Standards Correlations by Unit Introductory Lesson … Correlations.pdf · Standards Correlations by Unit . Introductory Lesson . ... Miss Nelson Is Missing Lesson I-2: ... activities

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Standards Correlations by Unit

Introductory Lesson

Standard Introductory Lesson: “I Have a Voice

Common Core Standards in English Language Arts CCR: Reading Key Ideas and Details 1: Read closely to

determine what the text says explicitly and to make logical inferences from it; 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Craft and Structure 4: Interpret words and phrases as they are used in a text. 5: Analyze the structure of texts.

CCR: Writing CCR: Speaking and Listening Comprehension and Collaboration 1: Prepare

for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCR: Language Vocabulary Acquisition and Use 6: Acquire and use accurately a range of general academic and domain-specific words and phrases.

Reading: Literature C3 Framework for Social Studies Standards Dimension 1: Developing Questions and Planning Inquiries

D1.1.K-2 Explain why the compelling question is important to the student.

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D.1.1.3-5: Explain why compelling questions are important to others (e.g., peers, adults).

Dimension 2: Applying Disciplinary Tools and Concepts (Civics)

D.2.Civ.2.3-5: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate. D.2.Civ.8.K-2: Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.

Dimension 3: Communicating Conclusions and Taking Informed Action

D4.7K-2: Identify ways to take action to help address local, regional, and global problems.

CPS Social Science Goal 14: Understand political systems, with an emphasis on the United States.

14D: Students who meet the standard can understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations.

B3: Tell how a student should express ideas in a respectful manner to another student or to teachers.

CPS Social Emotional Learning Standards Goal 1: Develop self-awareness and self-management skills to achieve school and life success

1B: Recognize personal qualities and external supports

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships

2A: Use communication and social skills to interact effectively with others.

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Unit I: Governance

Standard Lesson I-1: Rules for Our Class: Miss Nelson Is Missing

Lesson I-2: Rules We Really Want

Lesson I-3: Rules That Are Broken: Lilly’s Purple Plastic Purse

Lesson I-4: Evaluating Rules: Library Lion

Guide: Roses Are Pink, Your Feet Really Stink

Common Core Standards in English Language Arts CCR: Reading

Key Ideas and Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3: Analyze how and why indivi-duals, events, and ideas develop and interact over the course of a text.



Key Ideas and Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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CCR: Writing

Production and Distribution of Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Text Types and Purposes 1: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCR: Speaking and Listening

Comprehension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners.





CCR: Language

Vocabulary Acquisition and Use 6: Acquire and use accurately a range of general academic and domain-specific




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words and phrases.

words and phrases.

words and phrases.

words and phrases.

Reading: Literature

2nd Grade: RL.2.1,2.2,2.3

2nd Grade: RL.2.1,2.2,2.3

2nd Grade: RL.2.1,2.2,2.3

2nd Grade: RL.2.1,2.2,2.3

3rd Grade: RL.3.1,3.2




C3 Framework for Social Studies Standards

Dimension 1: Developing Questions and Planning Inquiries

D1.1.K-2: Explain why the compelling question is important to the student. D1.1.3-5: Explain why compelling questions are important to others (e.g., peers, adults). D1.3.K-2: Identify facts and concepts associated with a supporting question. D1.4.K-2: Make connections between supporting questions and compelling

D1.1.K-2: Explain why the compelling question is important to the student. D1.1.3-5: Explain why compelling questions are important to others (e.g., peers, adults). D1.4.K-2: Make connections between supporting questions and compelling questions.



D1.3.K-2: Identify facts and concepts associated with a supporting question.

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questions.


D2.Civ.12.K-2: Identify and explain how rules function in public (classroom and school) settings.

D2.Civ.12.K-2: Identify and explain how rules function in public (classroom and school) settings. D2.Civ.4.3-5: Explain how groups of people make rules to create responsibilities and protect freedoms. D2. Civ.9.3-5: Use deliberative processes when making decisions or reaching judgments as a group.


D2.Civ.12.K-2: Identify and explain how rules function in public (classroom and school) settings. D2.Civ.4.3-5: Explain how groups of people make rules to create responsibilities and protect freedoms. D2.Civ.12.3-5: Explain how rules and laws change society and how people change rules and laws.



