Lakeland Middle Preparatory School Creative Writing

Lakeland Middle Preparatory School

Creative Writing Curriculum Guide

Full Language Arts Standards can be found at https://www.tn.gov/education/article/english-language-arts-standards.

https://www.tn.gov/education/article/english-language-arts-standards

Quarter 1 Quarter 2

● Creative Devices and Published Work ○ Use of literary devices ○ Personification, imagery, simile, and

metaphors ○ Imagery piece - place descriptions ○ Story drafts

● Published Work ○ Evaluation of literary examples focused on

literary devices ○ Benefits of literary devices within text

● Editorial Writing ○ Persuasive writing ○ Tone and personal voice ○ Claims and counterclaims ○ Diction ○ Editorial draft ○ Grammar and mechanical editing

● Personal Narratives ○ First person point of view ○ Characterization ○ Second and third person point of view

● Memoir and Diary Writing ○ Character journals ○ Diary entries ○ Memoir composition

.

Quarter 3 Quarter 4

● Poetry Writing ○ Poet biographies ○ Historical and social contexts within poetry ○ Poetic devices ○ Original poetry ○ Poem analysis

● Children’s Literature ○ Fairy tales, memoir, narratives and

informational stories ○ Figurative language, figures of speech,

poetic devices ○ Original story for young audience

● Writing Short Stories ○ Discuss and write about variety of short stories ○ Traditional short story elements ○ Plot structure ○ Setting and character ○ Development of original short story

● Writing for a Young Adult Audience ○ Literature analysis ○ Social plots and themes ○ Development of original young adult series pitch to be

written and marketed


General Music Curriculum Guide

This guide is meant to be a quick reference for teachers to understand the scope and sequence of the school

year. The charts below include the Domain and Clusters for each course.

Teachers should reference the Tennessee State Standards in order to understand the full requirements of each

standard.

https://tn.gov/assets/entities/education/attachments/std_art_mus_gr_5.pdf

5th Grade General Music Quarter 1 Quarter 2

Singing 5.MU.1.1.2 Sing a melody with accurate pitch, rhythm, dynamics, tempo, and phrasing. 5.MU.1.3.2 Sing rounds and canons while maintaining tempo and pitch.

Composing 5.MU.4.1.3 Create and demonstrate, in a group setting, a four measure instrumental or vocal melody based on a pentatonic scale with a simple chordal accompaniment. 5.MU.4.3.3 Create an arrangement of a given melody by changing harmony, meter, tempo, or parts of the melody and demonstrating through movement, singing, or playing an instrument.

Playing Instruments

5.MU.2.1.3 Perform simple and complex rhythm patterns in small and large ensembles. 5.MU.2.2.2 Play melodies based on selected major and minor scales. 5.MU.2.2.3 Play, with others, ostinato, partner songs, and/or rounds/canons.

Listening and Analyzing

5.MU.6.1.3 Identify and explain, orally and/or written, complex forms of music. 5.MU.6.3.3 Compare and contrast listening examples using correct music vocabulary.

Reading and Notating

5.MU.5.1.3 Compare and contrast meters; identify note names in treble clef, note values, and rest values. 5.MU.5.2.3 Demonstrate an understanding of treble clef pitches by singing intervals using solfege and letter names and by notating those pitches.

Evaluating 5.MU.7.1.3 Use student developed rubric to evaluate a music performance.

Improvising

5.MU.3.2&3.4 Improvise on a variety of instruments an eight-beat melodies and accompaniments using a pentatonic scale.

Interdisciplinary Connections

5.MU.8.1.2 Determine and demonstrate ways of combining elements of music, dance and theatre. 5.MU.8.2.1 Describe the literary characteristics of song lyrics.

Historical and Cultural Relationships

9.0 5.MU.9.1.3 Compare and contrast music examples of selected cultures and historical periods.

Quarter 3 Quarter 4

Singing 5.MU.1.1.3 Sing a melody with accurate pitch, rhythm and musicality. 5.MU.1.3.3 Sing two-part harmony of varied repertoire.

Composing 5.MU.4.2.3 Create and demonstrate a two- to four-measure melodic interlude for a given melody.

Playing Instruments

5.WCE.MU.6 Perform rhythms that include syncopated patterns or sixteenth notes. 5.MU.2.3.3 Perform an accompaniment on pitched or non-pitched instruments using an orchestration that includes varying instrumentation, rhythms, and pitches. 5.MU.2.4.3 Demonstrate, through performance, expressive qualities in an ensemble setting.

Listening and Analyzing

5.MU.6.2.3 Identify, aurally, teacher-selected orchestral instruments in ensembles. 5.MU.6.4.3 Analyze styles and genres of music using teacher-given parameters.

Reading and Notating

5.MU.5.3.3 Identify and demonstrate dynamic markings tempo markings, and articulation markings in music selections.

Evaluating 8.0 Interdisciplinary Connections 5.MU.8.1.3 Evaluate the relationship of music to other performing arts in a given performance.

Improvising

3.0 5.MU.3.2.3 Improvise a sixteen-beat pattern using half notes, quarter notes, paired eighth notes, sixteenth notes, half rests, and quarter rests while maintaining a steady tempo. 5.MU.3.3.3 Improvise, in pairs, an eight- or sixteen-beat question and answer phrase on pitched instruments.


Ongoing Standards

Students will sing regularly music from various cultures, demonstrate appropriate audience and performer behaviors and investigate the relationship of music to other

disciplines.

5.MU.1.2.3 Demonstrate proper vocal technique in both head voice and chest voice.

5.MU.7.2.2 Evaluate one’s own and other’s audience behavior using teacher-given criteria.

5.MU.7.2.3 Evaluate the effect of audience behavior on a musical performance.

5.MU.8.2 Investigate and compare the relationship of music to literature, mathematics, science (e.g., acoustical properties of instrumental music), and/or social

studies in teacher-given classroom activities.

5th Grade Tennessee State Standards

https://tn.gov/assets/entities/education/attachments/std_art_mus_gr_5.pdf


Instrumental and

Vocal Music Curriculum Guide

Grades 6-8




standard.

*Instrument is assumed to be voice, strings, woodwind, brass, or percussion

https://tn.gov/assets/entities/education/attachments/std_art_mus_gr_6-8_instrumental.pdf

Quarter 1 Quarter 2

Singing

● Sing musical examples using stepwise intervallic

pitches. Sing a melody in unison with pitch-accuracy. ● Demonstrate the singing of selected intervals and

melodies in unison. ● Sing a two-part round. ● Sing a basic two-part harmonization with both parts

using the same rhythm. ● Sing a basic two-part harmonization with independent

rhythms.

Playing Music ● Demonstrate knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking at an intermediate level.

● Identify and perform basic rhythms and pitches through verbalization.

● Identify, notate, and perform basic rhythms and pitches.

● Identify, notate, and perform selected intermediate level rhythms and pitches.

● Identify and demonstrate an understanding of selected dynamic and tempo markings.

● Identify and demonstrate an understanding of selected concepts of style.

● Demonstrate an understanding of the concept of phrase shaping.

● Demonstrate an understanding of basic elements associated with successful sight-reading.

Playing Music

● Assemble/Disassemble instrument and demonstrate proper storage/handling of instrument.

● Demonstrate proper daily maintenance routine. ● Execute periodic cleaning beyond daily maintenance. ● Produce a fundamental tone. ● Produce a fundamental tone throughout range of the

instrument. ● Produce a characteristic tone quality. ● Demonstrate correct posture (in sitting and standing

positions), proper hand position, and instrument carriage.

● Demonstrate a fundamental knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking.

● Apply basic elements associated with successful sight-reading.

● Apply basic elements associated with successful sight-reading using a variety of meters and tempi.

● Explain the concept of and perform a major scale in at least two keys/two rudiments.

● Perform a major scale in at least four keys/four rudiments.

● Perform eight major scales/eight rudiments .

Improvising ● Describe the fundamental concepts of improvisation.

● Apply the fundamental concepts of improvisation using simple rhythmic patterns on one to three pitches.

