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

2. For example…. All of the ELAR Essence Statements for grades 6-8 can be grouped into 6 concept areas:  ONGOING: Vocabulary (6.2, 7.2, 8.2); Writing Process (7.14, 7.14, 7.19, 7.20, 7.21)  Literary Text: ONGOING : 7.3—Theme/Genre  FICTION  6.6, 7.6, 8.6 (Elements of fiction—plot development)  DRAMA  6.5, 8.5 (structure/elements of drama)  POETRY  6.8, 7.4 (sensory/figurative language; structure/elements of poetry)  Comprehension of Informational Text:  EXPOSITORY  6.10, 7.10, 8.10 (main idea/details)  PROCEDURAL  6.12, 7.12, 8.12 (graphic features (and media*) in informational text)  PERSUASIVE  8.11 (recognize arguments in text)

3. 2. Create your plan for covering the Essence Statements before the testing window. Things to consider:  We have until February 6 th to cover the Essence Statements  We will need to consider the preview window and the amount of time available for introducing new skills  Our scope and sequence will go in the same order as the district framework, but NOT as long—we will repeat the order throughout the year to provide multiple opportunities for our students.  16 weeks for first semester (1 st week of school/Thanksgiving week not counted)~ then have January to review  After you cluster ES across grade levels, how many concepts need to be covered? Think about your students’ strengths and areas of need: How long do you need to plan for covering the concept? Plan more time for clusters of Essence Statements

4. For example…. All of the ELAR Essence Statements for grades 6-8 can be grouped into 6 concept areas:  ONGOING: Vocabulary (6.2, 7.2, 8.2); Writing Process (7.14, 7.14, 7.19, 7.20, 7.21)  Literary Text: ONGOING : 7.3—Theme/Genre  FICTION  6.6, 7.6, 8.6 (Elements of fiction—plot development)  DRAMA  6.5, 8.5 (structure/elements of drama)  POETRY  6.8, 7.4 (sensory/figurative language; structure/elements of poetry)  Comprehension of Informational Text:  EXPOSITORY  6.10, 7.10, 8.10 (main idea/details)  PROCEDURAL  6.12, 7.12, 8.12 (graphic features (and media*) in informational text)  PERSUASIVE  8.11 (recognize arguments in text) 3 weeks 2 weeks 3 weeks 2 weeks 3 weeks 16 total weeks

5. 3. Look at your district’s Year at a Glance document. Log in to your district curriculum For TCMPC users: http://www.teksresourcesystem.net/module/profile/Account/LogOn?ReturnUrl=%2f http://www.teksresourcesystem.net/module/profile/Account/LogOn?ReturnUrl=%2f Use the Year at a Glance Document to determine WHEN you will cover the Essence Statements and in WHAT order. REMEMBER: Use the “Lather, Rinse, Repeat” concept!

6. TIPS: Add your cycle of unit concepts.  (Poetry, Literary Nonfiction, Fiction, Drama, Expository, etc.) Put in the CONTENT SPECIFIC Essence Statements FIRST. [ex.: Fiction (6.6, 7.6, 8.6)] Insert the ONGOING Essence Statements next 6. Build your 6 or 9-week plan.

7. 7. Determine Themes Use the themes to tie all content areas together Determine how long each theme will last (week, 2 weeks, etc.) TIPS:  Keep themes age/grade appropriate  Make them relevant to students’ lives and environments

8. Week/ ThemeReadingWritingMathScienceSocial Studies Week 1 Theme: School Rules at Home, School, and My Community What is my routine? (6.2, 7.2, 8.2) Vocab (7.3)-- Theme Lesson: What are the rules at school? (7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling Numerical Understanding: (6.1, 8.1) Numbers in equivalent forms; different representations Matter & Energy: (6.5, 7.5, 8.5) Atoms, properties, interaction w/ energy History: (8.2) Causes of exploration/ colonization Week 2 Theme: School People & Places (6.2, 7.2, 8.2) Vocab (7.3) – Theme (6.8, 7.4) (POETRY- sensory/figurative language; structure/elements of poetry) Lesson: (7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling Numerical Understanding: (6.1, 8.1) Numbers in equivalent forms; different representations Matter & Energy: (6.5, 7.5, 8.5) Atoms, properties, interaction w/ energy History: (8.2) Causes of exploration/ colonization Week 3 Theme: What does it mean to be American? (6.2, 7.2, 8.2) Vocab (7.3) --- Theme LITERARY NONFICTION- ID features Lesson: (7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling Numerical Understanding: (6.1, 8.1) Numbers in equivalent forms; different representations Matter & Energy: (6.5, 7.5, 8.5) Atoms, properties, interaction w/ energy Citizenship: (8.19) Rights and responsibilities of US citizens Week 4 Theme: School Things to Do (6.2, 7.2, 8.2) Vocab (7.3) – Theme (6.6, 7.6, 8.6) FICTION- Elements of fiction; plot development Lesson: (7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling Operations: + - * / (6.2, 7.2, 8.2) Solve problems using operations Matter & Energy: (6.6, 7.6) Physical Chemical properties, changes, classification History: (8.3) Foundations of representative government