D4.1.K-2: Construct an argument with reasons.

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CPS Social Science Goal 14: Understand political systems, with an emphasis on the United States. 14A: Students who meet the standard can understand and explain basic principles of the United States government.

B1: Tell about some rules and responsibilities that students have in school to help promote order and safety. B2: Name some of the benefits of sharing and taking turns during games and group activities. B3: Explain why schools have rules to help students learn. B4: Produce new rules that could apply to students’ lives at home or school. C1: Distinguish between different kinds of rules and responsibilities as applied in the home, school, and community. C2: Identify some class or school rules that were




B1: Tell about some rules and responsibilities that students have in school to help promote order and safety. B3: Explain why schools have rules to help students learn. C1: Distinguish between different kinds of rules and responsibilities as applied in the home, school, and community.

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determined through democratic decision-making. C3: Explain some reasons for having rules and laws governing the lives of others.




CPS Social Emotional Learning Standards

Goal 1: Develop self-awareness and self-management skills to achieve school and life success.

1B: Recognize personal qualities and external supports.

1B: Recognize personal qualities and external supports. 1C: Demonstrate skills related to achieving personal and academic goals.


Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.

2A: Recognize the feelings and perspectives of others. 2B: Recognize individual and group similarities and differences. 2C: Use communication and social skills to interact effectively with others.

2A: Recognize the feelings and perspectives of others. 2C: Use communication and social skills to interact effectively with others.




Goal 3: Demonstrate decision-

3A: Consider ethical, safety, and societal





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making skills and responsible behaviors in personal, school, and community contexts.

factors in making decisions.


factors in making decisions. 3B: Apply decision-making skills to deal responsibly with daily academic and social situations.

factors in making decisions. 3B: Apply decision-making skills to deal responsibly with daily academic and social situations.


Unit II: Conflict Resolution

Lessons

Standard Lesson II-1: Jamaica and Brianna

Lesson II-2: Rosie’s Story

Lesson II-3: The Three Wishes

Lesson II-4: Playing with Fire

Lesson II-5: Resolving Conflicts in Court: The Cupcake Thief

Common Core Standards in English Language Arts CCR: Reading Key Ideas and

Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3: Analyze how and why

Key Ideas and Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3: Analyze how and why




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individuals, events, and ideas develop and interact over the course of a text.





CCR: Writing Text Types and Purposes 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Text Types and Purposes 2: Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes 2: Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.







CCR: Language Vocabulary Acquisition and Use 6: Acquire and use accurately a range of general

Vocabulary Acquisition and Use 6: Acquire and use accurately a range of general




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academic and domain-specific words and phrases.





Reading: literature

2nd Grade: RL.2.1,2.2,2.3

2nd Grade: RL.2.1,2.2,2.3

2nd Grade: RL.2.1,2.2,2.3

2nd Grade: RL.2.1,2.2,2.3

2nd Grade: RL.2.1,2.2,2.3






C3 Framework for Social Studies Standards Dimension 1: Developing Questions and Planning Inquiries

D1.1.K-2: Explain why the compelling question is important to the student. D1.1.3-5: Explain why compelling questions are important to others (e.g., peers, adults) D.1.4.K-2: Make connections between supporting questions and compelling questions.

D.1.4.K-2: Make connections between supporting questions and compelling questions.





D2.Civ.6.3-5: Describe ways in which people benefit from and are challenged by working together.


D2.Civ.6.3-5: Describe ways in which people benefit from and are challenged by working together. D2.Civ.9.3-5: Use deliberative processes when


D2.Civ.1.K-2: Describe roles and responsibilities of people in authority. D2.Civ.2.K-2: Explain how all people, not just

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making decisions or reaching judgments as a group.

official leaders, play important roles in a community.


D.4.2.3-5: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.



CPS Social Science Goal 14: Understand political systems, with an emphasis on the United States. 14A: Students who meet the standard can understand and explain basic principles of the United States government.

B5: Demonstrate examples of honesty and fairness when playing or working with others



B1: Tell about some rules and responsibilities that students have in school to help promote order and safety. B2: Name some of the benefits of sharing and taking turns during games and group activities.

B6: Give an example of how governments help people live safely and fairly.


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A: Identify and manage one’s emotions and behavior. B: Recognize personal qualities and external supports.






