ALCOA INTERMEDIATE SCHOOL
2026 - 2027
ACADEMIC GUIDE
Graduating Competitive Students
Building Relationships
Rigorous Expectations
Relevant Instruction
Table of Contents
Grade Level Course Overview | 3 |
AIS Uniform Grading Policy | 4 |
English/Language Arts | 5 |
Mathematics | 5 |
Science | 8 |
Social Studies | 10 |
Response to Intervention (RTI) | 11 |
Comprehensive Development Classroom (CDC) | 12 |
Special Areas | 14 |
Grade Level Course Overview
3rd Grade | ✓ English ✓ Mathematics ✓ Science ✓ Social Studies ✓ Response to Intervention ✓ Art ✓ Music ✓ Guidance ✓ Library ✓ PE ✓ Technology |
4th Grade | ✓ English ✓ Mathematics ✓ Science ✓ Social Studies ✓ Response to Intervention ✓ Art ✓ Music ✓ Guidance ✓ Library ✓ PE ✓ Technology |
5th Grade | ✓ English ✓ Mathematics ✓ Science ✓ Social Studies ✓ Response to Intervention ✓ Art ✓ Music ✓ Guidance ✓ Library ✓ PE ✓ Technology |
K-5 Uniform Grading Policy
Score | Value |
4 2 1 INC | Exceeded Expectations Met Expectations Approaching Expectations Below Expectations Incomplete: Not enough evidence to evaluate the skill |
Level 1 Below Expectations | Level 2 Approaching Expectations | Level 3 Met Expectations | Level 4 Exceeded Expectations |
The student did not meet Tennessee’s grade level expectations and has little knowledge of the skills and concepts in the subject. | The student is approaching Tennessee’s grade level expectations and has a partial understanding of the skills and concepts in the subject. | The student met Tennessee’s grade level expectations and has a thorough understanding of the skills and concepts in the subject. | The student met Tennessee’s grade level expectations and understands the most complex skills and concepts in the subject. |
Course Content Sequences
English Language Arts Course | ||
Alcoa City Schools uses the state-approved Amplify CKLA as the core reading curriculum in grades K-5. Students in grades K-8 take a diagnostic at least 3 times each school year called iReady. Teachers provide a report to parents that show student percentiles on this diagnostic. CKLA in grades 3-5 focus upon the following principles:
English Language Arts - CKLA Curriculum and Materials Parent Information Site for the CKLA program: Parent Information Site CKLA Additional classroom resources used for ELA: Boddle for ELA standards: https://play.boddlelearning.com/ Comprehension support for ELA standards: https://www.commonlit.org/en/about EdPuzzle for ELA standards: https://edpuzzle.com/ No Red Ink for ELA standards: https://www.noredink.com/ Boom Cards for ELA standards: https://wow.boomlearning.com/ Kahoot for ELA standards: https://kahoot.com/ Quizizz for ELA standards: Quizizz Common Lit for ELA standards: https://www.commonlit.org/en Gimkit We Will Write: https://wewillwrite.com/ Mystery Writing: https://writing.mysteryscience.com/home Mastery Connect Assessments Brain Pop | ||
3rd Grade | 4th Grade | 5th Grade |
CKLA Scope and Sequence | CKLA Scope and Sequence | CKLA Scope and Sequence |
Harry Potter to Replace Unit 1 Movie to Watch After Novel Study Esperanza Rising to Replace Unit 6 Number the Stars Planning Link The Number on My Great Grandfather’s Arm to watch at end of Novel Study Miracle at Midnight to be watched Greg Tang’s Matherpieces Mystery Writing: 4th Grade Opinion Unit 2- Detective Series Connected Movies: National Treasure and Night at the Museum | ||
Math Course | ||
Alcoa City Schools uses the state-approved Savvas enVision Mathematics as the core math curriculum in grades K-12. Students in grades K-8 take an initial diagnostic at the beginning of each school year called aimswebPlus. Teachers provide a report to parents that show student percentiles. Students are also assigned to a personalized learning path within the enVison program called Successmaker. Successmaker is an adaptive program that adjusts instruction based upon students’ responses and skill mastery. Students are recommended to spend about an hour per week in Successmaker, which can be accessed from home as well as school. Successmaker - Adaptive Curriculum Scope and Sequence Supplemental Materials in the Classrooms: Xtra Math Website: XtraMath® is an online math fact fluency program that helps students develop quick recall and automaticity of their basic math facts. Students with a strong foundation of basic math facts will have an easier time when they begin to tackle more advanced math, like fractions or algebra. Gimkit 99 Math Web Math Minute Mastery Connect Assessments | ||
3rd Grade | 4th Grade | 5th Grade |
FIRST NINE WEEKS | FIRST NINE WEEKS | FIRST NINE WEEKS |
|
| Understand Place Value
Decimals to Use Models and Strategies to add and subtract decimals
Fluently Multiply Multi-Digit Whole Numbers
Use Models and Strategies to Multiply Decimals
Write and Interpret Numerical Expressions
Understand Volume Concepts
|
