SEPTEMBER (2 weeks)

TRIMESTER ONE
(9 weeks total)
INQUIRY QUESTION:

Curricular Tie-Ins/
Content

How Do People Utilize

the Land For Their
Survival and For Their
Advantage?

Introduce Years 3 Big

Questions
Last week Sept. - Begin
Native American Culture
Exploration
--Field Trip to
Environmental Center
(kickoff event)
--Deep Noticing of NA
Legends Some read
independently, others are
read aloud; children take
notes throughout reading;
Natalie has some CDs for
listening

Assessments/
End Products
(possible inclusion in Folio)

Language Arts
(Direct Instruction)

September Assessments:
Writing Prompt 1 hour
QRIs complete by end Sept.
Spelling Assessment 20 minutes

Write From the Beginning

Not Yet

Honesty, Responsibility, Respect,

Kindness, Leadership

Introduce Mission Skill &

Growth Mindset Language
(Post in Classroom--Ask
children what the most
important qualities of a
good student and person
are, then link to Mission
Skills/SEL)

Responsibility - caring for your

family and leave a legacy to
future generations
Respect - take care of your
resources; sustainability

Resources/Notes

Post in classrooms:
*Mission Skills
*Growth Mindset
Language
*Years 3 Big
Questions

Formative:
Notes on Legends

Curricular Tie-Ins/
Content

Greek/Latin Roots
Not Yet

Social Emotional Skills

Resilience, Teamwork,
Creativity, Time Management,
Ethics, Curiosity

Formative:
Notes on Your Learning

SEPTEMBER

Great Books
Not Yet

Mission Skills

Assessments/End Prod.

Resources

Notes

Baseline Writing
Reading Level established
Spelling Level established

Presenting Summer Projects complete by end

Sept.
Beryl: A Pigs Tale Some kind of response to tie
into SEL Curriculum
B.O.Y Writing Assignments
Perfect Hat, Where Im From Poem, Cree Naming,
I Live In, Beginning of Year Survey or Me Bag
Granny Torelli Makes Soup
SEL tie-in - First Read Aloud
*How to respond to relationship problems
*NU runs commentary workshop
Model Newscast Project? (Move to 2nd trimester)
Practice reading nonfiction and pulling out 5Ws &
1H

Response to Assigned Summer

Reading

Descriptive Writing

Class Discussions

IMPORTANT NOTE: Use the I live

in format for an assessment later
in the year from a Native American
perspective, and from a Colonists
perspective. Use circle map to plan

Far Hills Folio - Introduce

Newscast Prepared & Delivered

Encourage kids to begin thinking
about what to put into theirs.

OCTOBER/NOVEMBER (7 weeks)
TRIMESTER ONE
INQUIRY QUESTION:

Curricular Tie-Ins/
Content

Assessments/
End Products
(possible inclusion in
Folio)

How Do People Utilize

the Land For Their
Survival and For Their
Advantage?

--Guest Speaker from Museum

of Indian Culture (children take
notes during presentation) End
of first week October
*Use Experience Note-Taking
Format
After speech: Transfer notes to
thinking maps. Suggestion: Tree
Map of Categories: Shelter,
Water, Food & Fire, Clothing.

What is a natural resource?

Mini-lesson hour
*Nature Walk & Class Definition
*Provide students with definition
Link Native Americans to
Explorers to Colonists
Mini-lesson hour
*Flip the classroom homework
videos regarding linking Native
Americans to Colonists
*Possible Primary Sources
*How the Explorers Found
America?
(http://www.teachertube.com/vid
eo/explorers-song-208470)
*Brainpop on 13 Colonies

Mission Skills
Resilience, Teamwork,
Creativity, Time Management,
Ethics, Curiosity

Teamwork
Time Management
Curiosity
Creativity
Formative:
Notes/Thinking Maps

Formative:
Collaborative Mural

Formative:
Class defines
Natural Resource

Social Emotional
Skills

Resources/Notes

Honesty, Responsibility,
Respect, Kindness,
Leadership

Responsibility - caring for

your family and leave a
legacy to future
generations
Respect - taking care of
your resources;
sustainable resources

A River Ran Wild by Lynne

Cherry
You, New Jersey, and The
World
(flip the classroom as
homework)
United States: Adventures
in the Time and Place
(flip the classroom or in
centers) pgs. 228-233 The
Colonial Economy (great
infographic); pgs.204-219
(descriptions of the
different regions)
Ivette shared this resource
with us:
http://www.readworks.org
/rw/native-americanheritage-month-0?
utm_source=Email&utm_
medium=Email&utm_cam
paign=10.26.15%20Native
%20American
%20Heritage%20Month
Highlights:
1.