A: Recognize the feelings and perspectives of others. B. Recognize individual and group similarities and differences. C: Use communication and social skills to interact effectively with others.



A: Recognize the feelings and perspectives of others. B. Recognize individual and group similarities and differences. C: Use communication and social skills to interact effectively with others. D: Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

A: Recognize the feelings and perspectives of others. B. Recognize individual and group similarities and differences. C: Use communication and social skills to interact effectively with others. D: Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

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Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

A: Consider ethical, safety, and societal factors in making decisions. B: Apply decision-making skills to deal responsibly with daily academic and social situations.





Guides Standard The Recess Queen Horace, Morris but

Mostly Delores Trouble Talk Wangari’s Trees of

Peace Common Core Standards in English Language Arts CCR: Reading Key Ideas and Details

2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.




CCR: Writing Text Types and Purposes

Text Types and Purposes



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1: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.





Comprehension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.





Vocabulary Acquisition and Use 6: Acquire and use accurately a range of general academic and domain-specific words and phrases.


Reading: Literature 2nd Grade: RL.2.1, 2.2, 2.3

2nd Grade: RL.2.1, 2.2, 2.3

2nd Grade: RL.2.1, 2.2, 2.3

2nd Grade: RL.2.1, 2.2, 2.3

3rd Grade: RL.3.1, 3.2 3rd Grade: RL.3.1, 3.2 3rd Grade: RL.3.1, 3.2 3rd Grade: RL.3.1, 3.2 C3 Framework for Social Studies Standards Dimension 1: D1.1.K-2: Explain why D1.1.K-2: Explain why D1.1.K-2: Explain why D1.1.K-2: Explain why

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Developing Questions and Planning Inquiries

the compelling question is important to the student. D1.1.3-5: Explain why compelling questions are important to others (e.g., peers, adults) D.1.4.K-2: Make connections between supporting questions and compelling questions.








D2.Civ.8.3-5: Identify core civic virtues and democratic principles that guide government, society, and communities. D2.Civ.14.K-2: Describe how people have tried to improve their communities over time.






CPS Social Science Goal 14: Understand political systems, with an emphasis on the United States.

14A: Students who meet the standard can understand and explain basic principles of the United States

B5: Demonstrate examples of honesty and fairness when playing or working with other students.




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government. CPS Social Emotional Learning Standards Goal 1: Develop self-awareness and self-management skills to achieve school and life success.





2A: Recognize the feelings and perspectives of others. 2B: Recognize individual and group similarities and differences 2C: Use communication and social skills to interact effectively with others. 2D: Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.





3A: Consider ethical, safety, and societal factors in making decisions. 3B: Apply decision-making skills to deal responsibly with daily academic and social situations.




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Unit III: Responsibility

Standard Lesson III-1: Responsi-bility Defined

Lesson III-2: Responsi-bility Sort

Lesson III-3: Responsi-bility and the Classroom

Lesson III-4: Responsi-bility and Decision-Making

Lesson III-5: Making Good Decisions

Guide: The Paperboy

Common Core Standards in English Language Arts

CCR: Reading


Key Ideas and Details 1: Read closely to determine what the text says explicitly and to make logical inferences from it.


Key Ideas and Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR: Writing

Range of Writing 10: Write

Text Types and Purposes 2: Write

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routinely over extended time frames and shorter time frames for a range of purposes, tasks, and audiences.

informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


Compre-hension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners.

Compre-hension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners. Presentation of Knowledge and Ideas 4: Present information, findings, and supporting evidence such that listeners can follow the line of

Compre-hension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners.

Compre-hension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners. Presentation of Knowledge and Ideas 6: Adapt speech to a variety of contexts and communica-tive tasks, demonstrating command of formal English

Compre-hension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners. Presentation of Knowledge and Ideas 6: Adapt speech to a variety of contexts and communica-tive tasks, demonstrating command of formal English

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reasoning and the organization, development, and style are appropriate to tsk, purpose, and audience.

when indicated or appropriate.

when indicated or appropriate.




Reading: Literature


D1.1.K-2: Explain why the compelling question is important to the student. D1.1.3-5: Explain why compelling questions are important to others (e.g., peers, adults)






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D2.Civ.2.K-2: Explain how all people, not just official leaders, play important roles in a community. D2.Civ.14.K-2: Explain how people have tried to improve their communities over time.