● Apply the fundamental concepts of improvisation using a simple melody.

● Create a variation of a simple rhythmic pattern. ● Create a variation of a simple melody of no more

than three pitches. ● Create a variation of a simple melody with a

minimum of five pitches and varying rhythms. ● Improvise a solo over a given chord (using one or

more pitches). ● Improvise a solo over a given chord (using three

pitches). ● Improvise a solo over a given blues progression.

Composing ● Create the final two measures for a four-measure melody within specified guidelines.

● Create a four-measure melody within specified guidelines.

● Create a melody using a variety of pitches and rhythms.

● Understand individual instrument transposition (concert pitch versus actual pitch).

● Produce a written transcription for a specified instrument using an example in concert pitch.

● Create a simple harmonization under a given melody.

Quarter 3 Quarter 4

Reading and Notation

● Use a system to read simple pitches and rhythms. ● Recognize and apply standard notation symbols for

dynamics, tempo, articulation, and expression. ● Use standard symbols to notate meter, rhythm, and

pitch in simple patterns within specified guidelines

Interdisciplinary Connections

● Name and discuss the other art disciplines. ● Compare and contrast common terms used in the

arts disciplines. ● Produce an oral analysis of how the elements of

music are incorporated in an art discipline other than music.

● Understand basic relationships between music and other academic disciplines.

● Identify examples of how music is used by other academic disciplines.

● Analyze the effects of the interaction between music and other academic disciplines.

● Identify different forms of technology used in creating, producing, and listening to music.

● Discuss the progress of technology throughout the history of music.

● Listen to and discuss music played on at least three different forms of technology.

Listening, Analyzing, and Describing Music

● Describe a simple musical example using basic music vocabulary/terminology.

● Recognize the difference between vocal or instrumental examples.

● Identify instruments within selected listening examples.

● Identify basic elements related to musical events (e.g., tempo, dynamics, orchestration, modulation).

● Describe, verbally or by writing/drawing/mapping, specific events in a musical example.

● Compare and contrast specific musical events in a given example.

Evaluating ● Discuss criteria for evaluating performances and compositions.

● Explain personal preferences for specific musical works and styles using appropriate musical vocabulary/terminology.

● Analyze the three building blocks of music and their relationship to the quality of a musical performance.

● Present an oral or written evaluation of a performance of another person using appropriate vocabulary/terminology.

● Construct a written evaluation of one’s own performance using appropriate vocabulary/terminology.

● Compare and contrast two different performances of the same excerpt using appropriate vocabulary/terminology.


● Listen to teacher-selected examples of music from a variety of historical periods.

● List historical periods as related to selected music examples.

● Discuss the basic musical characteristics of selected historical periods.

● Listen to music representative of selected cultures. ● Discuss distinguishing characteristics of music of

selected cultures. ● Discuss the distinguishing characteristics of and the

instruments used in music of selected cultures. ● Discuss the role of music in daily life throughout

history. ● Compare the accessibility of music throughout

history between the poor and the rich. ● Examine and discuss the role of music and its

influence in present-day society.


Language Arts Curriculum Guides

Grades 5-8


year.


standard.

https://www.tn.gov/education/article/english-language-arts-standards

Grade 8 Language Arts at a Glance

Quarter 1

Quarter 2

Lit

Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 3. Analyze how particular lines or dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Li t

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 6. Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor.

Info Text

Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

Info Text

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Writing

Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. a. b. c. d. e. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. b. c. d. e. f. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. b. c. d. e.

Wr I t ing

Production and Distribution and Present Knowledge 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Quarter 3 Quarter 4

Lit

Integration of Knowledge and Ideas 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. 8. (Not applicable to literature) 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Lit

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

Info Text

Integration of Knowledge and Ideas 7. Evaluate the advantages and disadvantages of using different mediums to present a particular topic or text. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Info Text

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Writing

Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. b.

Wr I t ing

Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Embedded Standards: Speaking and Listening and Language Standards will be embedded in daily work.

Tennessee State Standards LMPS 8th Grade Language Arts Repository

Grade 7 Language Arts at a Glance

https://www.tn.gov/assets/entities/education/attachments/std_eng_gr_8.pdf

https://docs.google.com/document/d/1P3r6hpnSzgM6zbLulSM6pKE4zY9t7FbuoDMfhvEL-cw/edit?usp=sharing

Quarter 1

Quarter 2

Lit

Key Ideas and Details 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 3. Analyze how particular elements of a story or drama interact

Li t

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama. 5. Analyze how a drama’s or poem’s form or structure contributes to its meaning. 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Info Text

Key Ideas and Details 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. 3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Info Text

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Writing

Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. a. b. c. d. e. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. b. c. d. e. f. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. b. c. d. e.

Wr I t ing

Production and Distribution and Present Knowledge 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Quarter 3 Quarter 4

Lit

Integration of Knowledge and Ideas 7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium 8. (Not applicable to literature) 9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Lit

10. Range of Reading and Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Info Text

Integration of Knowledge and Ideas 7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject. 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Info Text

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Research to Build and Present Knowledge 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. b.

Wr I t ing



Tennessee State Standards LMPS 7th Grade Language Arts Repository

6th Grade Language Arts at a Glance


https://docs.google.com/document/d/1voXOpsmPdt0kPEgI_o46ev08C-TnirKV2Ub4f6X8xkw/edit?usp=sharing

Quarter 1

Quarter 2

Lit

Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Li t

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 6. Explain how an author develops the point of view of the narrator or speaker in a text.

Info Text

Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

Info Text

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. 6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Writing

Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. a. b. c. d. e. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. b. c. d. e. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. b. c. d. e.

Wr I t ing

Production and Distribution and Present Knowledge 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Quarter 3 Quarter 4

Lit

Integration of Knowledge and Ideas 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. 8. (Not applicable to literature) 9. Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

Lit

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Info Text

Integration of Knowledge and Ideas 7. Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Info Text

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Research to Build and Present Knowledge 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. b.

Wr I t ing



Tennessee State Standards LMPS 6 Grade Language Arts Repository

5th Grade Language Arts at a Glance


https://docs.google.com/document/d/1nCpCsc_h2qScNVMccTcADF60newpHMe3G49rSWw4D8Y/edit?usp=sharing

Quarter 1 Quarter 2

Lit

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

Lit

4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 6. Describe how a narrator’s or speaker’s point of view influences how events are described.

Info Text

Key Ideas and Details 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Info Text

Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5. Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts. 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Writing

Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. b. c. d. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. b. c. d. e. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. b. c. d. e.

Wr I t ing

Production and Distribution and Present Knowledge 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Quarter 3 Quarter 4

Lit

Integration of Knowledge and Ideas 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text 8. (Not applicable to literature) 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Lit

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Info Text

Integration of Knowledge and Ideas 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Info Text

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Writing

Research to Build and Present Knowledge 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. b.

Wr I t ing


FS.

Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Fluency 4. Read with sufficient accuracy and fluency to support comprehension. a. b. c.


