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Bryan Adams Feeder Pattern
Academic Year 2013-2014
Curriculum Map
Teacher: Ms.Ginger, Mr.Jordi
Subject: Social Studies
TEKS List
Time
Frame
5.2.A identify and analyze the causes and effects of events
prior to and during the American Revolution,
including the French and Indian War and the Boston Tea Party
5.15.A identify the key elements and the purposes and explain the importance of the
Declaration of
Independence
WEEK ONE
5.2.C summarize the results of the American Revolution,
including the establishment of the United States and
the development of the U.S. military
5.24.E identify the historical context of an event
5.19.A explain the contributions of the Founding Fathers to the development of the
national
government
5.19.B identify past and present leaders in the national government, including the
president and
various members of Congress, and their political parties*
5.21.A identify significant examples of art, music, and literature from various periods
in U.S. history such as the painting American Progress, "Yankee Doodle," and "Paul
Revere's Ride"
5.24.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
DAY 1
DAY 2
DAY 3
DAY 4
Assessment
DAY 5
Grade Level: 5th
Lesson Objectives & Demonstrations of
Learning
LO:
Learn the main causes and events prior and during
the Amercian Revolution.
DOL:
Write a summary about the causes of the American
Revolution.
LO:
Students will learn the results of the American
revolution.
DOL:
Summarize the results of the American Revolution.
LO:
Learn who the Founding Fathers were and how they
contributed to the development of the national
government.
DOL:
Answer questions about the lesson using a flash
card.
LO:
Students identify significant examples of art, music
and literature.
DOL:
Analyze the examples of art identifying cause-andeffect relationships with the history period.
LO:
Students need to read carefully and understand the
ACP-like questions.
DOL:
Using ACP-like assessment students will
demonstrate an understanding of the light energy
and its movement with 70% accuracy.
Six Week: 3rd
Assessment Plan and
Resources
Please check all that apply:
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Third Six Week
Assessment
Sixth Six Week
Assessment
Reasoning Mind
ESTAR
Istation
ACP
Other:
Resources (please list them)
Bryan Adams Feeder Pattern
Academic Year 2013-2014
Curriculum Map
Teacher:
Subject:
Prioritized TEKS List
Time
Frame
Grade Level:
Six Week: 1st
2nd
3rd
4th
5th
6th
Lesson Objectives & Demonstrations of Learning
LO:
Learn the importance of the U.S. Constitution
5.3.A identify the issues that led to the creation of the U.S.
Constitution, including the weaknesses of the Articles
of Confederation*
DAY 1
5.15.B explain the purposes of the U.S. Constitution as
identified in the Preamble*
5.15.C explain the reasons for the creation of the Bill of
Rights and its importance*
Please check all that
apply:
DOL:
Students will write down three articles they find important for society.
LO:
Learn the purposes of the US Constitution and the importance of the Bill of
Rights.
DAY 2
WEEK TWO
DOL:
Summarize the purposes of the US Constitution and the Bill of Rights.
5.16.A identify and explain the basic functions of the three
branches of government
5.25.C express ideas orally based on research and experiences
LO:
Students will learn the basic functions of the three branches of government
DAY 3
5.16.B identify the reasons for and describe the system of
checks and balances outlined in the U.S.
Constitution*
5.16.C distinguish between national and state governments
and compare their responsibilities in the U.S. federal system
5.20.A describe the fundamental rights guaranteed by each
amendment in the Bill of Rights, including freedom of
religion, speech, and press; the right to assemble and
petition the government; the right to keep and bear
arms; the right to trial by jury; and the right to an
attorney*
Teacher:
DOL:
Answer questions about the lesson using a flash card.
LO:
Distinguish between a National and state governments
DAY 4
Subject:
DOL:
Students will use a T-chart to compare national and state governments.
DOL:
Using a Venn-diagrame students will write down what they learnt about
the Bill of rights.
Grade Level:
Six Week: 1st
2nd
3rd
4th
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Third Six Week
Assessment
Sixth Six Week
Assessment
Reasoning
Mind
ESTAR
Istation
ACP
Other:
Resources (please list
them)
LO:
Learn the fundamental rights guaranteed in the bill of rights.
DAY 5
Assessment Plan
and Resources
5th
6th
Bryan Adams Feeder Pattern
Academic Year 2013-2014
Curriculum Map
Prioritized TEKS List
Time
Frame
Review
LO:
Review the most important information.
DAY 1
Assessment
DAY 2
WEEK THREE
Lesson Objectives & Demonstrations of Learning
DOL:
Students will answer ACP-like questions and will check the
answers in class.
LO:
Students need to read carefully and understand the ACP-like
questions.
DOL:
Using ACP-like assessment students will demonstrate an
understanding of the light energy and its movement with 70%
accuracy.
LO:
Day off-Thanksgiving
DAY 3
Day off- Thanksgiving
DOL:
LO:
DAY 4
DOL:
LO:
Day off- Thanksgiving
DAY 5
DOL:
Assessment Plan
and Resources
Please check all
that apply:







