJw $Ifgd $$Ifa$gd ssIwJwKwLwUwYw[wdwfwmwwwwwwwwxixjx}x~xxxxyyzzzz{{{1{B{G{v{y{{{$|%|ٲٲٲppppppppph.h}CJOJQJaJh}CJOJQJaJhs5CJOJQJaJh}CJOJQJaJh" h}CJOJQJaJh~hs5CJOJQJaJhs5CJOJQJaJhs5OJQJhs5hs5CJOJQJaJhhCJOJQJaJhs5CJOJQJaJ,JwKwLwMwUwgwwVMD888 $$Ifa$gdF | $Ifgd# $Ifgd kd$$Ifl4-\ 86 nZ G t06644 laf4yt wwwwwww5kd$$Ifl4\ 86 nZ G t06644 laf4yt $Ifgd $$Ifa$gd- $$Ifa$gd# wwwxxjx~xxy,z6zBzKzUz[zbzjzrz|zzzzz & F$Ifgd} $Ifgd} $$Ifa$gd $$Ifa$gd} $$Ifa$gd# zw{{%|5|G|q|||}U}} & F$Ifgd} $Ifgd} %|4|5|F|G|p|q|||||}}T}U}}}}}}}}}1~2~3~K~efxl\M\hs5hs5CJOJQJaJhs5hs5>*CJOJQJaJhs5CJOJQJaJh/|CJOJQJaJhF |h/|CJOJQJaJhF |h/|>*CJOJQJaJh/|>*CJ$OJQJaJ$hgVh/|>*CJ$OJQJaJ$hM0>*CJ$OJQJaJ$h/|OJQJhs5hs5CJOJQJaJh}CJOJQJaJh.h}CJOJQJaJ}}}}}}}}}VQIIIIII$a$gdgVgd wkd$$Ifl4\ 86 nZ G t06644 laf4yt }}}}}2~3~gUV̀ʁ/0123gd}gdz0gds5gdF |$a$gdgVfgmTUǹMOʁ/012óxlxl`TI:xhz0h}CJOJQJaJh}h}OJQJh}h}>*OJQJh}CJOJQJaJhz0CJOJQJaJhz0hz0CJOJQJaJhz0hz0>*CJOJQJaJhz0>*CJOJQJaJhs5hs5CJOJQJaJhs5hs5>*CJOJQJaJhs5h>*CJOJQJaJhhCJOJQJaJhh>*CJOJQJaJhs5>*CJOJQJaJ23hF |hs5CJOJQJaJ?P1h0:p?= /!"#$h% Dp$$If!vh#vn#v#vZ #vG:V l4: t066)v+5n55Z 5Gf4yt0 $$If!vh#vn#v#vZ #vG:V l4! t066+,5n55Z 5Gf4yt~$$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt~$$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt~$$If!vh#vn#v#vZ #vG:V l4- t066+,5n55Z 5Gf4yt~$$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt~$$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt~$$If!vh#vn#v#vZ #vG:V l4: t066)v+5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4! t066+,5n55Z 5Gf4yt.8$$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4- t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4: t066)v+5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4! t066+,5n55Z 5Gf4yt$$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4- t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4: t066)v+5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4! t066+,5n55Z 5Gf4ytV$$If!vh#vn#v#vZ #vG:V l4/ t066+,5n55Z 5Gf4ytr$$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4- t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4: t066)v+5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4! t066+,5n55Z 5Gf4ytV$$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4- t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt $$If!vh#vn#v#vZ #vG:V l4 t066+,5n55Z 5Gf4yt ^ 2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ F |NormalCJ_HaJmH sH tH DA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List 6U`6 .80 Hyperlink >*B*phjj +BG Table Grid7:V0^O^ s5msolistparagraphcxspmiddledd[$\$.X`!. s5Emphasis6]*W`1* s5Strong5\boBb s5Default 7$8$H$-B*CJOJQJ^J_HaJmH phsH tH PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] 3z> Q$)+16<ATCH-S]efns%|f23BGPSVY^adgjmruy}Yy% @ [ {  %@uAG_##)):**n.y.2|2/7g7k;;K>o>}BBBsCHHeRRVV\\S]3bddAeeh inYorrJwwwz}}3CDEFHIJKLMNOQRTUWXZ[\]_`bcefhiklnopqstvwxz{|~44'5)5N5^53zXX8@0(  B S  ?