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| Art |
Students will understand the relationship between visual
arts and history, culture, and society.
- Students will understand and use visual arts as means
for creative self-expression and interpersonal communication:
Describe how visual arts tell stories or express moods or ideas
- Students will understand the media, techniques and
processes used in the production of visual arts Explore various media
and processes used in the production of visual arts
|
Caricatures
Chalk Talk |
| Perspective
Drawing Paper Ladder |
| Music |
Students will understand music’s relationship to society, the other
arts, disciplines outside the arts, history, and culture.
- Students will use the performance of music as a means for creative
expression and communication.
- Students will communicate their thoughts and ideas through the creation of
music.
- Students will listen to, analyze, and evaluate music.
|
Chautauqua
The Chautauqua Hymn |
|
Original
Song |
| Listen
to the Performers Time to
Play |
| Theater |
Students will understand the relationship
between theater and history, culture, and society
- Explain how a dramatization can portray an event in
history
|
Let Me
Entertain You |
Students will use theater as a means for
creative self-expression and interpersonal communication
- Present ideas or emotions through a variety of
dramatizations
|
Children's
Theater
Reader's Theater |
| Mathematics
The
Human Nature Club |
measure time using fractions |
Train
Schedules |
| solve problems involving money |
Dinner
At the Grandview
Expenses
The
Grand View Menu What's
to eat? |
| estimate and measure liquid volume in a
variety of ways |
Lemonade |
| write and solve number sentences that represent word
problems |
Big
Trees |
| Science |
--understand basic structures and their functions in common plants
--describe behavioral and structural adaptations plants and animals make to
survive in a given environment |
Prairie
Trees
Big
Trees |
| describe various influences human activity can have on ecosystems. |
Glacial Lakes
Field
Guide to the Prairie |
| describe important South Dakota natural resources. |
Big
Trees |
| Social
Studies |
trace the history of South Dakota |
Time Line |
| use appropriate maps for a specific purpose, including elevation, land
use-resource, road maps and mileage tables, time zones, and
migration/movement patterns |
Oral
Directions
Map
Coordinates
Calculating
Distances |
| examine various regions of the United States in order to focus on how the
following affected development of South Dakota |
Aerial Photography |
| summarize the factors that affect economic systems, including family
finance, drought, and tourism |
Advertisements |
| compare the changing roles and cultures of the individuals role according
to gender, age, and occupation in various groups, such as family, community,
and social class structure |
Debate |
| analyze the actions and rights of a
responsible citizen, such as obey rules (classroom, family, community),
the use of conflict resolution and compromise, voting rights, property
rights, civil rights, and human rights |
Junior Town |
| trace the history of South Dakota with
emphasis on notable South Dakotans |
Talk Show |
| Language
Arts |
Reading |
| demonstrate familiarity with a variety of
award-winning literary selections
compare life experiences to situations/events found in
literature
select appropriate strategies and rate of reading for
different purposes |
Chautauqua Literary and Scientific Circle
Reading Aloud |
| use appropriate context and semantic clues to
construct meaning from text
use text and graphic features to categorize information
and gain meaning from informational materials |
Fictionary
The 1911 Lake Madison
Chautauqua |
|
Writing |
| write in response to information from various
sources to develop personal understanding |
Diary
Letter
Postcard |
| examine how authors use descriptive words to
describe people, places, and events |
Acrostic
Poem
Character Development
Compare Newspapers |
| use technology to share writing with others
and to receive feedback |
Television
Commercial |
| write to inform or entertain a specific
audience |
Chautauqua
Newspaper
Design a Poster
Advertisement |
| examine an author's use of dialect or
colloquialisms to convey a message |
Turn
of the Century Expressions |
|
Listening / Viewing |
| listen and share responses in group learning activities |
Read
Aloud
Chautauqua Literary and Scientific Circle |
| distinguish between facts and opinions
connect prior experiences, insights, and ideas to what is heard or seen |
Debate: Prohibition
Debate: Women's
Suffrage |
| make narrative and informative presentations that provide facts, details,
examples, and descriptions |
Travelogue
Listen to Speeches
Television
Commercial |
|
Speaking |
| make narrative and informative presentations
that provide facts, details, examples, and descriptions
use notes or memory aids to structure presentations |
Give
Speeches
Debate |
| explore the appropriate rhythm and pace to
emphasize key ideas |
Reader's
Theater
Coral Reading
The Star Spangled Banner |
| give precise oral directions/instructions |
Oral
Directions |
| use the tools of technology to enhance spoken
messages |
Travelogue |
|
Physical
Education |
Students will participate
in physical activity to achieve and maintain a health enhancing level of
physical fitness.
Students will develop responsible and respectful
personal and social behavior in physical activity settings.
Students will understand that physical activity provides
opportunities for enjoyment, challenge, self-expression, social
interaction, and employment |
Time
to Play |