Tennessee State Standards LMPS 5 Grade Language Arts Repository


https://docs.google.com/document/d/1dx3cfwpLLhAHgGX0ZWp3IAt7jvgsk5FMxNTBp0KJm8g/edit?usp=sharing


Mathematics Curriculum Guides




standard.

https://www.tn.gov/education/article/mathematics-standards

Algebra 1 at a Glance

Quarter 1 Quarter 2

Number and quantity

● The Real Numbers System ● Expressions, Equations and Functions

○ Variables and Expressions ○ Order of Operations ○ Properties of Numbers ○ One Step Equations ○ Relations and Functions

Algebra ● Linear Functions and Relations ○ Slope Intercept Form ○ Point-Slope Form ○ Parallel and Perpendicular Lines ○ Scatter Plots

● Systems of Equations and Inequalities ○ Systems of Equations

■ Graphing ■ Substitution ■ Elimination ■ Systems of Inequalities

Algebra ● Seeing Structure in Equations ○ Linear Equations

■ Solving one variable equations ■ Absolute value ■ Ratios and proportions ■ Literal equations ■ Dimensional analysis

○ Linear Inequalities ■ Solving one variable

inequalities ■ Compound inequalities ■ Absolute value

○ Linear Functions ■ Graphing Linear Equations ■ Rate of Change and Slope

● Polynomials ○ Monomials ○ Polynomials ○ Scientific Notation

● Review ○ Allow time for semester exam

review

Quarter 3 Quarter 4

Functions ● Factoring and Quadratic Functions ○ Factoring polynomials ○ Quadratic Equations

Functions and Geometry

● Radical Functions and Geometry ○ Radical Expressions ○ Radical Equations ○ Pythagorean Theorem ○ Distance and Midpoint

● Rational Functions ○ Excluded Values ○ Simplifying rational expressions ○ Multiplying and dividing rational

expressions

Statistics and Probability

● Interpreting Categorical and Quantitative Data

○ Probability Simulations ○ Representing Data

● Quadratic and Exponential Functions ○ Solving and graphing quadratic

equations ○ Completing the square ○ Quadratic formula ○ Exponential functions ○ Growth and decay

Review ● Review ○ Allow time for TN State Mandated

Exam ○ Review for Semester Exam

Algebra 1 State Standards

LMPS Algebra 1 Repository

https://www.tn.gov/assets/entities/education/attachments/std_math_algebra_I.pdf

https://docs.google.com/document/d/11c__AcmAr6O0qV_EHTNMlUvlM4aKeqzFzUooMgzhgLk/edit?usp=sharing

Algebra 1 TNReady Blueprint

Grade 8 (7th Enriched) Math at a Glance

Quarter 1 Quarter 2

The Number System

● Know that there are numbers that are not rational, and approximate them by rational numbers.

Expressions and Equations

● Understand the connection between proportional, relationships, lines, and linear equations.

● Analyze and solve linear equations and pairs of simultaneous linear equations.


● Work with radicals and integer exponents.

Functions ● Define, evaluate, and compare functions.

● Use functions to model relationships between quantities.

Quarter 3 Quarter 4

Geometry ● Understand congruence and similarity using physical models, transparencies, or geometry software.

● Understand and apply Pythagorean Theorem.

Geometry ● Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.


● Investigate patterns of association in bivariate data.

Major Content Supporting Content Additional Content

8th Grade Math State Standards - Please see this link for complete standards to be taught with each domain/cluster.

LMPS 8th Grade Math Repository

8th Grade Math Blueprint

https://www.tn.gov/assets/entities/education/attachments/tnready_blueprints_math_traditional_grade_9-12.pdf

https://www.tn.gov/assets/entities/education/attachments/std_math_gr_8.pdf

https://docs.google.com/document/d/1LsDQdWQJQTgCtGR75E_-MRcyi7eJWZ53kiJOZmtn0pE/edit?usp=sharing

https://www.tn.gov/assets/entities/education/attachments/tnready_blueprints_math_grade_6-8.pdf

Grade 7 (6th Enriched) Math at a Glance

Quarter 1 Quarter 2

Ratios and Proportional Relationships

● Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System

● Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. (7.NS.2 and 7.NS.3)

The Number System

● Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. (7.NS.1)


● Use properties of operations to generate equivalent expressions.

Quarter 3 Quarter 4


● Solve real-life and mathematical problems using numerical and algebraic expressions and equations.


● Use random sampling to draw inferences about a population.

● Draw informal comparative inferences about two populations.

● Investigate chance processes and develop, use, and evaluate probability models.

Geometry ● Draw, construct, and describe geometrical figures and describe the relationships between them.

● Solve Real-life and mathematical problems involving angle measure, area, surface area, and volume.






https://docs.google.com/document/d/1QKBKVqYFKuiBr0onKlQ_45pG7n2l-KjRC5G_Qg4A1Ao/edit?usp=sharing


6th Grade Math at a Glance

Quarter 1 Quarter 2

Ratios and Proportional Relationships

● Understand ratio concepts and use ratio reasoning to solve problems.

The Number System

● Compute fluently with multi-digit numbers and find common factors and multiples.

● Apply and extend previous understandings of numbers to the system of rational numbers.

The Number System

● Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Quarter 3


● Apply and extend previous understandings of arithmetic to algebraic expressions.

● Reason about and solve one-variable equations and inequalities.

● Represent and analyze quantitative relationships between dependent and independent variables.

Geometry ● Solve real-world and mathematical problems involving area, surface areas, and volume.


● Develop understanding of statistical variability.

● Summarize and describe distributions.






https://docs.google.com/document/d/1E9qEb2opEAnHObwfxVccIXgbsAwIL4ebMtBqYA9LkC8/edit?usp=sharing


5th Grade Math at a Glance

Quarter 1 Quarter 2

Operations and Algebraic Thinking

● Write and interpret numerical expressions.

● Analyze patterns and relationships.

Number and Operations in Base 10

● Understand the place value system.

● Perform operations with multi-digit whole numbers and with decimals to hundredths.

Quarter 3 Quarter 4

Number and Operations in Fractions

● Use equivalent fractions as a strategy to add and subtract fractions.

● Apply and extend previous understandings of multiplication And division to multiply and divide fractions.

Geometry ● Graph points on the coordinate plane to solve real-world and mathematical problems.

● Classify two dimensional figures into categories based on their properties.

Measurement and Data

● Convert like measurement units within a given measurement system.

● Represent and interpret data. ● Geometric measurement:

understand concepts of volume and relate volume to multiplication and to addition.






https://docs.google.com/document/d/1sKeAoe4A9rH67XxAEvty5yuB4fK3FWlf6XdME0l5pWk/edit?usp=sharing



Physical Education Curriculum Guides

Grades 5-8


year.


standard.

https://www.tn.gov/education/article/health-pe-wellness-standards

6-8th Grade Physical Education

Quarter 1 Quarter 2

Skilled Movement

● demonstrate locomotor, non-locomotor and manipulative

skills

● participate with skill in a variety of modified sports and

game activities apply skills and strategies in individual,

dual and team sports

● demonstrate intermediate skills of adventure/outdoor

education activities

● develop and refine educational gymnastic sequences

● create and perform dance

● develop and perform rhythmic activities and movement

sequences

Movement Principles and Concepts

● identify principles of practice and conditioning that

enhance movement performance

● participate in goal-setting for improvement in individual

and team activities

● understand and apply offensive, defensive, and

transition strategies in various activities

● follow rules and procedures designed for safe

participation

● demonstrate the correct use of physical education

equipment

● understand and apply balance and weight transfer

concepts

● seek and apply information from a variety of sources to

guide and improve performance

Physical Activity

● understand the importance of daily physical activity

● understand the daily requirements for physical activity

● participate regularly in a variety of physical activities in

both school and non-school settings

● participate in lifelong physical activities participate in

individual, group, and/or family oriented physical

activities

● identify and utilize available community resources that

promote an active lifestyle

Quarter 3 Quarter 4

Physical

Fitness

● explore and participate in a variety of health-related fitness

activities

● understand and apply basic principles of training to

develop personal goals and improve physical fitness

● participate in a personal fitness plan to enhance physical

fitness

● understand the relationship and long-term benefits of

physical fitness to body systems

● demonstrate proper warm-up, conditioning and cooling

down techniques

● participate in moderate to vigorous activity for a sustained

period of time while maintaining a target heart rate

● demonstrate activities to improve and maintain muscular

strength and endurance, flexibility, cardiorespiratory

endurance and body composition

● evaluate and measure personal fitness levels

Affective

Concepts ● recognize the lifelong health benefits of participation in

physical activity

● understand the benefits of participating in a variety of

activities that provide opportunities for enjoyment,

satisfaction and self-expression

● enjoy learning new and challenging physical activities

● recognize physical activity as a positive opportunity for

social and group interaction

● understand how attitudes and values are developed

through games and sports

● evaluate and demonstrate ways individuals maintain a

degree of fitness throughout life

● recognize that physical activity provides opportunities

for problem solving, decision making, and risk-taking

● value knowledge, skills and safety practices related to

lifelong physical activities

Personal and Social Responsibility

● understand that participating in games and sports can enhance

social interaction

● perform a variety of activities that promote social interaction and

self-expression

● work cooperatively within a group to achieve group goals in

competitive and cooperative settings

● cooperate with peers of a diverse population during physical

activity

● demonstrate the importance of teamwork, sportsmanship and fair

play

● follow rules and procedures designed for safe participation

● make appropriate decisions to resolve conflicts arising from the

influence of peers

Physical Education 6-8 State Standards

5th Grade Physical Education

https://www.tn.gov/assets/entities/education/attachments/std_pe_health_gr_6_8.pdf