SECOND NINE WEEKS | SECOND NINE WEEKS | SECOND NINE WEEKS |
|
| Use Models and Strategies to Multiply Decimals
Use Models and Strategies to Divide Whole Numbers
Use Models and Strategies to Divide Decimals
Geometric Measurement: Classify 2 Dimensional Figures
|
THIRD NINE WEEKS | THIRD NINE WEEKS | THIRD NINE WEEKS |
|
| Use Equivalent Fractions to Add and Subtract Fractions
Multiplying & Dividing Fractions
Graph Points on Coordinate Plane
Algebra: Analyze Patterns and Relationships
|
FOURTH NINE WEEKS | FOURTH NINE WEEKS | FOURTH NINE WEEKS |
|
| Convert Measurements
Represent and Interpret Data
|
Science Course | ||
Science Grades 3-5 Folder The state board adopted Tennessee Academic Standards for Science in October 2016, and they will be implemented in classrooms in the 2018-19 school year. The revised science standards were developed utilizing recommendations found in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Grade 3, Grade 4, Grade 5 Science are TCAP Tested Courses. | ||
3rd Grade | 4th Grade | 5th Grade |
FIRST NINE WEEKS | FIRST NINE WEEKS | FIRST NINE WEEKS |
Life science
| Physical Science
| Life Science - Life Cycles & Traits
Life Science - Adaptations & Survival
|
SECOND NINE WEEKS | SECOND NINE WEEKS | SECOND NINE WEEKS |
Solar and Earth Systems, Weather and Climate
| Earth and Space
| Earth Science - Solar System
Earth Science - Patterns in Space
|
THIRD NINE WEEKS | THIRD NINE WEEKS | THIRD NINE WEEKS |
Matter, Forces, and Energy
| Life Science
| Physical Science - Properties of Matter
Physical Science - Changes in Matter
|
FOURTH NINE WEEKS | FOURTH NINE WEEKS | FOURTH NINE WEEKS |
Engineering Design
|
| Physical Science - Motion and Forces
|
Social Studies Course | ||
3rd Grade | 4th Grade | 5th Grade |
FIRST NINE WEEKS | FIRST NINE WEEKS | FIRST NINE WEEKS |
Indigenous Peoples Through European Exploration (Prior to 1585):
| The U.S. Prior to the Civil War:
The Civil War and Reconstruction:
| Identify common features on maps and globes, and analyze the relationship between: • Equator • Hemisphere • Latitude • Longitude • North Pole • Prime meridian • Region • South Pole • Time zones Use cardinal directions, intermediate directions, map scales, grids, latitude and longitude to locate absolute and relative locations. Examine various ways people communicate geographic information (e.g., maps, aerial photographs, GPS, graphs/diagrams). Examine major physical features on globes and maps, including: • Water Features: bay, canal, delta, gulf, ocean, river, sea, strait, stream • Land Features: basin, canyon, desert, island, isthmus, mountain, peninsula, plain, plateau, valley Examine major human features on globes and maps, including transportation, political boundaries, and cities. Use different types of reference and thematic maps (e.g., political, physical, population, resource, climate) Identify and locate on a map the fifty states of the United States. Identify major physical features of the United States, including: • Rivers—Mississippi, Ohio, Colorado, Missouri, Rio Grande • Mountains— Appalachian, Alaska Range, Rockies, Sierra Nevada • Bodies of Water—Great Lakes, Gulf of Mexico, Great Salt Lake • Landforms—Coastal Plain, Mississippi River Basin, Grand Canyon, Great Plains Compare and contrast regions of the United States (i.e., Southeast, Northeast, Midwest, Southwest, and West) in terms of climate, physical features, states, major cities, and population size. Analyze the regions of the United States and the locational effects on life, including food, clothing, shelter, transportation, and recreation. Identify on a map and compare the six physical regions within the three grand divisions of Tennessee (i.e., Gulf Coastal Plains, the Nashville/Central Basin, the Highland Rim, the Cumberland Plateau, the Great Valley) Identify and locate on a map the seven continents and five oceans using maps and globes. Identify major physical features of the world, including: • Rivers—Amazon, Nile, Tigress, Euphrates, Yellow, Ganges • Mountains and Ranges—Alps, Andes, Himalayas, Ural • Deserts— Gobi, Sahara • Bodies of Water—Mediterranean Sea, Red Sea, Persian Gulf, Black Sea Compare and contrast continents of the world in terms of climate, physical features, major countries, and population size. Describe how physical features influence and impact human settlement patterns. |
SECOND NINE WEEKS | SECOND NINE WEEKS | SECOND NINE WEEKS |
Early North American Settlements (1585-1600s):
| The Civil War and Reconstruction:
Industrialization, the Gilded Age, and the Progressive Era (1870s-1910s):