D2.Civ.2.K-2: Explain how all people, not just official leaders, play important roles in a community. D2.Civ.2.3-5: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.

D2.Civ.2.K-2: Explain how all people, not just official leaders, play important roles in a community. D2.Civ.2.3-5: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate. D2.Civ.7.K-2: Apply civic virtues when participating in school settings.

D2.Civ.2.K-2: Explain how all people, not just official leaders, play important roles in a community. D2.Civ.10.3-5: Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.

D2.Civ.2.K-2: Explain how all people, not just official leaders, play important roles in a community. D2.Civ.9.3-5: Use deliberative processes when making decisions or reaching judgments as a group. D2.Civ.10.3-5: Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.

D2.Civ.2.K-2: Explain how all people, not just official leaders, play important roles in a community.

Dimension 4: D.4.2.3-5: Construct

D.4.2.3-5: Construct





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Communicating Conclusions and Taking Informed Action

explanations using reasoning, correct sequence, examples, and details with relevant information and data.






CPS Social Science Goal 14: Understand political systems, with an emphasis on the United States. 14C: Understand election processes and responsibilities of citizens.

B1: Discuss a situation in their home or school that illustrates people being responsible in their duties or job.


B1: Discuss a situation in their home or school that illustrates people being responsible in their duties or job. B2: List examples of responsible student classroom behavior. C1: List examples of various ways responsible students work together to help classmates. C2. Identify


C1: Discuss decision-making in their lives.


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examples of rights and responsibilities students share within a school. C3. Predict the benefits of acting responsibly in their classroom.










2A: Recognize the feelings and perspectives of others.




Goal 3: Demonstrate

3A: Consider ethical, safety,

3B: Apply decision-




3B: Apply decision-

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decision-making skills and responsible behaviors in personal, school, and community contexts.

and societal factors in making decisions.

making skills to deal responsibly with daily academic and social situations.



and societal factors in making decisions. 3B: Apply decision-making skills to deal responsibly with daily academic and social situations.

making skills to deal responsibly with daily academic and social situations.

Unit IV: Rights

Standard Lesson IV-1:

What Are Rights?

Lesson IV-2: Freedom of Expression

Lesson IV-3: Using Rights

Lesson IV-4: Voting


Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.




CCR: Writing CCR: Speaking and Comprehension and Comprehension and Comprehension and Comprehension and

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Listening Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners. Presentation of Knowledge and Ideas 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners. Presentation of Knowledge and Ideas 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.







Reading: Literature 2nd Grade: RL.2.1 2nd Grade: RL.2.1, 2.2

2nd Grade: RL.2.1 2nd Grade: RL.2.1

3rd Grade: RL.3.1 3rd Grade: RL.3.1, 3.2

3rd Grade: RL.3.1 3rd Grade: RL.3.1


D1.1.K-2: Explain why the compelling question is important to the student. D1.1.3-5: Explain why compelling




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questions are important to others (e.g., peers, adults) D.1.4.K-2: Make connections between supporting questions and compelling questions.





D2.Civ.8.3-5: Identify core civic virtues and democratic principles that guide government, society, and communities.



D2.Civ.2.K-2: Explain how all people, not just official leaders, play important roles in a community. D2.Civ.2.3-5: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate. D2.Civ.11.3-5: Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.






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14D: (3rd Grade only) Recite basic rights of citizens and restrictions upon government afforded to Americans through the Bill of Rights.

14D: (3rd Grade only) Recite basic rights of citizens and restrictions upon government afforded to Americans through the Bill of Rights.

A1: Describe a situation where people vote to resolve their differences and decide what to do.

A1: Describe a situation where people vote to resolve their differences and decide what to do. A3: Lead a class vote over something the class would like to do.

CPS Social Emotional Learning Standards Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.

A: Recognize the feelings and perspectives of others.





A: Consider ethical, safety, and societal factors in making decisions.


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Unit V: Participation

Standard Lesson V-1: What Makes a Good Citizen?

Lesson V-2: Goldilocks Returns

Lesson V-3: The Service Learning Project

Lesson V-4: Speaking Out

Guide: Kindness Is Cooler, Mrs. Ruler

Common Core Standards in English Language Arts: CCR: Reading Key Ideas and

Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.