Movement

Forms/Motor

Skills and

Movement

Patterns

● demonstrate mature form in all locomotor patterns and

selected manipulative and non-locomotor skills

● apply basic skills in game-like experiences

● introduce strategies that occur in game-like situations

● acquire beginning skills in specialized movement

forms

● apply basic rhythmic skills into rhythmic activities and

creative sequences

● combine basic movement skills into specialized

sequences

● demonstrate and modify traditional and popular dance

sequences

● demonstrate and refine specialized educational

gymnastics skills

● develop and refine a gymnastic sequence

demonstrating smooth transitions

● develop patterns and combinations of movements in

educational gymnastics, games and rhythm/dance

● use responsible behavior in safety procedures for all

physical activities

● recognize and analyze knowledge of movement

concepts and principles in basic skills

● apply movement concepts and principles to improve

performance of self and others in motor skills

● recognize and apply movement concepts and

principles that impact the quality of increasingly

complex movement performance

● practice basic strategies in game-like settings

● apply movement concepts and principles to rhythmic

activities

● apply movement concepts and principles to

educational gymnastics

Fitness ● engage in sustained physical activity that causes an

increased heart rate for longer periods of time

● recognize and monitor the physiological indicators that

accompany moderate to vigorous physical activity

● identify activities associated with each component of

health-related physical fitness

● evaluate and improve personal levels of health-related

fitness

● recognize that time and effort are necessary for

improving and maintaining fitness

● recognize the importance of nutrition relative to fitness

Quarter 3 Quarter 4

Physical

Activity

● Participate voluntarily in physical activity outside the

physical education class

● Identify and make use of opportunities at school and in

the community for regular participation in physical

activity

● uses physical education skills and knowledge for

increased physical activity at recess and in the

community

Personal and

Social

Responsibility

● apply rules, procedures and safe practices

● cooperate with others regardless of personal

differences in skill, gender, disability, socioeconomic

level and ethnicity

● recognize and value attributes of individuals

● treat others with respect during physical activity

● resolve conflicts in socially acceptable ways

● work independently and on-task

Values Physical Activity

● experience enjoyment while participating in physical

activity

● seek personally challenging experiences in physical

activity

● use physical activity as a means of self expression

● recognize physical activity as a positive opportunity for

social interaction

● celebrate personal successes and achievements

Physical Education 3-5 State Standards

https://www.tn.gov/assets/entities/education/attachments/std_pe_gr_3-5.pdf


Science Curriculum Guides

Grades 5-8 and Physical Science


year.


standard.

http://www.tennessee.gov/education/article/science-standards

Science at a Glance Physical Science

Quarter 1 Quarter 2

Nature of Science ● Methods of Science ● Standards of Measurement ● Communicating with Graphs

Energy ● The Nature of Energy ● Conservation of Energy

Motion ● Describing Motion ● Acceleration ● Motion and Forces

Electricity ● Electrical charge ● Electric current ● Electrical energy

Forces ● Newton’s Laws ● Gravity

Thermal Energy ● Temperature and Heat ● Transferring Thermal Energy ● Using Heat

Work and Machines ● Work ● Using Machines ● Simple Machines

Solids, Liquids, and Gases

● Kinetic Theory ● Properties of Fluids ● Behavior of Gases

Quarter 3 Quarter 4

Classification of Matter ● Composition of Matter ● Properties of Matter

Chemical Reactions ● Chemical Changes ● Chemical Equations ● Classifying Chemical Reactions ● Chemical Reactions and Energy

Properties of Atoms ● Structure of the Atom ● Masses of Atoms

Solutions ● How Solutions Form ● Solubility and Concentration ● Particles in a Solution ● Dissolving without Water

The Periodic Table ● The Periodic Table Acids, Bases, and Salts

● Acids and Bases ● Strengths of Acids and Bases ● Salts

Elements and Their Properties

● Metals ● Nonmetals ● MIxed Groups

Classification and Adapting to the Environment

● Sorting it all Out ● Domains and Kingdoms ● Animal Behavior, Reproduction, and Animal

Adaptations and Survival

Chemical Bonds ● Stability in Bonding ● Types of Bonds ● Writing Formulas and Naming

Compounds

Population Changes ● Change Over Time ● Natural Selection

The Fossil Record ● Geologic History ● Looking at Fossils

Embedded Inquiry Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.

Embedded Technology and Engineering

Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.

Embedded Mathematics

Science applies mathematics to investigate questions, solve problems, and communicate findings.

Physical Science Curriculum Repository

Learning Blade Outline

Tennessee State Standards

Discovery Education Science Techbook

https://docs.google.com/document/d/1kL8UKjofKVjnjW-fnN-KWKXCxzOO-FuI1xO6iBfqBkc/edit?usp=sharing

https://docs.google.com/presentation/d/1rPd8Qr662lluyEr1NV2hgtL63a8DYEjng57mxQfS3Ag/edit?usp=sharing

http://www.tennessee.gov/assets/entities/education/attachments/std_sci_3202.pdf

Science at a Glance Grade 8

Quarter 1 Quarter 2

Unit/Pacing Topics Unit/Pacing Topics

Properties of Matter 3 Weeks

● Measuring mass volume and temperature

● Physical and chemical properties ● Calculate density ● Compare densities ● Physical and chemical changes

Periodic Table of the Elements 4 weeks

● Investigate properties of elements ● Organization of the periodic table ● Properties of groups ● Metals, nonmetals, and metalloids ● Predicting properties

Phases of Matter 2 weeks

● Effects on density and state ● Pressure, volume, and temperature of

gases ● Particle movements ● Chemical composition of the

atmosphere

Chemical Reactions 5 weeks

● Models of chemical reactions ● Producing new substances ● Chemical formulas ● Chemical equations ● Balanced chemical equations ● Rates of reactions

Elements, Compounds, and Mixtures 3 weeks

● Types of mixtures ● Properties of compounds and elements ● Chemical symbols and formulas ● Atoms and molecules ● Separating components of mixtures ● Classifying mixtures

Quarter 3 Quarter 4

Electromagnetism 5 weeks

● Earth’s magnetic field ● Effects of Earth’s magnetic field ● Strength of an electromagnet ● Testing the performance of

electromagnet ● Relationship between electricity and

magnetism

Classification 2 weeks

● Sorting criteria ● Biological classification ● Classification key ● Identifying an unknown organism ● Usefulness of systems and keys

Adapting to the Environment 4 weeks

● Structural, behavioral, and physiological adaptations

● Survival value of an adaptation ● Fossils ● Predicting survival ● Genetic variation, natural selection, and

adaptation ● Earth’s diversity ● Effects on biodiversity

Gravity 4 weeks

● Effects of mass and distance ● Mass and weight ● Role of gravity in the motion of objects ● Patterns of motion in the universe

Acids and Bases 3 weeks

● Creating a classification system ● Using an indicator ● Properties and uses of acids/bases ● pH scale ● Mixing an acid with a base ● Word equation for neutralization reaction

8th Grade Science Curriculum Repository


Tennessee State Standards


https://docs.google.com/document/d/1ru2sc1R5K_eHEFuS7C2PFTEivKO_Y-UTejhkaS5JdnU/edit?usp=sharing


http://www.tennessee.gov/assets/entities/education/attachments/std_sci_gr_8.pdf


Quarter 1 Quarter 2

Cells 5 weeks

● Cell theory ● Cell size ● Organelles ● Movement of materials ● Diffusion ● Cell division