| Explain the theories regarding the origin of the name "Tennessee." Identify the cultures of Paleo, Archaic, Woodland, and Mississippian peoples based on archeological evidence found at Tennessee sites (e.g., Old Stone Fort, Pinson Mounds, Chucalissa Indian Village). Identify the pre-colonial American Indian tribes residing in Tennessee (e.g., Cherokee, Chickasaw, Creek, Shawnee), and compare their various customs and traditions. Examine how long hunters (e.g., Daniel Boone and William Bean) created interest in land west of the Appalachian Mountains. Explain how the Cumberland Gap and Wilderness Road influenced migration into the Tennessee region following the Proclamation of 1763. Explain the significance of the Watauga Settlement and Watauga Compact Describe the founding of the Cumberland Settlements, the creation of early roads (e.g., Natchez Trace, Emery Road, and other roads across the Cumberland Plateau) and the obstacles faced with their establishment including the Battle of the Bluffs. Identify the contributions of leaders and groups during the early settlement of Tennessee, including John Sevier, John Donelson, Nancy Ward, Dragging Canoe, James Robertson, and Overmountain Men. Describe life on the Tennessee frontier for different groups, including settlers, American Indians, indentured Sequence events that led to Tennessee statehood, including "The Lost State of Franklin,” the Southwest Territory (i.e., Territory South of the River Ohio), and the U.S. Constitutional requirements Tennessee met to become a state. Identify the year Tennessee became a state, its first governor, and the original capital. Describe Tennessee’s involvement in the War of 1812, including Andrew Jackson, the Tennessee Volunteers, and Battle of Horseshoe Bend. Explain how the western boundary of Tennessee was expanded with the Jackson Purchase. Analyze the impact of Andrew Jackson’s presidency on the American Indian population of Tennessee, including the Indian Removal Act, Trail of Tears, Treaty of Echota, and John Ross. Identify the impact of important Tennesseans prior to the Civil War, including: • David Crockett • President James K. Polk • Sam Houston • Sequoyah |
THIRD NINE WEEKS | THIRD NINE WEEKS | THIRD NINE WEEKS |
The War for Independence (1700-1780s)
| World War I and Between the Wars (1920s-1940s):
| Examine the issue of enslavement in the three grand divisions, and the impact their differences had on Tennessee’s secession from the Union. Describe the significance of the following Civil War events and battles on Tennessee: • Siege of Fort Donelson • Battle of Stones River • Battle of Franklin • Battle of Nashville • Battles of Chattanooga Describe the importance of the Medal of Honor and its origins in Tennessee. Explain the impact of the 1870 Tennessee Constitution (e.g., poll taxes, segregation, funds for public education). Explain how the Coal Creek War led to Tennessee’s reconsideration of the convict leasing system. Explain efforts to help former enslaved persons have access to educational opportunities (e.g., Fisk University, Freedmen's Bureau). Identify how the rise of vigilante action (e.g., the Ku Klux Klan), black codes, and Jim Crow laws impacted Explain how the end of Reconstruction impacted Tennessee’s African American population. |
FOURTH NINE WEEKS | FOURTH NINE WEEKS | FOURTH NINE WEEKS |
Creating a New Government (1781-1789)
Growth of the Republic (1800s - 1850s)
| World War II (1930s-1940s):
Post-World War II and the Civil Rights Movement (1940s-1960s):
| Identify Tennessee’s role in the passage of the 19th Amendment, including the impact of Anne Dallas Dudley and Harry Burn. Describe the impact of the Tennessee Valley Authority and Civilian Conservation Corps on the economy of Tennessee during and after the Great Depression. Describe Tennessee’s contributions during World War I and World War II, including the conversion of factories to wartime production, the importance of Oak Ridge to the Manhattan Project, and the influence of Tennesseans (e.g., Cornelia Fort, Cordell Hull, Alvin C. York). Identify Tennessee’s contributions to the Civil Rights Movement (e.g., Highlander Folk School, Nashville Sit-Ins, the Clinton 12, Rosenwald Schools, Scarboro 85, Tent City Movement of Fayette County). Discuss the development of the music industry in Tennessee, including: (T.C.A. § 49-6-1028) • Country music (e.g., Grand Ole Opry, WSM, and the Carter family) • Blues music (e.g., W.C. Handy and Bessie Smith) • Rock ‘n’ roll (e.g., Elvis Presley, Stax Records, and Sun Studio) Explore influential Tennesseans from the late 20th century (e.g., Al Gore, Jr., Alex Haley, Dolly Parton, Wilma Rudolph, and Oprah Winfrey). Compare and contrast the three grand divisions of Tennessee’s major industries, tourism, and agriculture Describe the structure of Tennessee's government, including the role of each of the three departments. |
Response to Intervention | ||
Additional Resources / Websites used for Intervention: Wordwall.net | ||
Foundational Skills and Phonics | Reading Fluency and Comprehension | Math Fluency and Problem Solving |
Wilson Fundations Level 3 for Foundational Skills and Phonics | ||
Behavior Intervention | ||