Third Six
Week
Assessment
Sixth Six
Week
Assessment
Reasoning
Mind
ESTAR
Istation
ACP
Other:
Resources (please
list them)
Bryan Adams Feeder Pattern
Academic Year 2013-2014
Curriculum Map
Teacher:
Subject:
Prioritized TEKS List
WEEK FOUR
5.4.A describe the causes and effects of the War of 1812*
5.4.D identify significant events and concepts associated
with U.S. territorial expansion, including the
Louisiana Purchase, the expedition of Lewis and
Clark, and Manifest Destiny*
5.24.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
5.7.B describe a variety of regions in the United States such as landform, climate, and
vegetation
regions that result from physical characteristics such as the Great Plains, Rocky
Mountains,
and Coastal Plains*
5.25.A use social studies terminology correctly
5.25.B incorporate main and supporting ideas in verbal and written communication
5.7.C locate on a map important political features such as the ten largest urban areas
in the United
States, the 50 states and their capitals, and regions such as the Northeast, the
Midwest, and
the Southwest
Grade Level:
Time
Frame
DAY 1
DAY 2
DAY 3
5.17.B sing or recite "The Star‐Spangled Banner" and explain its history
5.17.E explain the significance of important landmarks, including the White House,
the Statue of
Liberty, and Mount Rushmore
DAY 4
Assessment
DAY 5
Six Week: 1st
2nd
3rd
4th
5th
6th
Lesson Objectives & Demonstrations of Learning
LO:
Learn the causes and effects on the War of 1812 and the US
territorial expansion.
DOL:
Summarize the causes and effects of the War of 1812.
LO:
Learn landforms, climates and vegetegion regions that result
from the Great plains, Rocky Mountains and Coastal Plains.
DOL:
Using a US map students draw and write what they have learnt.
LO:
Students learn the ten largest urban areas in the US, the 50
states and their capitals.
DOL:
Using a US map students draw and write what they have learnt.
LO:
Learn the story of “The Star-Splanged banner” and the
significance and importance of the White House, The Statue of
Liberty and Mount Rushmore.
DOL:
Answer questions about the lesson using a flash card.
LO:
Students need to read carefully and understand the ACP-like
questions.
DOL:
Using ACP-like assessment students will demonstrate an
understanding of the light energy and its movement with 70%
accuracy.
Assessment Plan
and Resources
Please check all that
apply:







Third Week
Assessment
End of Six
Week
Assessment
Reasoning
Mind
ESTAR
Istation
ACP
Other:
Resources (please
list them)
Bryan Adams Feeder Pattern
Academic Year 2013-2014
Curriculum Map
Teacher:
Subject:
Prioritized TEKS List
Grade Level:
Time
Frame
5.4.B identify and explain how changes resulting from the
Industrial Revolution led to conflict among sections of
the United States*
5.4.C identify reasons people moved west
DAY 1
5.7.A describe a variety of regions in the United States such
as political, population, and economic regions that
result from patterns of human activity*
WEEK FIVE
DAY 2
5.4.D identify significant events and concepts associated
with U.S. territorial expansion, including the
Louisiana Purchase, the expedition of Lewis and
Clark, and Manifest Destiny*
5.25.D create written and visual material such as journal entries, reports, graphic
organizers, outlines, and bibliographies
2nd
3rd
4th
5th
6th
Lesson Objectives & Demonstrations of Learning
Assessment Plan and
Resources
LO:
Students will learn the Industrial Revolution and its effects
among sections of the United States. Identify reasons
people moved west.
DOL:
Summaryze the Industrial Revolution and reasons people
moved west.
LO:
Learn regions in the United States such
as political, population, and economic regions that
result from patterns of human activity.
DOL:
Using a US map students will locate regions learnt.
Please check all that
apply:
LO:
Students identify significant events and concepts associated
with U.S. territorial expansion, including the
Louisiana Purchase, the expedition of Lewis and
Clark, and Manifest Destiny*
DAY 3
5.9.A describe how and why people have adapted to and
modified their environment in the United States, past
and present, such as the use of human resources to
meet basic needs*
5.9.B analyze the positive and negative consequences of human modification of the
environment in
the United States, past and present*
5.13.A compare how people in different parts of the United
States earn a living, past and present*
Six Week: 1st
DOL:
Using a Venn-diagrame students will write down what
they learnt about the US Territorial expansion.
LO:
Learn how and why people have adapted to and
modified their environment in the United States, past
and present, such as the use of human resources to
meet basic needs
DAY 4
DOL:
Students will analyze the positive and negative
consequences of human modification of the environment in
the United States, past and present







Third Six Week
Assessment
Sixth Six Week
Assessment
Reasoning Mind
ESTAR
Istation
ACP
Other:
Resources (please list
them)
Bryan Adams Feeder Pattern
Academic Year 2013-2014
Curriculum Map
Prioritized TEKS List
Time
Frame
Assessment
DAY 5
Lesson Objectives & Demonstrations of Learning
LO:
Students need to read carefully and understand the ACPlike questions.
DOL:
Using ACP-like assessment students will demonstrate an
understanding of the light energy and its movement with
70% accuracy.
Assessment Plan and
Resources
Bryan Adams Feeder Pattern
Academic Year 2013-2014
Curriculum Map
Teacher:
Prioritized TEKS List
Subject:
Grade Level:
Time
Frame
ACP’s
Six Week: 1st
3rd
4th
5th
6th
Lesson Objectives & Demonstrations of Learning
LO:
Review the next day’s ACP
DAY 1
2nd
DOL:
ACP’s
LO:
Review the next day’s ACP
Assessment Plan
and Resources
Please check all that
apply:


DAY 2
WEEK SIX
DOL:
ACP’s
LO:
Review the next day’s ACP
DAY 3
ACP’s
DOL:
LO:
Review the next day’s ACP
DAY 4
ACP’s
DOL:
LO:
Review the next day’s ACP
DAY 5
DOL:





Third Six
Week
Assessment
Sixth Six
Week
Assessment
Reasoning
Mind
ESTAR
Istation
ACP
Other:
Resources (please
list them)
Bryan Adams Feeder Pattern
Academic Year 2013-2014
Curriculum Map