Videos:

(www.brainpop.com/socialstudie
s/ushistory/thirteencolonies/previ
ew.weml)
How did the Colonials use the
land for profit?
Mini-lesson hour
*Resource Puzzle: Give each
group the resource items for
each group of colonies (New
England, Middle, Southern),,
then ask them what they could
do to profit from these
resources?
*Provide students with list of
resources for each region
*Read textbook pages before or
after for homework
Response hour- 10/2/15
*Mural/Collage
-North
-Middle
-South

Survival in the Wild Webquest10/26/15

* Let kids rank order roles and
then make groups based on
kids first/second choices
* Students do research and
answer questions based on lists
in webquest (1 week - time
devoted every day)
* Students write and produce
their survival guide (2 weeks)
*November 13th: Webquest
Due (Flex due date Mon. 11/16)
*Note-Taking in Colonial Format
Overuse of the Land
*A River Ran Wild by Lynne
Cherry

No Assessment; this
is purely for
background
knowledge.

Formative:
List of ways your
group can use these
resources for your
advantage?

Summative:
Quiz on natural
resources
Summative:
Completed
Webquest

First video is
helpful for natural
resources,
Second video
could be used
with Primary
Source regarding
John Smith and
Chief Powhatan
2. Legends
at the bottom of
the page could be
helpful to
supplement our
study

Homework:
Online resources to
practice naming continents
and oceans (such as
http://www.sheppardsoftwa
re.com/World_Continents.h
tm)

LOOK FOR: a video that

gives a simple history of
chronology of Native
Americans and the arrival
of the Colonists
(/www.brainpop.com/social
studies/ushistory/thirteenco
lonies/preview.weml)

THIS WEBQUEST is the

driving project of this
trimester
http://questgarden.com/157
/81/2/130417152227/index.
htm

Patty Sullivan to help with

survival guide

OCTOBER/NOVEMBER

Curricular Tie-Ins/
Content

Assessments/
End Products

Resources

Notes

(possible inclusion in
Folio)

Language Arts
(Direct Instruction)
Great Books
Introduced
Greek/Latin Roots
Introduced
*designate 2 weeks per
section (ie. A-1 2 weeks)
Write From the Beginning
to be completed after our
training in August

Great Books
The Green Man, Junior
Great Books: Series 3 Book Two
(survives with resources in the
forest) 10/5-10/16
The Nightingale, Junior
Great Books: Series 4 Book 1 (the
value of nature vs. technology) Do
as a read aloud 10/19-10/30
OPTIONAL The White
Wave, Junior Great Books: Series 3
Book Two (takes care of nature and
it takes care of you, vocab wordflourish)
11/22-11/13- if time allows or as an
extension
OPTIONAL Fresh, Junior
Great Books: Series 4 Book 1
(over-utilizing nature) Perhaps after
ERB Prep if time, or as an
extension
**Begin with homework as Head in the
Clouds, later experiment with other follow up
activities
Start Six-Way Paragraphs week of
November 2nd as part of ERB prep
Greek & Latin Roots Pack A
(A-1 10/1-10/16
A-2 10/26-11/6
A-3 11/9-11/20)
Activity Sequence:
WEEK 1
*Warm up & give word list
*Roots, Prefixes, and Suffixes:
Make cards for all (one side- word part, other

Mission Skill-Resilience:
Students must try a variety of
homework assignments for
Great Books.

G& L Roots: one pack per trimester

only! (Well do more if we see that we
can).

side-meaning & personal key word)

1. Multisensory practice
2. Quiz (all part 1, pick 5 part
2, no part 3)
WEEK 2
*Words to Know
Test (study Words To Know list and word part
cards)
1. Multisensory practice
2. Test
Write From the Beginning
ERB Prep: Week of November 16th
Spelling Mastery: Ongoing

DECEMBER/JANUARY ( 7 weeks: Nov. 30 - January 31)

TRIMESTER TWO
(13 weeks total)
INQUIRY QUESTION:

Curricular Tie-Ins/
Content

Part I: What are the

possible outcomes
when different
cultures encounter
each other?
===============
Part II: Within a
singular culture, how
does an individual
contribute to a larger
society?

Part I:

Assessments/
End Products (possible
inclusion in Folio)

(3 tasks--one week: 11/3012/4)

1) Where Did They Go?
--Taras Chip Activity
--Read Aloud & Passage
Pass (Natalie will share her
lesson for this-kids initial
their own comments)
-Take aways: result of
conflicts are war, slavery,
disease, land, and loss of
culture

--Individual Comments on
Passage Pass
--Take notes using our
prepared note-taking
format

--Take notes using our

prepared note-taking
format

Mission Skills

Social Emotional Skills

Resilience, Teamwork,
Creativity, Time Management,
Ethics, Curiosity

Honesty, Responsibility, Respect,

Kindness, Leadership

Ethics
Resilience

Respect
Responsibility

Resources/Notes

2) Tchin comes (end first

week of December) to
present to students about
Christopher Columbus and
the New World
3) Read selected passages
from Pedros Journal

Background: American
Revolution (2 weeks 12/712/18)
--Stamp Act
--Townshend Act
--Intolerable Acts
--Boston Tea Party
--Boston Massacre
Read Jean Fritz books
(possibly as reading
homework?):
King George
Paul Revere
Patrick Henry
*Jockey Hollow Field TripA Soldiers Life 1/8/15
Video
suggested by
Jockey Hollow to
preview before
https://www.youtu
be.com/watch?
v=lx5YkyHuPvQ
American Revolution: (2
weeks: Jan. 4-Jan. 15)
Crime Scene (Natalie will
share her folder)