Comprehensive Development Classroom (CDC special education) | |
In a Comprehensive Development Classroom (CDC), a variety of specialized curricula are used to meet the diverse needs of students with intellectual and developmental disabilities. The classroom emphasizes individualized instruction aligned with each student’s IEP (Individualized Education Program), incorporating evidence-based programs such as the Unique Learning System (ULS) for standards-based academic content and the Edmark Reading Program for structured, whole-word reading instruction. Functional skills curricula are also integrated to support daily living, communication, and social development. These may include life skills programs, hands-on learning materials, and visual supports to foster independence. The use of differentiated, multi-modal teaching strategies ensures that instruction is accessible, meaningful, and tailored to support both academic growth and functional life success for every student. | |
Edmark Reading Program | Unique Learning System |
The Edmark Reading Program is a research-based, whole-word reading curriculum designed for students who struggle with traditional phonics instruction. It uses a highly structured, repetitive approach and errorless learning techniques to help students build reading skills without making mistakes, fostering confidence and a positive reading identity. The program consists of two levels: Level 1 introduces 150 high-frequency sight words and basic word endings (such as -s, -ed, and -ing) for a reading age of 5–7 years, while Level 2 adds 200 more words and targets a reading age of 6–10 years. Both levels incorporate vocabulary development, comprehension, and fluency through activities like word-picture matching, controlled vocabulary stories, and interactive games. Suitable for a wide range of learners—including those with developmental disabilities, autism, learning disabilities, and English language learners—the program is available in both print and online formats. It can be used as a standalone curriculum or alongside phonics-based instruction. The second edition includes updated features such as full-color illustrations, mastery tests, and a word-signing guide to further support diverse learners. | Unique Learning System (ULS) is a comprehensive, standards-based curriculum developed by n2y for students with special needs, including those with intellectual disabilities, autism, and multiple disabilities. Designed for learners from Pre-K through transition (up to age 22), ULS offers differentiated, accessible instructional materials that align with state and national academic standards. Each monthly unit includes cross-curricular content in reading, writing, math, science, and social studies, tailored to three ability levels to support individualized instruction. ULS features interactive tools such as assessments, data tracking, and symbol-supported communication aids, along with accessibility options like text-to-speech and switch access. By promoting consistency across classrooms, supporting IEP implementation, and engaging students with age-appropriate content, ULS helps educators deliver meaningful instruction while monitoring progress effectively. |
Special Education- Resource | |
Resource Special Education is a support service that helps students with identified learning needs succeed in school while staying included in their general education classrooms as much as possible. Students receive individualized instruction based on their IEP goals, often in a small group setting where lessons can be tailored, skills can be practiced more intensively, and students can ask questions more comfortably. In addition to this small-group support, resource teachers also work within the regular classroom (inclusion) to help students apply what they’re learning alongside their peers, using accommodations and strategies that make grade-level content more accessible. The goal is to build confidence, strengthen academic and organizational skills, and support each student in becoming as independent and successful as possible in their everyday classroom environment. Supplementing with additional programs like: ________ | |
S.P.I.R.E Reading Program | Touchmath Program |
