Our focus:
\nIn reading students will be able to:<\/p>\n
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause\/effect.
\n* Distinguish their own point of view from that of the author of a text. \t\t\t\t\t<\/p>\n
In math students will be able to:
\n* Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause\/effect.
\n* Distinguish their own point of view from that of the author of a text. <\/p>\n
In social studies students will be able to:<\/p>\n
* Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.
\n* Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan. * Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).
\n*Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood).<\/p>\n
In science please go to Ms. Hammoud’s blog.<\/p>\n","protected":false},"excerpt":{"rendered":"
Our focus: In reading students will be able to: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause\/effect. * … Continue reading