COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TEACHER: Patricia de Hedrnández
UNIT (number and name): The Midwest.
GOALS: Along this chapter students will be able to identify the Midwest’s climate, landforms, bodies of water, and resources are unique, the Midwest became
a transportation center of the United States, and the Midwest’s farmland and other resources attracted settlers, which also led to the growth of cities and
factories.
CONCEPTUAL
7. The Midwest.
7.1 In the Heart of the Nation.
 Midwestern Land and the Great
Rivers.
 The Great Lakes.
 Climate of the Midwest.
 Wildlife of the Midwest.
STANDARDS
TERM PLANNING
SUBJECT: Social Studies Starting date: September 16th Time: 3 hours per week
Ending date: September 20th
PROCEDURAL ATTITUDINAL
- Identifying and discussing the major rivers and bodies - Appreciating his/her classmates’ comments and
of water in the Midwest. opinions.
- Describing the weather and climate of the Midwest - Correctly and politely agrees and disagrees on
and identifies the sources of the region’s climate likes and opinions.
patterns.
- Creating expectation for further learning
- Predicting how the way of life in urban areas of the improvement.
Midwest, such as Chicago, is different from the way of
life in rural
ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES
- Identifies and discusses the major rivers and bodies of
water in the Midwest.
- Describes the weather and climate of the Midwest and
identifies the sources of the region’s climate patterns.
- Gives examples of the plant and animal life in the
Midwest.
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hedrnández SUBJECT: Social Studies Starting date: September 23rd Time: 3 hours per week
Ending date: September 27th
UNIT (number and name): The Midwest.
GOALS: Along this chapter students will be able to identify the Midwest’s climate, landforms, bodies of water, and resources are unique, the Midwest
became a transportation center of the United States, and the Midwest’s farmland and other resources attracted settlers, which also led to the growth of
cities and factories.
CONCEPTUAL PROCEDURAL ATTITUDINAL

7.2 Resources and Farming. - Discussing how the Midwest’s land and climate - Cooperating with other students in group
 Farming Resources. make it one of the world’s most productive activities.
 Regions within a Region. agricultural areas.
 Farm Products.
 Other Resources from Lakes and - Identifying nonagricultural natural resources in the - Appreciating his/her classmates’ comments
Rivers. Midwest. and opinions.
- Discussing how the region’s people interact with
and change their environment in order to obtain
resources.

STANDARDS ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES

- Summarize how factors such as soil type and

climate create areas in the Midwest crops thrive.

- Identifies nonagricultural natural resources in the

Midwest

- Discusses how the region’s people interact with

and change their environment in order to obtain
resources.
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hernández SUBJECT: Social Studies Starting date: September 30th Time: 3 hours per week
Ending date: October 4th
UNIT (number and name): The Southwest.
GOALS: Along this chapter students will be able understand how the Southwest has unique landforms, bodies of water, resources, and wildlife, the people
of the Southwest have adapted to the region’s arid and semiarid warm climate, and the Southwest was home to many Native American groups before
explorers, missionaries, and settlers came to the region.
CONCEPTUAL PROCEDURAL ATTITUDINAL

The Southwest. - Identifying the states and major landforms and Cooperating with other students in group
8.1 Southwestern Land and Water. rivers of the Southwest. activities
 The Land
 Rivers and the Gulf - Analyzing the effects of erosion in the formation of - Being interested in classmates’ participation.
 The Remarkable Grand Canyon. the Grand Canyon and other landforms of the
 The Work of Erosion. Southwest. - Recognizing the importance of stress and
 Natural Resources intonation in the exchange of information or
- Identifying and describing important natural ideas.
resources in the Southwest.

STANDARDS ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES

- Identifies the states and major landforms and

rivers of the Southwest.

- Analyzes the effects of erosion in the formation of

the Grand Canyon and other landforms of the
Southwest.

- Locates and describes important resources in the

Southwest.
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hedrnández SUBJECT: Social Studies Starting date: October 7th Time: 3 hours per week
Ending date: October 11th
UNIT (number and name): The Southeast.

GOALS: Along this chapter students will be able understand how the Southwest has unique landforms, bodies of water, resources, and wildlife, the
people of the Southwest have adapted to the region’s arid and semiarid warm climate, and the Southwest was home to many Native American groups
before explorers, missionaries, and settlers came to the region.
CONCEPTUAL PROCEDURAL ATTITUDINAL

8.2 Climate of the Southwest.
 A Range of Climates
 Climate and Vegetation.
 Animals in the Southwest.
- Analyzing how climate helps determine the types - Correctly identifies sequences of events in
of plant and animal life in the Southwest. different written texts.
- Discussing the effect of elevation on climate in the - Correctly and politely agrees and disagrees on
Southwest. likes and opinions.