SPIRE is a structured, multisensory reading program based on the Orton-Gillingham approach that is often used in the resource room to support students with reading difficulties, including those with dyslexia. It provides explicit, systematic instruction in phonics, spelling, and reading comprehension by breaking skills into small, manageable steps and reinforcing them through visual, auditory, and hands-on activities. In the resource room, SPIRE is typically taught in a small group setting, allowing the teacher to provide individualized support, immediate feedback, and repeated practice to help students build confidence and mastery. The structured routine and consistent review built into SPIRE help students strengthen foundational reading skills while making steady progress at their own pace. | TouchMath is a multisensory math program that helps students understand numbers and build basic math skills by using a system of touch points placed on numerals to represent their value. In the resource room, it is often used in small group or individualized instruction to support students who struggle with number sense, counting, and basic operations like addition and subtraction. Students physically touch and count the points as they solve problems, which makes abstract concepts more concrete and easier to understand. This hands-on approach, combined with repetition and guided practice, helps build accuracy, confidence, and independence in math while allowing teachers to adjust pacing and support based on each student’s needs. |
Social Emotional Learning | |
Social Emotional Learning (SEL) is an educational framework through which children develop the fundamental skills required to navigate life’s complex emotional and social landscape. SEL acts as an internal compass, teaching children how to recognize and regulate their emotions, cultivate genuine empathy for others, and establish healthy, supportive relationships. By building core competencies like self-awareness, social awareness, self-management, relationship skills, and responsible decision-making, it creates an environment where children learn how to process stress and resolve conflicts constructively. Ultimately, social emotional learning provides the essential bridge between intellectual knowledge and emotional intelligence, empowering children to thrive in school, the future workplace, and their everyday communities. | |
Peekapak | 5-Point Emotional Regulation Scale |
Peekapak is an award-winning, literacy-aligned social-emotional learning (SEL) platform designed to nurture essential life skills in young learners from Pre-K through middle school. Built around an engaging narrative world called Peekaville, the program uses original storybooks, game-based digital quests, and evidence-based classroom activities to teach core concepts such as empathy, self-regulation, respect, and perseverance. By featuring a diverse cast of relatable human and animal characters—known as the Peekapak Pals—it seamlessly integrates reading comprehension and language arts standards with emotional intelligence instruction. Peekapak curriculum includes stories and activities designed to guide students through self-regulation, respect, gratitude, perseverance, empathy, teamwork, kindness, honesty, optimism, and courage. | The 5-Point Emotional Regulation Scale (originally developed as The Incredible 5-Point Scale by Kari Dunn Buron and Mitzi Curtis) is a simple, highly visual framework designed to help children identify, quantify, and communicate their internal emotional states. By utilizing a concrete 1-to-5 numerical system, the scale helps children recognize how emotional intensity escalates from a state of total calm (Level 1) to an overwhelming, out-of-control crisis (Level 5). Each level is typically color-coded and paired with clear descriptions of physical body cues, emotional triggers, and personalized coping strategies, such as taking deep breaths at a Level 2 or requesting a quiet break at a Level 4. By encouraging self-awareness before an emotional breakdown occurs, the 5-Point Scale empowers individuals to advocate for their needs and practice self-regulation proactively rather than reactively. |
Music | ||
Experiencing Choral Music - Beginning
RR Ruby Choir | ||
3rd Grade | 4th Grade | 5th Grade |
FIRST NINE WEEKS | FIRST NINE WEEKS | FIRST NINE WEEKS |
3.GM.P1.B Demonstrate understanding of the structure and elements of music (such as rhythm or melodic direction) in music selected for performance. 3.GM.P1.D When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation. | 4.GM.P1.B Demonstrate an understanding of the structure and the elements of music (such as rhythm, pitch and form) in music selected for performance. 4.GM.P3.B Using body percussion or instruments, perform instrumentally (pitched/unpitched), alone and with others, with expression, technical accuracy, and appropriate interpretation.* | 5.GM.P1.B Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form and harmony) in music selected for performance. 5.GM.P3.B Using body percussion or instruments (pitched/unpitched), perform, alone/with others, with expression, technical accuracy, and appropriate interpretation.* |
SECOND NINE WEEKS | SECOND NINE WEEKS | SECOND NINE WEEKS |
3.GM.P3.A Sing, alone and with others, with expression and skill.* 3.GM.Cr1.B Use parameters such as improvising/composing a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using limited note values to generate musical ideas.