CCR: Writing Text Types and Purposes 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and

Research to Build and Present Knowledge 7: Conduct short as well as more sustained research projects based on focused questions,

Text Types and Purposes 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

Comprehension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations

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accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to tsk purpose and audience.

demonstrating understanding of the subject under investigation. 8: Gather relevant information from multiple print and digital sources.

sufficient evidence.

with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.





Comprehension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners. Presentation of Knowledge and Ideas 4: Present information, findings, and supporting evidence such that listeners can

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follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.





Reading: Literature

2nd Grade: RL.2.1,2.2,2.3

2nd Grade: RL.2.1,2.2,2.3

2nd Grade: RL.2.1,2.2,2.3

2nd Grade: RL.2.1,2.2,2.3

3rd Grade: RL.3.1, 3.2

C3 Framework for Social Studies State Standards Dimension 1: Developing Questions and Planning Inquiries






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D.1.Civ.2.3-5: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate. D2.Civ.6.3-5: Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families. D2.Civ.8.3-5: Identify core civic virtues and democratic principles that guide government,



D.1.Civ.2.3-5: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate. D2.Civ.8.3-5: Identify core civic virtues and democratic principles that guide government, society, and communities. D2.Civ.12.3-5: Explain how rules and laws change society and how people change rules and laws. D2.Civ.14.3-5: Illustrate historical and contemporary


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society, and communities.


society, and communities. D2.Civ.9.3-5: Use deliberative processes when making decisions or reaching judgments as a group.

means of changing society.









C2: Identify examples of rights and responsibilities students share within a school.

B3: Summarize the outcome of classroom decision-making in terms of what was decided by the majority of the students.

C2: Identify examples of rights and responsibilities students share within a school

14D: Understand the roles and influences of individuals and interest groups

C1: Explain what is meant by the idea of “the common good of the people.”

B2: State the interests of students and adults involved in a school

C3: Explain why people join public interest groups. C4: Identify some

C2: Explain what is meant by the idea of “the common good of the people.”

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in the political systems of Illinois, the United States and other nations.

project. B3: Tell how a student should express ideas in a respectful manner to another student or to teachers. C1: Explain what is meant by the idea of “the common good of the people.” C3: Explain why people join public interest groups. C4: Identify some non-profit agencies or civic groups that serve the common good.

non-profit agencies or civic groups that serve the common good.

14F: Understand the development of United States political ideas and traditions.

B1: Identify an example of behavior that shows someone showing good citizenship. B5:State reasons why people benefit from basic rights such as freedom of speech.


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2A: Recognize the feelings and perspectives of others. 2B: Recognize individual and group similarities and differences.





3A: Consider ethical, safety, and societal factors in making decisions.

3A: Consider ethical, safety, and societal factors in making decisions.

3A: Consider ethical, safety, and societal factors in making decisions. 3B: Contribute to the well-being of one’s school and community.



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Unit VI: Democratic Values and Traditions

Standard Lesson VI-1:

Understanding the Pledge of Allegiance

Lesson VI-2: American Symbols Project

Guide: The Impossible Patriotism Project

Guide: Capital! Washington D.C. from A to Z

Guide: The Bald Eagle


Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


Key Ideas and Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text

Key Ideas and Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Craft and Structure 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Key Ideas and Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Craft and Structure 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCR: Writing

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Comprehension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively



Reading: Literature 2nd Grade: RL.2.1,2.2

2nd Grade: RL.2.1,2.2










D1.1.K-2: Explain why the compelling question is important to the student. D1.1.3-5: Explain why compelling questions are important to others




D1.1.K-2: Explain why the compelling question is important to the student. D1.1.3-5: Explain why compelling questions are important to

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(e.g., peers, adults) D.1.4.K-2: Make connections between supporting questions and compelling questions.




others (e.g., peers, adults) D.1.4.K-2: Make connections between supporting questions and compelling questions.





D2.Civ.1.3-5: Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places. D2.Civ.8.3-5: Identify core civic virtues and democratic principles that guide government, society, and communities.








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CPS Social Science Goal 14: Understand political systems, with an emphasis on the United States. 14F: Students who meet the standard can understand the development of United States political ideas and traditions.