Reproduction 4 weeks

● Sexual and asexual ● Inferring reproductive strategies ● Exchange of genetic information ● Reproduction in flowering plants ● Adaptations of seeds and fruits

Levels of Organization 2 weeks

● Relationships ● Needs of organisms ● Relating structure and function ● Bioengineered products

Heredity 5 weeks

● Mutations ● Mendel’s laws of inheritance ● Gene pairs ● Punnett squares ● Expressing results ● Relationship between reproduction and

inheritance Flow of Matter and Energy 2 weeks

● Pathways through a plant ● Obtaining oxygen ● Organelles for photosynthesis and

cellular respiration ● Reactants and products ● Energy transformations ● Carbon-oxygen cycle

Quarter 3 Quarter 4

Work 3 weeks

● Forces ● Measuring forces ● Effects of forces on motion ● Work

Rocks and Minerals 4 weeks

● Properties of rocks ● Crystal size in igneous rocks ● Formation of sedimentary rocks ● Metamorphic rocks ● Testing minerals ● Identifying an unknown mineral

Machines 2 weeks

● Types of simple machines ● Compound machines ● Comparing work ● Bioengineered machines

Plate Tectonics 3 weeks

● Earthquake waves ● Studying Earth’s interior ● Layers of Earth ● Effects along plate boundaries ● Locations of earthquakes and volcanoes ● Reasons for patterns ● Characteristics of seismic safe structures

Motion 3 weeks

● Constant force ● Velocity and acceleration ● Newton’s Laws ● Justifying applications of Newton’s laws

Natural Resources 1 week

● Renewable and nonrenewable ● Effects on human activities

Waves 1 week

● Parts of a wave ● Properties and behavior ● Longitudinal and transverse

Family Life ● Family Life Curriculum





https://docs.google.com/document/d/1W_8zjhl5E9e6yVFfJ4osfmZzRukgwR62nK394r_0WEo/edit?usp=sharing




Quarter 1 Quarter 2

Nature of Science and Technology 2 weeks

● What is science? ● Doing science ● Science, Technology, and Engineering

The Sun-Earth-Moon System 2 weeks

● Earth ● The Moon

Interactions of Life 2 weeks

● Living Earth ● Populations ● Interactions within Communities

The Solar System 2 weeks

● The Solar System ● The Inner Planets ● The Outer Planets ● Other Objects in the Solar System

The Non-Living Environment 2 weeks

● Abiotic Factors ● Cycles in Nature ● Energy Flow

Stars and Galaxies 1 week

● The Sun ● Evolution of Stars

Ecosystems 3 weeks

● How Ecosystems Change ● Biomes ● Aquatic Ecosystems

Atmosphere 2 weeks

● Earth’s Atmosphere ● Energy Transfer in the Atmosphere ● Air Movement

Weather 2 weeks

● What is Weather? ● Weather Patterns ● Weather Forecasts

Quarter 3 Quarter 4

Climate 2 weeks

● What is Climate? ● Climate Types ● Climate Changes

Exploring Space 3 weeks

● Radiation from Space ● Early Space Missions ● Current and Future Space Missions

Ocean Motion 2 weeks

● Ocean Currents ● Ocean Waves and Tides

Views of Earth 3 weeks

● Landforms ● Maps

Energy and Energy Resources 3 weeks

● What is Energy? ● Energy Transformations ● Sources of Energy

Review

Views of Earth 2 weeks

● Electric Charge ● ELectric Current ● Electric Circuits

Family Life 1 week

● Family Life Curriculum






https://docs.google.com/document/d/1KBCqT-IdncJ3KsbVk5S_mhipryO3Z1-axbqJSruz90Y/edit?usp=sharing



Quarter 1 Quarter 2

Inquiry, Technology, and Engineering 3 weeks

● Investigations, Tools, Technologies, and Inventions

● Development of New Tools, and Technologies

Cells 3 weeks

● Plant/Animal Cells ● Organelles and Their Functions

The Atmosphere 3 weeks

● Weather and Climate Flow of Matter and Energy 2 weeks

● Photosynthesis ● How Energy is Obtained

Interdependence 2 weeks

● Nutritional relationships ● Symbiotic, Commensal, and Parasitic

Relationships ● Impact of Human Actions and Natural

Disasters

The Universe 3 weeks

● Planets ● Star Patterns

Biodiversity and Change 2 weeks

● Adaptations ● Fossils

Quarter 3 Quarter 4

Heredity 3 weeks

● Reproduction passes Information from Parent to Offspring

● Inherited Traits vs Environmental

Motion 3 weeks

● Mass, Force, and Distance

Forces in Nature 3 weeks

● Gravity ● Effect of Shape

Matter 3 weeks

● Physical vs Chemical Properties ● Freezing vs Melting vs Evaporation ● Rates of Freezing, Melting, and

Evaporation

Review

Energy 3 weeks

● Heat Energy Transfer ● Potential vs Kinetic Energy

Family Life 1 week

● Family Life Curriculum




https://docs.google.com/document/d/1voMaUN2ZUz0sN8dnvZy9Mr5fm35rWD2j5k4nba6fdd0/edit?usp=sharing



Social Studies Curriculum Guides

Grades 5-8


year.


standard.

https://www.tn.gov/education/article/social-studies-standards

Social Studies at a Glance Grade 8 Quarter 1

Quarter 2

Colonialism 1600 - 1750

● English colonization of New World ● Jamestown ● Plymouth Colony founding ● Massachusetts Bay Colony founding ● New Netherlands settlement ● Pennsylvania as haven for Quakers ● Georgia Colony ● French exploration ● American Indian relationships ● First 13 colonies ● First Great Awakening ● Colonial life ● Slavery in the colony

Forming a New Nation 1776 - 1790

● Colonial self-government ● Magna Carta, Bill of Rights, Mayflower Compact ● Articles of Confederation ● Federalists and Antifederalists ● Constitution

Growth of the Nation and its Presence on the World’s Stage 1720 - 1787

● Government structures ● Salutary neglect ● Ben Franklin ● Peter Zenger trial and free press ● French and Indian War ● Land west of Appalachian Mountains ● Watauga Settlement ● American Revolution ● Common Sense and the Crisis ● Patriots and Loyalists

The New Republic 1790 - 1838

● Land Ordinance of 1787 and Northwest Ordinance of 1787

● George Washington’s presidency ● Interpretation of Constitution ● Controversies of presidency of Adams ● Jefferson’s presidency ● Lewis and Clark Expedition ● War of 1812

Quarter 3 Quarter 4

The New Republic 1789 - 1838

● Doctrine of Nullification ● Andrew Jackson presidency ● Sequoya ● Indian Removal Act of 1830 ● James K. Polk presidency ● Mexican War ● Discovery of gold in California ● Northwest Ordinance/banning of slavery

Reconstruction and the New South 1865 - 1877

● 13th, 14th, and 15th Amendments ● Andrew Johnson ● 10% plan & Radical Republican Plan ● Freedmen’s Bureau/Jim Crow laws ● Rise of Ku Klux Klan ● Entrepreneur movement ● Movement of former slaves ● Developments in TN during Reconstruction

The Nation Expands and Changes 1793 - 1850

● Industrialization and tech developments ● Immigration from Northern Europe ● Great Awakening reforms ● Women’s suffrage movement ● Themes of American art/lit ● MO Compromise of 1820 ● Abolitionist Movement ● Manifest Destiny ● Texas settlements/War of Independence ● Moving west

The West Transformed after the Civil War 1860 - 1896

● Agricultural and industrial development ● American Indian policies ● American Indian leaders ● Homestead Act ● Significant inventions ● Transcontinental Railroad ● American cowboy ● Ranching