_GoBack\5z\5z ......Á.ā.Ł.Ɓ.="="::D]D]3v3v5z D"D"::K]K]:v:v5z 9 *urn:schemas-microsoft-com:office:smarttagsplace8 *urn:schemas-microsoft-com:office:smarttagsCity hy V Z Z_!!%o'oByCy5zx !"""))P0T0f2j244aaddll~pp(s:sGyHy5z333333333333 JK @LOXZasu@q!!!;";"<"n&y&&&&&****//;/>/G/I/O/d/g///j34(5)5_5]666666|:~:::::@@@@ AAdJfJfJgJNNNO OO$O%OOOKQQQUR^RvRRTTTdUUUVV\\\B]B]C]` a*a+aoapaffffjjjjjjjjkkIooooopipjp}p~puuuuu1v2z5z JK @LOXZasu@q!!!;";"<"<"n&n&y&&&&&****//;/>/G/I/O/d/g///j34(5)5_5]66666|:~::::::@@@@@ AAdJfJfJgJNNNO OO$O%OOOTdUUUVV\\\B]B]C]C]`` a*a+aoapaffffjjjjjjjjkkIopipjp}p~puuuuu1v2z5z<2ZqE r Tt*vd.bn"js[]>P u+O!}(@(ZF,|Lu/=P\Z?OzCZ)@D7AELgWEs[[Pcfbn+^hx'}m"0fwjnZFp7->xyv,^|㪭^`.^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^`^J.^`^J.pLp^p`L^J.@ @ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PLP^P`L^J.^`^Jo(.^`^J.pLp^p`L^J.@ @ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PLP^P`L^J.^`.^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`.^`^Jo(.^`^J.pLp^p`L^J.@ @ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PLP^P`L^J.^`^J.^`^J.pLp^p`L^J.@ @ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PLP^P`L^J. ^`hH. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^`^Jo(.^`^J.pLp^p`L^J.@ @ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PLP^P`L^J.h^`OJQJo(hH^`OJQJ^Jo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoP^P`OJQJo(hH^`.^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`hH. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^`.^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`hH. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.^`^Jo(.ee^e`^J.5L5^5`L^J.  ^ `^J.  ^ `^J.L^`L^J.uu^u`^J.EE^E`^J.L^`L^J.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^`^Jo(.^`^J.pLp^p`L^J.@ @ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PLP^P`L^J.^`^Jo(.^`^J.pLp^p`L^J.@ @ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PLP^P`L^J.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH ^`hH. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.P [+^h\Z?7->xd.wjn<2s[[F,@DAE fb ^| O! OzCgWLu/qE @(y}mPB9%B9Prio"70RiHi"fa UdeWVed=We" "DaPC"'QlayfirSwo-TbleU. RVhe whiXudePrio"70RiHi"fa UdeWVed=We" "Da                                                                                                                     b$                                                      V f2 7? rB*j),LELQ aa7a+~> q~`k w Y # cS  rM0z0s5.8}:F1=BmB2E+F+BGPIXKLwMMNbOgVM\U^\rbmx]{/|F |}|Nz_|7,+sV0 Vt [Uqu- 0v?Pv:3z5z@!!!!3z@Unknown G*Ax Times New Roman5Symbol3. *Cx Arial?NKristen ITC;. *Cx Helvetica5. .[`)Tahoma?= *Cx Courier New;WingdingsA$BCambria Math"Ah(g(g=g>=g>20yy KQHP  ?s2!xx Goshen Creek/1st GRADE Ashley GilleyGilley, Ashleyl                   Oh+'0@4   ( 4 @LT\dlGoshen Creek/1st GRADEAshley GilleyNormalGilley, Ashley2Microsoft Office Word@@+;E@\@\=gG2$mVTD U.  /.@BKristen ITC---@BKristen ITC--------- .2 6 0GOSHEN CREEK ELEMENTARY       2 6Z 0   2 6t 0 0  2 6 0 0  2 6 0 0  2 6 0 0  2 64 0 0  2 6d 0 0  2 6 0 0  2 6 0 0  2 6 0 0 2 6$ 0   2 6R 01 --- 2 -\ 0st---  2 6h 0  2 6l 0GRADE   2 6 0    2 O 0  WW@BKristen ITC---@BKristen ITC--- #2 /?WWMonday Week 20    2 0?WW  'tWX@BKristen ITC---  2 f_XWt  'tW@BKristen ITC--- 2 m WtMaterials     2 mWt  'tW--- 2 mWtActivity     2 mWt  '- @ !W-- @ !W-- @ !9W-- @ !WV-- @ !WW-- @ !W-- @ !W-- @ !W-- @ !W-- @ !W-- @ !W-- @ !X-- @ !XV-- @ !X-- @ !X-- @ !X-uX@BKristen ITC---  2 Xu   2 eXuREADING  2 Xu  @BKristen ITC--- 2 s XuUnit ~ Lesson   2 Xu   2 XuTEKS:    2 Xu    2 Xu  'u@BKristen ITC- - -   2 Ju  'u@BKristen ITC- - -   2 u    2 u  @BKristen ITC- - -  "2 uStudent Holiday       2 u  '- @ !t-- @ !tV-- @ !tW-- @ !t-- @ !t-- @ !t-- @ !t-- @ !t-- @ !^u-- @ !^uV-- @ !^u-- @ !^u-- @ !^u-=X---  2 _X=   2 gX=PHONICS    2 X=  --- 2 s X=Unit ~ Lesson   2 X=   2 X=TEKS:    2 X=  ---  2 6X=  '=@BKristen ITC- - -   2 J=  '=- - -   2 =    2 =  @Times New Roman- - - - - -  "2 =Student Holiday     - - -   2 =  '- @ !-- @ !V-- @ !W-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !i-- @ !iV-- @ !i-- @ !i-- @ !i->X---  2 PX>   2 iiX>WRITING  2 iX>  --- 2 {s X>Unit ~ Lesson   2 {X>   2 X>TEKS:    2 X>  '>- - -   2 |J>  '>- - -   2 L>    2 ^>  - - -  "2 p>Student Holiday     - - -   2 p>  '- @ !=-- @ !=V-- @ !=W-- @ !=-- @ !=-- @ !=-- @ !=-- @ !=-- @ !r>-- @ !r>V-- @ !r>-- @ !r>-- @ !r>-X---  2 X   2 wXMATH  2 X  --- 2 sXUnit   2 X  2 X~ Lesson  2 X   2 XTEKS:    2 X  ---  2 X  '- - -   2 J  '- - -   2     2   - - -  "2 Student Holiday     - - -   2   '- @ !-- @ !V-- @ !W-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !i-- @ !iV-- @ !i-- @ !i-- @ !i-X---  2 -_X   2 FhXSCIENCE   2 FX  --- 2 XqXUnit   2 XX   2 XX  2 XX~ Lesson  2 XX   2 XX   2 fXTEKS:    2 fX  ---  2 }X  '- - -   2 TJ  '- - -   2 )    2 ;  - - -  "2 MStudent Holiday     - - -   2 M  '- @ !-- @ !V-- @ !W-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !i-- @ !iV-- @ !i-- @ !i-- @ !i-X---  2 X   2 nXSOCIAL   2 X   2 jXSTUDIES    2 X  --- 2 s XUnit ~ Lesson   2 X   2 XTEKS:    2 X  ---  2 X  '- - -   2 J  '- - -   2     2   - - -  "2 Student Holiday     - - -   2   '- @ !-- @ !V-- @ !W-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !9-- @ !V-- @ !V-- @ !W-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !-- @ !-"SystemvNt90v@v}90--00  //..՜.+,D՜.+,L hp   keller isd>y Goshen Creek/1st GRADE Titlep 8@ _PID_HLINKSA( e)http://www.weather.com/FIEhttp://www.theweatherchannelkids.com/weather-center/forecast-center/  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ Root Entry F } Data A1TableiWordDocumentA>SummaryInformation(p4DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q