- Categorizing group of animals of the Southwest - Accurately recognizes words according to the
into the following categories: desert animals, prairie context in readings.
and grassland animals, forest animals, and coastal
animals

STANDARDS ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES

- Correctly identifies sequences of events in

different written texts.

- Correctly and politely agrees and disagrees on

likes and opinions.

- Accurately recognizes words according to the

context in readings.
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hedrnández SUBJECT: Social Studies Starting date: October 14th Time: 3 hours per week
Ending date: October 18th
UNIT (number and name): The Southeast.
GOALS: Along this chapter students will be able identify and describe the West has a variety of landforms, climates, and unique resources that have shaped
the way of life of people in the region, and the West has many ports and trades with countries that border the Pacific Ocean.
CONCEPTUAL PROCEDURAL ATTITUDINAL

9. The West. - Analyzing the physical processes that result in
9.1 A Varied Land. volcanic activity, earthquakes, hot springs and
 Mountains of the west. geysers, and the formation of islands in the West.
 The Long Coast.
 Volcanoes and Earthquakes - Understanding that the West has many lakes and
 Rivers and Lakes of the West. rivers, and compare them.
- Recognizing cause and effect what causes the
Great Salt Lake become saltier and saltier.
- Cooperating with other students in group
activities.
- Being interested in classmates’ participation.
.
- Recognizing the importance of stress and
intonation in the exchange of information or
ideas.

STANDARDS ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES

- Identify the effect of people on physical - Describes the varied lands of the West, especially
systems. its major landforms.
- Analyzes the physical processes that result in
volcanic activity, earthquakes, hot springs and
geysers, and the formation of islands in the West.
- Recognizes that the West has many lakes and
rivers, and compare them.
- Categorize the resources of the region.
- Use a map of the region to label the resources
on it.
- Main idea and details why the Southeast is a
great region for farming.
- Make comparison with the main crops of every
state of the region.
- Write a list of the places are used as a tourism.
- Oral Speeches.

TEACHER: Patricia de Hedrnández
UNIT (number and name): The Southeast.
GOALS: Along this chapter students will be able identify and describe the West has a variety of landforms, climates, and unique resources that have
shaped the way of life of people in the region, and the West has many ports and trades with countries that border the Pacific Ocean.
CONCEPTUAL
9.2 Climate of the West.
 Extreme Heat and Cold.
 The Rain shadow effect
 Wildlife of the Western Plains and
deserts.
 Wild Life of Hawaii and Alaska.
STANDARDS
COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING
SUBJECT: Social Studies Starting date: October 21st Time: 3 hours per week
Ending date: October 25th
PROCEDURAL ATTITUDINAL
- Describing the wide variety of climates found in - Cooperating with other students in group
the West, including the hottest and coldest areas activities.
and areas with more moderate climates.
- Appreciating his/her
- Analyzing the physical processes that are classmates’ comments and opinions.
responsible for the rain shadow effect.
- Using his/her imagination and creativity to
- Inferring how would living in Alaska`s southern perform specific tasks.
climate zone be different from living on the Tundra.
ACHIEVEMENT INDICATOR METHODOLOGICAL REFERENCES
- Describes the wide variety of climates found in the
West, including the hottest and coldest areas and
areas with more moderate climates.
- Compares areas of high and low precipitation in
the West.
- Differentiates the physical processes that are
responsible for the rain shadow effect.
- Analyzes and compares the relationship between
climate and the carried plant and animal life of the
West.
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

TEACHER: Patricia de Hedrnández SUBJECT: Social Studies Starting date: October 23rd Time: 3 hours per week
Ending date: October 27th
UNIT (number and name): The Southeast.

GOALS: Along this chapter students will be able

IV – PERIOD INTEGRATED ACTIVITY

 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING

ASSESSMENT DATE ACHIEVEMENT ASSESSMENT ASSESSMENT TOOLS

INDICATORS TECHNIQUES/
STRATEGIES
Asks and answers
Sept. 1st questions about Brainstorm ideas
DIAGNOSTIC previous knowledge.

Creates a mini-poster Elaborate a mini-poster to - Forest mini poster.

With a map to represent a rain forest. - Oral discussion
FORMATIVE Sept. 29th represent the resources
in the Southeast.

Oct. 2nd Present oral speeches Prepare a speech about - Oral Speeches.
places to visit in the - Section two assessments.
southeast..
Oct. 9th Reviews Reading Written Quiz Questions and answers
SUMMATIVE comprehension to
answer the questions.

Represents illustrated Picture Dictionary - Vocabulary mening.

picture dictonary.
 COLEGIO AUGUSTO WALTE
ENGLISH LANGUAGE DEPARTMENT
TERM PLANNING