The Civil War

● Compromise of 1850 ● Kansas-Nebraska Act ● Dred Scott ● Illinois Senate Race of 1858 ● Conditions of enslavement ● North and South boundaries ● Influence of Industrialization ● Election of 1860 ● Geographical division of Tennessee ● Lincoln’s presidency ● Civil War leaders ● African American involvement in Union army ● Civil War events and soldier life ● Lincoln’s assassination

8th Grade Social Studies Tennessee State Standards

LMPS 8th Grade Social Studies Repository

https://www.tn.gov/assets/entities/education/attachments/std_ss_gr_8.pdf

https://docs.google.com/document/d/1KwR3rNQlUuF1379aW0cKlaOT1BIrE2wbK2gOz-sQxZs/edit?usp=sharing

Social Studies at a Glance Grade 7 Quarter 1 Quarter 2

Roman Empire ● Legacy of Roman Empire ● Fall of Roman Empire

China 400 AD - 1500s

● Location and features ● Tang Dynasty ● Diffusion of Buddhism ● Kinship and Confucianism ● Growth during Song Dynasties ● Spread of technology ● Mongol conquest ● Imperial state and scholar-official class ● Ming Dynasty contributions

Islamic World 400 AD - 1500s

● Location/features ● Origin and Expansion of Muslim rule ● Life/teachings of Muhammed ● Connections to Judaism and Christianity ● Qur’an and Sunnah influence ● Muslim scholars ● Trade route and art/architecture ● Mehmed II, Suleiman the Magnificent ● Safavid Empire

Japan 400 AD - 1500s

● Shinto and Buddhism ● China and Korean Peninsula’s influence ● Nara and Heian periods ● Heian aristocracy ● The Tale of Genji ● Military society in late 12th century

Africa 400 AD - 1500s

● Ghana, Mali, Songhai kingdoms ● Trans-Saharan caravan trade ● Written/oral African history and culture ● Development of states/cities ● Mansa Musa and his pilgrimage to Mecca ● Religion before/after Islam and Christianity

Middle Ages 400 AD - 1500s

● Location and features of Europe ● Feudalism and manorialism ● Papacy and European monarchs ● Medieval and English legal practices ● Norman Invasion, Battle of Hastings, William the

Conqueror ● Spread of Christianity and Crusades ● Catholic church ● Black Death ● Modern economy ● Decline of Muslim rule

Quarter 3 Quarter 4

Renaissance and Reformation

● Emergence of Renaissance ● Florence, Italy and Medici family ● Silk Road ● Humanism ● Disseminating information ● Advances in literature, science, and arts ● Henry V, Hundreds Year War, and Joan of Arc ● Tudor dynasties ● Missionaries ● Catholic and Protestant regions ● Influence of Catholicism ● Catholic Church turmoil ● Protestants’ new practices ● Catholic Counter-Reformation ● Voyages of Discovery

Age of Exploration

● Locations of Olmecs, Mayans, Aztecs, and Incas and the features of the land

● Mayan political and social system ● Rise and fall of Aztec and Incan empires ● Artistic and oral traditions and architecture in the four

civilizations ● Impacts of the Mesoamerican developments in

science and math ● Economies and trade ● European countries who explored North America ● Motivation of exploration ● Impact of exchanges of culture ● Effects of exploration on indigenous American

cultures

Enlightenment and Scientific Revolution

● Scientific Revolution roots ● New scientific theories ● Accomplishments of leading scientists ● Enlightenment roots and thinkers ● Capitalism origins




https://docs.google.com/document/d/1vq_YUdznSdzBLHJ2ZxXhfcwTUf8cC0JQucotjMZF8G0/edit?usp=sharing


Human Origins in Africa through Neolithic Age

● Evidence of human origin ● Hunter/gatherers of Paleolithic Age ● Metallurgy and agriculture discovery ● Climatic changes & physical environment

modifications ● Domestication of plants and animals ● Civilizations ● Time designations/abbreviations

Ancient Israel C. 2000 BC - 70 AD

● Geographic features ● Development of ancient israelites ● Monotheistic religion of israelites ● Unification of tribes ● King Solomon major events ● Second Babylonian, Persian, and Median

Empires ● Survival of Judaism

Mesopotamia 3500 BC - 1200 BCE

● Geographic features ● Successive civilizations ● Agricultural developments ● Polytheism ● Growth of civilizations ● Achievements

Ancient Greece C. 800 - 300 BCE

● Geographic features ● Role in maritime trade, colonies in

Mediterranean, & cultural influence ● Tyranny to oligarchy to democratic and back to

dictatorship ● Origins of direct democracy and representative

democracy ● Compare/Contrast Athens/Sparta including

status of women and slaves ● Persian War ● Peloponnesian Wars ● Alexander the Great ● Spread of Greek culture ● Hellenistic culture ● Myths and stories of classical Greece ● Gods, goddesses, and heroes ● Athletic competitions ● Accomplishments ●

Quarter 3 Quarter 4

Ancient Egypt 3000 BC - 1200 BC

● Geographic features ● Ancient Nubia ● Society structure ● Polytheistic religion ● Achievements ● Old, Middle, and New Kingdom ● Kush civilization ● Religious, social, and political structures

Ancient Rome C. 500 BC - 500 AD

● Mythical/historical figures ● Roman Republic government ● Julius and Augustus Caesar ● Cleopatra, Marc Anthony, Nero, Diocletian, and

Constantine influence ● Location and political/geographic reasons for

growth ● Slavery ● Christianity ● Disintegration of Roman Empire ● Roman contributions ● Roman alphabet and Latin language ● Roman gods and goddesses compared to Greek

gods and goddesses

Ancient India ● Geographic features ● Aryan invasions ● Brahmanism to Hinduism ● Caste system structures ● Siddhartha Gautama (Buddha) religious impacts ● Maurya Empire and Emperor Asoka ● Aesthetic and intellectual traditions

Ancient China ● Geographic features ● Origins ● Isolation ● Zhou Dynasty & emergence of Taoism,

Confucianism, & Legalism ● Impact of Confucius ● Shi Huang & unification of northern China ● Great Wall construction ● Han Dynasty ● Silkroad significance ● Buddhism diffusion




https://docs.google.com/document/d/1G6DB4fnpmshmaYPK6R2lPg3I3g2ZiUrdFII6lK5PJV4/edit?usp=sharing


Civil War and Reconstruction

● Trouble Between the States

● The Civil War Begins

● United We Stand, Divided We Fall

● The Great War Continues

● Reconstruction

● Events of Lincoln’s Life

● After the Civil War

● Revisiting Reconstruction

● Growing Pains After the Civil War

WWI, Roaring 20’s and WW II

● American Colonies

● America Flexes Its Power Overseas

● America Helps Win World War I

● The Roaring ‛20s

● Celebrate Our State and Our Heroes!

● Money and Markets

● The Great Depression

● War in Europe

● The War in the Pacific

Quarter 2 Quarter 4

Industrialization and Westward Expansion

● The New South

● Industrial Revolution

● Giants of Industry

● Farmers Get Organized

● Immigrants Flock to America

● Teddy Roosevelt

● The Progressive Movement

● Urbanizing America

● America’s Role Overseas

Modern United States

● Big Changes

● Life in the 1950s

● Nuclear Science

● Communism

● Fabulous ‘50s

● Johnson’s Great Society

● Where It All Began

● Exploring Space

● Modern Wars

● American Heroes

5th Grade Social Studies State Standards



https://docs.google.com/document/d/1qK8CvUNDXZtQIYNYAxC-qmVxR7Z-5GOTj3UahIgH_-c/edit?usp=sharing


STEM Curriculum Guides

Grades 6-8


year.

Teachers should reference the full Tennessee STEM standards in order to understand the full requirements of

each standard.

https://www.tn.gov/education/article/cte-cluster-middle-school-cte-coursework

STEM Designers at a Glance Grade 8 Quarter 1 Quarter 2

Safety ● Accurately read and interpret safety rules, including but not limited to rules published by the National Science Teachers Association (NSTA), rules pertaining to electrical safety, Occupational Safety and Health Administration (OSHA) guidelines, and state and national code requirements.

● Identify and explain the intended use of safety equipment available in the classroom.