9. Week/ Theme Reading WritingMathScienceSocial Studies Week 5 Theme: Using Senses to Explain the World (6.2, 7.2, 8.2) Vocab (7.3) – Theme (6.5, 8.5) (DRAMA-structure/elements of drama) Lesson: (7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling Operations: + - * / (6.2, 7.2, 8.2) Solve problems using operations Matter & Energy: (6.6, 7.6) Physical Chemical properties, changes, classification History: (8.3) Foundations of representative government Week 6 Theme: Everything Changes (seasons, people, places, etc.) (6.2, 7.2, 8.2) Vocab (6.10, 7.10, 8.10) (EXPOSITORY- main idea/details) Lesson: (7.17) Revises expository text (7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling Operations: + - * / (6.2, 7.2, 8.2) Solve problems using operations Matter & Energy: (6.6, 7.6) Physical Chemical properties, changes, classification Geography: (8.10) Physical characteristics of NA; adaptations to envmt Week 7 Theme: Everything Changes (seasons, people, places, etc.) (6.2, 7.2, 8.2) Vocab (8.11) (PERSUASIVE- recognize arguments in text) Lesson: (7.18) Revises persuasive text (7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling Proportional Relationships: (6.3, 8.3) Solve problems involving ratios; Proportional/non- proportional relationships Matter & Energy: (6.8) Force & motion related to potential & kinetic energy Geography: (8.10) Physical characteristics of NA; adaptations to envmt Week 8 Theme: My Community People & Places (6.2, 7.2, 8.2) Vocab (6.12, 7.12, 8.12) (PROCEDURAL-graphic features (and media*) in informational text) Lesson: (7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling Proportional Relationships: (6.3, 8.3) Solve problems involving ratios; Proportional/non- proportional relationships Matter & Energy: (7.7) Relationship between force & work Culture: (8.23) relationships between racial, ethnic, religious groups Week 9 Theme: My Community Things to Do (6.2, 7.2, 8.2) Vocab RESEARCH & MEDIA ~ identify features/components of research & media Lesson: (7.14, 7.19, 7.20, 7.21) Revising &Editing: word choice/ grammar, mechanics (capitalization & punctuation), spelling Proportional Relationships: (6.3, 8.3) Solve problems involving ratios; Proportional/non- proportional relationships Matter & Energy: (8.6) Relationships exist between force, motion, & energy Culture: (8.23) relationships between racial, ethnic, religious groups

10. 8. Develop Weekly Plan Use theme topic to gather (or build) materials Make sure that Essence Statements are included in plan to ensure instruction Think about what the students will need to know BEFORE they can learn the Essence Statement, and begin with those skills and build on them MondayTuesdayWednesdayThursdayFriday ELAR Book: Welcome back to School! Skill: Vocabulary Writing: Summer Reflection ELAR Book: What are the Rules at School? Skill: Recall/Comp Writing: Rules at School poster ELAR Book: What are the Rules at School? Skill: Recall/Comp Writing: Rules at School poster ELAR Book: What are the Rules at Home? Skill: Recall/Comp Writing: Rules at Home poster ELAR Book: What are the Rules in my Town? Skill: Recall/Comp Writing: Rules in my Community poster MATH Book: Numbers Around School: Are They the Same? Skill: ID numbers in book; around school (classroom & hallway) MATH Book: Numbers Around School: Are They the Same? Skill: ID numbers in book; around school (cafeteria & gym) MATH Book: Numbers Around School: Are They the Same? Skill: equivalent forms: numerals &amounts (ones & tens using pencils) MATH Book: Numbers Around School: Are They the Same? Skill: equivalent forms: numerals &amounts (ones & tens using balls from gym) MATH Book: Numbers Around School: Are They the Same? Skill: equivalent forms: balancing amounts using coins SCIENCE Book: Matter in my School Skill: ID/compare properties of matter (size) SCIENCE Book: Matter in my School Skill: ID/compare properties of matter (weight) SCIENCE Book: Matter in my School Skill: ID/compare properties of matter (texture) SCIENCE Book: Matter in my School Skill: ID/compare properties of matter (shape & color) SCIENCE Book: Matter in my School Skill: ID/compare properties of matter (sink/float) SOCIAL STUDIES Book: Where I Live Skill: ID name/pic of school SOCIAL STUDIES Book: Where I Live Skill: ID name/pic of school & town SOCIAL STUDIES Book: Where I Live Skill: ID name/pic of school, town, & state SOCIAL STUDIES Book: Where I Live Skill: ID name/pic of school, town, state, & country SOCIAL STUDIES Book: Where I Live Skill: ID name/pic of school, town, state, country, & continent

11. Choose grade level/age appropriate resources (fiction, poetry, drama, nonfiction, etc.) Develop interesting, fun, accessible activities & and differentiate for Levels 3, 2, 1. Individualize to accommodate for individual student needs (IEP information/goals) 9. Develop Lesson Plans

12. Choose grade level/age appropriate resources (fiction, poetry, drama, nonfiction, etc.) 9. Develop Lesson Plans

13. Develop interesting, fun, accessible activities & differentiate for Levels 3, 2, 1. 9. Develop Lesson Plans

14. Individualize to accommodate for individual student needs (IEP information/goals) 9. Develop Lesson Plans

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

16. Lesson Plan Template (based on 5E Model) Subject : Skill: Objective: Book: Engage: Explain: Evaluate: Materials: http://access.uncc.edu/parent-teacher-and-educator-resources

17. Lesson Plan Template (based on 5E Model) Date: Subject : Math Skill: Uses numbers in a variety of equivalent forms Objective: ID equivalent numbers in book; around school (classroom & hallway) Book: Numbers Around School: Are They the Same? (levels 1,2,3) Engage: Play “I-Spy” (practice ID items around classroom) Read book Explore/Explain: Explain that amounts can look different but mean the same. Identify/match numbers/objects that are equivalent while playing “I-Spy” for math Evaluate: Level 3: Locate equivalent amounts on worksheet (circle, point) Level 2: Group/Match equivalent amounts using manipulatives and number cards Level 1: Participate in matching equivalent amounts by placing equivalent amounts in tubs Materials: leveled books, numeral cards 0-9 around room; groups of manipulatives (0-9) in baggies around room or on table for exploration, level 3 worksheet, data sheet (level 1,2)