- Review of reading informational and literature standards
- RI.1.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- SL.2.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L3.4 Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
- W1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
- b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
- c. Use a variety of transitional words and phrases to manage the sequence of events.
- d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
- W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic
- SS9.1 Utilize timelines to sequence key events in Florida history.
- SS3.9 Explain how Florida became a US territory
- Identify events, procedures, ideas, and/or concepts in different types of text.
- Use specific information in a text (e.g., historical, scientific, technical) to explain events, procedures, ideas and/or concepts, including what happened and why.
- determine a logical order for presenting their topic, text, story, or experience. • present their topic, text, story, or experience with facts and relevant (appropriate), descriptive details that support the main idea or theme. • report their information by speaking clearly at an appropriate pace
- a. Demonstrate legible cursive writing skills. b. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). c. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. d. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. e. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). f. Form and use prepositional phrases. g. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. h. Correctly use frequently confused words (e.g., to, too, two; there, their).
- demonstrate the ability to use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph)
- Define research and explain how research is different from other types of writing.
- Focus research around a question/topic that is provided or determine their own research worthy question (e.g., Why do birds migrate?).
- Gather a variety of information about their research topic using print and media sources
- Learn how to use vivid, sensory details in your writing
- Learn how to show, not tell, when describing
- Create a timeline of major events in the American Revolution
- Students will identify the role of Florida on the British side in the American Revolution. They will learn about significant points of the war and the outcome that returned Florida to the Spanish.
- Identify causes of American Revolution