Engineering Design Process

● Evaluate an existing engineering design, such as a local bridge or a famous building, providing evidence from exemplars and design rubrics to justify whether the design meets the specified criteria.

● Practice exploring alternative solutions in the engineering design process by creating two solutions for an engineering problem.

● Use the engineering design process and the practices of science and engineering (see specific practices below) to develop a solution for a given engineering challenge.

Introduction to Engineering

● Research the history of engineering using textbooks, the websites of professional societies, scholarly narratives, and explain how science, technology, and math have influenced its development.

● Research and illustrate the relationship between science, technology, engineering, and math using a flowchart, Venn diagram, or other graphic organizer.

● ) Research how engineers in various disciplines (such as civil, mechanical, electrical, chemical, biomedical, computer, agricultural, industrial, and aerospace) benefit society through the products and solutions they design.

Quarter 3 Quarter 4

Fundamental Sketching and Engineering Drawing

● Present a two-dimensional design idea using freehand sketching, manual drafting, and computer-aided drafting (such as SketchUp or AutoCad).

● Present a 3-D design idea using freehand sketching, manual drafting, and computer-aided drafting (such as SketchUp, SolidWorks, or Inventor).

● Create a scaled model of a design concept.

Final Project ● Work in groups to solve a community or school problem by applying the engineering design process and the practices of science and engineering. Build a prototype, if feasible, and write a technical report detailing the problem, the design process used, and the solution proposed. Include an evaluation of the quality of the solution, and give a presentation to the class. Be able to justify the final design solution with supporting evidence from the process, including graphic representations and visual aids as appropriate.

8th Grade Full STEM Standards

https://www.tn.gov/assets/entities/education/attachments/cte_std_stem_designers.pdf

STEM Innovators at a Glance Grade 7 Quarter 1 Quarter 2



Innovation Process

● Select and research a personally-used technology that was an improvement over an existing technology. Identify the reasons for the innovation, the approximate date of the innovation, and the process that resulted in the innovation.

● Articulate the concepts of divergent and convergent thinking to classmates.

● Research an existing technology whose purpose is to solve a societal problem, and follow a general innovation process to determine if the technology can be improved upon.

● Illustrate how the practices of science and engineering relate to the innovation process.

● Given a specific product, apply science and engineering practices (as listed above) to improve the product in a measurable manner.

Intro to Innovation

● Research great innovators. ● Research and identify skill sets that are important

to innovators. Given a specific product, criteria and constraints, apply the innovation skills identified in the research to suggest improvements to the product. Working collaboratively with peers, implement the suggested improvements and defend choices in a presentation to the class.

● Select one of the STEM-intensive career clusters and create a timeline of technological developments that helped advance industries associated with that cluster.

● Research how a specific product became trademarked or patented, and write a brief blog post citing historical documents and other narratives to tell the story.

Fundamental Sketching

● Identify basic design and sketching principles used in the design stage of the innovation process, including orthographic projection, object lines, hidden lines, dimensioning, and scale.

Quarter 3 Quarter 4

3-D Models and Prototypes

● Research how 3-D printing and rapid prototyping have revolutionized the innovation process, consulting popular news media, engineering journals, and relevant industry magazines. Design a 3-D model of a chosen product using computer-aided drafting or modeling software such as SolidWorks or Google SketchUp, then create a 3-D model of the design.

Projects ● Research the Maker Movement and Maker Faire, exploring associated websites and independent commentary (i.e., in news media, in scholarly magazines) to assess the impact they have had on today’s culture of innovation.

● Research needs in the community or society in general using the internet, news sources, and/or surveys of individuals outside the classroom. Based on information gathered, apply an innovation process to create a product or technology that meets the need.


https://www.tn.gov/assets/entities/education/attachments/cte_std_stem_innovators.pdf

STEM Explorers at a Glance Grade 6 Quarter 1 Quarter 2

STEM Overview ● Drawing on multiple sources (such as the Internet, textbooks, videos, and journals), investigate historical figures and milestones in science, technology, engineering, and mathematics

● Drawing on multiple sources (such as the internet, textbooks, videos, and journals), research technologies that have benefited society.

STEM Fields Exploration

● Investigate the following six STEM-intensive career clusters: Manufacturing; STEM; Health Sciences; Information Technology; Architecture and Construction; Agriculture, Food and Natural Resources; and Transportation, Distribution and Logistics.

● Research various occupations in each of the six STEM-intensive career clusters: Manufacturing; STEM; Health Sciences; Information Technology; Architecture and Construction; Agriculture, Food and Natural Resources; and Transportation, Distribution and Logistics.

Science & Engineering Practices

● Explain how asking scientific questions can help to define an engineering problem to be solved.

Manufacturing Cluster

● Investigate the field of manufacturing and manufacturing processes.



STEM Cluster ● Research engineering and scientific texts to understand the engineering design and scientific inquiry processes. Design and create a product that meets specific constraints and criteria using an engineering process.

●

Quarter 3 Quarter 4

Health Science Cluster

● Research areas of the health sciences field. Collect, graph, and analyze personal health or forensic-related information.

Agriculture, Food, & Natural Resources

● Research a problem related to agriculture, food, and natural resources that could be solved using science, engineering, technology, and/or math.

Information Technology Cluster

● Research the field of information technology (IT) and define a problem that could be solved by an IT professional.

Transportation, Distribution, & Logistics

● Research a problem relating to transportation, distribution, and logistics that could be solved using science, engineering, technology, and/or math. Design a model of a transportation technology based on specific criteria and constraints.

Architecture & Construction Cluster

● Research a well-known building, such as the Empire State Building. Incorporate information obtained from the research to inform an original design for a structure meant to serve a specific purpose.


https://www.tn.gov/assets/entities/education/attachments/cte_std_stem_explorers.pdf


Visual Arts Curriculum Guides

Grades 5-8




standard.

8th Grade Visual Arts Pacing Guide

https://tn.gov/assets/entities/education/attachments/std_art_va_gr_6-8.pdf

Quarter 1 Quarter 2

Media, Technique, and Processes

● Media, Technique, and Processes

● Select appropriate media, techniques, and

processes to create intended meaning and desired

effect in a work of art.

● Use media and tools in a safe, responsible,

effective, and accomplished manner.

● Consider and communicate a specific idea through

the appropriate use of media, techniques, and

processes.

● Demonstrate an understanding of how the qualities

and characteristics of a variety of art media relate to

each other.

Structures and Functions

● Structures and Functions

● Apply the elements of art and principles of

design.

● Choose and execute, successfully, a solution to a

specific visual art assignment.

● Apply various sensory and expressive qualities in

a work of art.

● Compare similarities among and differences

between organizational structures in works of art.

● Apply structures and functions to communicate

ideas in works of art in an effective manner.

Evaluation ● Evaluation

● Apply the use of subjects, themes, and symbols

in works of art in an effective manner.

● Apply contexts, values and aesthetics used to

communicate intended meanings in artworks.

● Judge the effective use of subject matter,

symbols, and ideas.

Quarter 3 Quarter 4

Historical and

Cultural

Relationships

● Historical and Cultural Relationships

● Report on the historical and cultural contexts of a

given artwork.

● Deliberate on the role of artists throughout history

and cultures.

● Evaluate the characteristics of artwork in various

eras and cultures.

● Evaluate how cultural factors of time and place

influence the meaning of artworks.

● Evaluate how historical and cultural factors

influence contemporary artwork.

Interdisciplinary

Connections

● Interdisciplinary Connections

● Consider similarities between visual art and

another academic discipline.

● Speculate as to how the unique characteristics of

visual art improve comprehension in one other

academic discipline.

Reflecting and Assessing

● Reflecting and Assessing

● Evaluate multiple intentions in creating works of art.

● Consider various interpretations of works of art.

● Deliberate on the similarities among and differences

between one’s artwork and the artwork of others.

● Evaluate qualities of an artwork using the strategies

involved in a successful critique.

Key Concepts: Students will communicate creatively using art skills and processes.