A4: Identify a patriotic symbol of the United States. A6: Recite the Pledge of Allegiance. D1: Describe values that have formed the foundation of our American democratic system (e.g., the love of liberty, respect for individual rights). D3: Explain the significance of political symbols and mottoes of the United States (e.g., E Pluribus Unum, the Flag, the Statute of Liberty, the bald eagle, the Great Seal, oaths of office).

A4: Identify a patriotic symbol of the United States. D1: Describe values that have formed the foundation of our American democratic system (e.g., the love of liberty, respect for individual rights). D3: Explain the significance of political symbols and mottoes of the United States (e.g., E Pluribus Unum, the Flag, the Statute of Liberty, the bald eagle, the Great Seal, oaths of office).

A4: Identify a patriotic symbol of the United States. B1: Identify an example of behavior that shows someone showing good citizenship. C2: Define the concept of “Patriotism.”

A4: Identify a patriotic symbol of the United States. C5: Identify an artistic expression that illustrates the traditions important to our political system and concept of freedom D1: Describe values that have formed the foundation of the American democratic system D3: Explain the significance of political symbols and mottoes of the United States

A4: Identify a patriotic symbol of the United States. D1: Describe values that have formed the foundation of the American democratic system D3: Explain the significance of political symbols and mottoes of the United States

CPS Social Emotional Learning Standards Goal 1: Develop self-awareness and self-management skills to achieve school and life success.


1A: Identify and manage one’s emotions and behavior. 1B: Recognize personal qualities and external supports.



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3C: Contribute to the well-being of one’s school and community.



Unit VII: Foreign Affairs

Standard Lesson VII-1: Everybody Eats

Guide: Give a Goat Guide: A Very Important Day

Common Core Standards in English Language Arts CCR: Reading Key Ideas and Details

2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Key Ideas and Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.] 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR: Writing CCR: Speaking and Comprehension and Comprehension and Comprehension and

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Listening Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.


Reading: Literature 2nd Grade: RL.2.1,2.2 2nd Grade: RL.2.1,2.2 3rd Grade: RL.3.1,3.2



D.1.3.K-2: Identify facts and concepts associated with a supporting question.

D.1.3.K-2: Identify facts and concepts associated with a supporting question.

Dimension 2: Applying Disciplinary Tools and Concepts (Civics and Geography)

D2.Geo.1.3-5: Construct maps, graphs, and other representations of both familiar and unfamiliar places. D2.Geo.4.K-2: Identify some cultural and environmental

D2.Civ.6.3-5: Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and

D2.Civ.2.3-5: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate. D2.Geo.7.K-2: Explain why

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characteristics of specific places.

families. D2.Civ.10.3-5: Identify core civic virtues and democratic principles that guide government, society, and communities. D2.Geo.4.K-2: Identify some cultural and environmental characteristics of specific places.

and how people, goods, and ideas move from place to place.

Dimension 3: Evaluating Sources and Using Evidence

D3.1.K-2: Gather relevant information from one or two sources while using the origin and structure to guide the selection.

CPS Social Science Goal 14: Understand political systems, with an emphasis on the United States. 14E: Students who meet the standard can understand United States foreign policy as it relates to other nations and international issues.

A1: Identify a country other than the United States to which a person can travel. B2. Tell about food from other countries. B3. Identify a product or artifact that comes from another country (e.g., food, toys).

B1: Tell about someone that students have seen or met who lives in another country C1: Describe an example where the people of the United States and people from other countries might need to cooperate to solve a common problem

C2: Tell about people who have come from other countries to live in the United States


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2A: Recognize the feelings and perspectives of others. 2B: Recognize individual and group similarities and differences. 2C: Use communication and social skills to interact effectively with others.

2A: Recognize the feelings and perspectives of others 2C: Use communication and social skills to interact effectively with others

2A: Recognize the feelings and perspectives of others 2B: Recognize individual and group similarities and differences


3C: Contribute to the well-being of one’s school and community

2A: Recognize the feelings and perspectives of others 2B: Recognize individual and group similarities and differences 2B: Recognize individual and group similarities and differences.

Documents

Standards Correlations by Unit Introductory Lesson … Correlations.pdf · Standards Correlations by Unit . Introductory Lesson . ... Miss Nelson Is Missing Lesson I-2: ... activities