===================

Part II:
--Whole Grade Colonial
Experience kick-off (begin
Fri. 1/15)
Pick top
three choices

--Pick a passage and do a

commentary
--Writing responses/
activities that Tara will
share

- Group Timeline Project

-YouTube videos
Practice for Assessment:
Multi Flow (Cause/Effect)
Thinking Map and write a
practice answer from your
map

Detective Notebooks
Formal End-Unit
Assessment (Natalie
scribed and will share on
GDocs; she will also prep
study guide)

 Field Trip
to Museum of
Early Trades and
Crafts (afternoon
of 19th or 20th)
Assign
roles over MLK
weekend) begin
research
--Research begins week of
1/20 and goes through
Feb. 12
--Poem The Road Not
Taken by Robert Frost
here or in February
--Benjamin Franklin (Jean
Fritz)

DECEMBER/JANUARY
Language Arts
(Direct Instruction)
ERB administration
Great Books

Greek/Latin Roots

Curricular Tie-Ins/
Content
ERB Administration: Week of 11/30
Greek & Latin Roots Pack B
(B-1 12/7-12/18
B-2 1/4-1/15
B-3 1/25-2/5)
Activity Sequence is same as Pack A
Write From the Beginning

Write From the Beginning

Great Books

Spelling Mastery

Spelling Mastery: Ongoing

Assessments/End Prod.
(possible inclusion in Folio)

Resources

Notes

FEBRUARY (4 weeks)
TRIMESTER TWO
INQUIRY QUESTION:

Curricular Tie-Ins /
Content

Assessments/
End Products (possible
inclusion in Folio)

--Research began 1/20 and

concludes Feb. 12

Feb. 12 notecards due

(teachers review over
Presidents Day Weekend)

--Poem The Road Not

Taken by Robert Frost
here (or back in Dec/Jan)

This gives teachers

another two days to
complete eval of student
research. GOAL: all
teachers return notes to
kids on 2/18

See 4th
Culminating
Experience
Document for
detail of remaining
school year

FEBRUARY
Language Arts
(Direct Instruction)
Great Books

Greek/Latin Roots

Curricular Tie-Ins/
Content (roughly chronologically)
Greek & Latin Roots Pack C
C-3 1/25-
Activity Sequence is same as Pack A
(we didnt plan more here bc work on survival
guide is picking up)
Write From the Beginning

Write From the Beginning

Great Books

Spelling Mastery

Spelling Mastery: Ongoing

Mission Skills

Social Emotional Skills

Resilience, Teamwork,
Creativity, Time Management,
Ethics, Curiosity

Honesty, Responsibility, Respect,

Kindness, Leadership

Assessments/End Prod.
(possible inclusion in Folio)

Resources

Notes

Resources/Notes

MARCH ( 2 weeks - Mon. April 30 to Fri. March 11)

TRIMESTER TWO
INQUIRY QUESTION:

Curricular Tie-Ins/
Content

Assessments/
End Products (possible
inclusion in Folio)

MARCH

Curricular Tie-Ins/Content

Mission Skills

Social Emotional Skills

Resilience, Teamwork,
Creativity, Time Management,
Ethics, Curiosity

Honesty, Responsibility, Respect,

Kindness, Leadership

Assessments/End Prod.
(possible inclusion in Folio)

Language Arts
(Direct Instruction)
Great Books

Greek/Latin Roots

Greek & Latin Roots Pack C

(C-4
C-5
C-6)
Activity Sequence is same as Pack A
Write From the Beginning
Great Books

Write From the Beginning

Spelling Mastery

Spelling Mastery: Ongoing

Resources

Notes

Resources/Notes

MARCH (1 week) APRIL (4 weeks) MAY (4 weeks) June (2 weeks)

TRIMESTER THREE
(9 weeks total, not
counting June bc
thats a wrap-up &
EOY assess time)
INQUIRY QUESTION:

MARCH/APRIL/MAY

Curricular Tie-Ins/
Content

Assessments/
End Products (possible
inclusion in Folio)

Curricular Tie-Ins/
Content

Mission Skills

Social Emotional Skills

Resilience, Teamwork,
Creativity, Time Management,
Ethics, Curiosity

Honesty, Responsibility, Respect,

Kindness, Leadership

Assessments/End Prod.

Resources

Resources/Notes

Notes

(possible inclusion in Folio)

Language Arts
(Direct Instruction)

Great Books

Great Books

Greek/Latin Roots

Greek/Latin Roots

Write From the Beginning

Spelling Mastery: Ongoing

Write From the Beginning

Spelling Mastery

JUNE (2 weeks)
TRIMESTER THREE
INQUIRY QUESTION:

Curricular Tie-Ins

Assessments/
End Products (possible
inclusion in Folio)

Mission Skills

Social Emotional Skills

Resilience, Teamwork,
Creativity, Time Management,
Ethics, Curiosity

Honesty, Responsibility, Respect,

Kindness, Leadership

Resources/Notes