Quarter 1 Quarter 2


● Develop and demonstrate control of different types

of media, techniques, and processes.

● Use media and tools in a safe, responsible, and

effective manner.

● Explore how ideas are communicated through the

use of media, techniques, and processes.

● Demonstrate an understanding of the qualities and

characteristics of art media.


● Analyze the elements of art and principles of

design.

● Formulate a strategy to address a specific visual

art assignment.

● Analyze various sensory and expressive qualities

in a work of art.

● Analyze organizational structures in works of art.

● Analyze the effective use of structures and

functions to communicate ideas in works of art.

Evaluation ● Analyze the use of subjects, themes, and

symbols in works of art.

● Analyze contexts, values and aesthetics used to

communicate intended meanings in artworks.

● Analyze the effective use of subject matter,

symbols, and ideas.

Quarter 3 Quarter 4

Historical and

Cultural

Relationships

● Historical and Cultural Relationships

● Examine the historical and cultural contexts of a

given artwork.

● Examine the role of artists throughout history and

cultures.

● Analyze the characteristics of artwork in various

eras and cultures.

● Analyze how cultural factors of time and place


● Examine how historical and cultural factors

influence contemporary artwork.

Interdisciplinary

Connections

● Examine similarities between visual art and


● Examine how the unique characteristics of visual

art improve comprehension in one other

academic discipline (e.g., measure skills/math;

topography skills/social studies; parts-to-

whole/ELA).


● Analyze multiple intentions in creating works of art.

● Analyze various interpretations of works of art.

● Analyze similarities among and differences between

one’s artwork and the artwork of others.

● Analyze positive qualities of an artwork using the

strategies involved in a successful critique.

Key Concept: Students will demonstrate knowledge of art production and skills through the exploration of media and techniques. Students will apply a range of media

varying from drawing, painting, textiles, printmaking environmental, and sculpture. Students will explore how these media connect with different art movements and

historical art periods.


Quarter 1 Quarter 2


● Explore and describe different types of media,

techniques, technologies, and processes.

● Use media and tools in a safe and responsible

manner.

● Recognize how ideas are communicated through

the use of media, techniques and processes.

● Demonstrate an understanding of the qualities and

characteristics of an art medium.


● Identify the elements of art and principles of

design.

● Identify specific issues in visual art assignments.

● Recognize various sensory and expressive

qualities in a work of art.

● Recognize organizational structures in works of

art.

● Identify the effective use of structures and

functions to communicate ideas in works of art.

Evaluation ● Identify subject matter, themes, and symbols in

works of art.

● Recognize contexts, values, and aesthetics used

to communicate intended meanings in artworks.

● Recognize the effective use of subject matter,

symbols, and ideas.

Quarter 3 Quarter 4

Historical and

Cultural

Relationships

● Identify the historical and cultural context of a

specific artwork.

● Identify the role of artists throughout history and

cultures.

● Identify the characteristics of artwork in various eras

and cultures.

● Recognize how cultural factors of time and place


● Identify how historical and cultural factors influence

contemporary artwork.

Interdisciplinary

Connections

● Identify similarities between visual art and


● Identify how the unique characteristics of visual

art improve comprehension in one other

academic discipline


● Identify multiple intentions in creating works of art.

● Identify various interpretations of works of art.

● Identify similarities among one’s artwork and the

artwork of others.

● Identify the strategies involved in a successful

critique.

Key Concept: Students will demonstrate knowledge and skills of art production through the exploration of the functions of art and purposes of art making throughout

history and culture. Students will learn how to communicate and express ideas through 2-D and 3-D art.


Quarter 1 Quarter 2


● Integrate a variety of media in the intended manner

as facilitated by the teacher.

● Experiment with and execute a variety of teacher-

facilitated techniques.

● Experiment with, organize and execute a variety of

teacher facilitated processes.

Historical and

Cultural

Relationships

● Interpret, compare/contrast, and evaluate

teacher-selected artwork from historical and

contemporary cultures, times and places.

● Compare/contrast, evaluate, and critique the

characteristics and merits of one’s own artwork

as facilitated by the teacher.

● Compare/contrast, evaluate and critique the

characteristics and merits of the artwork of others

as coached by the teacher.


● Compare, interpret and critique the elements of art

and principles of design found in selected artwork.

● Execute, integrate and experiment with chosen

elements of art and principles of design in one’s

own artwork.

● Explain, compare and critique the purposes and

context of selected artworks through teacher-guided

cues

Interdisciplinary

Connections

● Explain connections between visual arts and

other standards-based arts disciplines as guided,

modeled and facilitated by the teacher.


standards based disciplines outside the arts as

guided, modeled and facilitated by the teacher.

Evaluation ● Implement, integrate and produce subject matter

and ideas in one’s own artwork as coached by the

teacher.

Quarter 3 Quarter 4

Media,

Technique, and

Processes

● Experiment with and execute a variety of teacher-

facilitated techniques.

● Experiment with, organize and execute a variety of

teacher facilitated processes.

Historical and

Cultural

Relationships

● Interpret, compare and contrast and debate how

culture, history and art influence each other –

past and present.


● Execute, integrate, and experiment with chosen

purposes and contexts in one’s own artwork.


● Compare/contrast, evaluate and critique various responses to artwork as facilitated by the teacher.

Interdisciplinary

Connections


standards based disciplines outside the arts as

guided, modeled and facilitated by the teacher.

Key Concept Semester 1: Students will gain fluency in using the Elements of Art and Principles of design as they develop their personal artistic expression and

communication.

Key Concept Semester 2: Students will apply their knowledge and skills to synthesize information in order to produce and respond to works of art while using a variety

of teacher and student selected techniques and media. Students will communicate their personal ideas in art appreciation and production


World Languages Curriculum Guides

World Language and Spanish I Honors

Full Foreign Language standards can be found at the following link:

http://www.tennessee.gov/education/article/world-language-standards

World Language at a Glance


Quarter 1 - Chinese

Quarter 2 - Latin

Week one: Greetings and Goodbyes Week two: Alphabet and Numbers Week three: Days and Months Week four: Colors and Geography Week five: Classroom Objects and Commands Week six: Family Week seven: Music and Art Week eight: Vacation and Recreation Week nine: Testing


Quarter 3 - French Quarter 4 - Spanish





Spanish I at a Glance


Quarter 1 ● ● ● ●

Quarter 2

Week 1 ● Greetings Week 1 ● Noun/adjective agreement

Week 2 ● Alphabet Week 2 ● Definite articles ● Indefinite articles

Week 3 ● Numbers ● Days of the Week

Week 3 ● Activity verbs ● GUSTAR

Week 4 ● Numbers ● Months ● Dates

Week 4 ● Activity verbs ● GUSTAR

Week 5 ● Weather ● Seasons ● Subject pronouns

Week 5 ● Food ● GUSTAR

Week 6 ● SER Week 6 ● Food ● GUSTAR

Week 7 ● Origin Week 7 ● Present tense of AR verbs

Week 8 ● Adjectives Week 8 ● Present tense of ER/IR verbs

Week 9 ● Noun/adjective agreement ● Colors

Week 9 ● Review

Quarter 3 Quarter 4

Week 1 ● School ● TENER ● Time

Week 1 ● Stem changes ● House

Week 2 ● Time ● Age ● Numbers

Week 2 ● House ● Irregular yo verbs

Week 3 ● TENER ● Week 3 ● Sports ● Irregular yo verbs

Week 4 ● ESTAR ● Emotion

● Week 4 ● Sports

Week 5 ● ESTAR ● Prepositions

● Week 5 ● Review/Teacher Choice

Week 6 ● IR ● Places

Week 6

Week 7 ● IR ● IR + a + infinitive

Week 7

Week 8 ● Family ● Possession with DE ● Possessive Adjectives ● Clothing ● Numbers

Week 8

Week 9 ● Stem-changes Week 9

Lakeland Middle Preparatory School Creative Writing

Documents

Transcript of Lakeland Middle Preparatory School Creative Writing