| 4.GM.R1.C Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.) 4.GM.Cr1.B Use parameters such as improvising/composing a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using grade-appropriate note values in binary/ternary form to generate musical ideas within a given tonality, form, and/or rhythmic set. | 5.GM.R1.C Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.) 5.GM.Cr.1.B Use parameters such as improvising/composing a 2-4 measure musical idea, a modal/scale-based melody, or an extended rhythm pattern using grade-appropriate note values in various forms to generate musical ideas within a given tonality, form and/or rhythmic set. |
THIRD NINE WEEKS | THIRD NINE WEEKS | THIRD NINE WEEKS |
3.GM.R1.B Using movement, manipulatives, and/or pictoral representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band folk or ethnic instruments) 3.GM.P3.B Using body percussion or instruments, perform instrumentally (pitched and unpitched), alone and with others, with expression and skill.* | 4.GM.P1.D When analyzing selected music, read and perform using standard notation (including treble clef) with voice, body percussion, and/or instruments. 4.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as identifying pieces of music that are important to one’s family or how music is used in daily life). | 5.GM.P1.D When analyzing selected music, read and perform using standard notation in treble clef with voice, body percussion, and/or instruments. 5.GM.R1.C Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.) |
FOURTH NINE WEEKS | FOURTH NINE WEEKS | FOURTH NINE WEEKS |
3.GM.R1.C Describe a listening example by using teacher-given characteristics, and describe stylistic characteristics of selected regional, national, or global styles or genres of music through teacher- given parameters (such as by guided questioning, using an element of music or music vocabulary). 3.GM.Cn2.A Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as exploring the connections between art and music). | 4.GM.R1.C Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.) 4.GM.P3.B Using body percussion or instruments, perform instrumentally (pitched/unpitched), alone and with others, with expression, technical accuracy, and appropriate interpretation.* | 5.GM.Cr1.A Use modal/scale based melodies in major/minor, simple/complex rhythms, and accompaniments to improvise rhythmic, melodic, harmonic, and/or movement ideas within a context (such as social, cultural, historical, etc.). 5.GM.Cn2.A Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as comparing how music is used in various cultures and performing it). |
Visual Arts | ||
The Tennessee Core Art Standards are broken into four main categories: Creating (Cr), Performing/Presenting/Producing (Pr), Responding (Re), and Connecting (Cn). At Alcoa Intermediate School, I adapt the art lessons to be relevant to the school wide academic standards (CKLA), literacy themes (One Book Blitz or other new book/movie releases), or current artists and events. My “kid-friendly” goal based on the TN art standards are to focus on these three themes throughout all our lessons this year: 1. See like an artist = RESPOND & CONNECT DOMAINS Year round I will be attempting to train students to see the world as if it is made of shapes, and see art a way to express their own view points, and be able to interpret others art. 2. Talk like an artist = PRESENT DOMAIN To be able to critique themselves and each other using art vocabulary terms, learning new art supplies and tools, famous artists, art vocabulary (to talk like an artist). 3. Work like an artist = CREATE DOMAIN Year round goal is to develop a greater ability to communicate using art, publicly present art, and look for opportunities to sell or share art. I do access and share my youtube channel: Mr. Grant’s Art Explorations: https://www.youtube.com/@mr.grantsartexplorations1014 Introduction: https://www.youtube.com/watch?v=07q4WGyeQZ0 ArtHub for Kids: https://www.youtube.com/@artforkidshub Below is the Lesson Plans layout for the year. |
3rd Grade | 4th Grade | 5th Grade |
FIRST NINE WEEKS | FIRST NINE WEEKS | FIRST NINE WEEKS |
(CREATE) 3.VA.Cr2.A Create artwork to meet personal criteria, using a variety of artistic processes and materials and developmentally appropriate craftsmanship. (CONNECT) 3.VA.Cn1.A Develop art based on observations of surroundings (RESPOND) 3.VA.R2.A Interpret art by analyzing how use of media, mood, and subject matter shape meaning while using appropriate art vocabulary. Recognition of 4th of July and Constitution Day | (CREATE) 4.VA.Cr2.A Explore and invent art-making techniques and approaches using developmentally appropriate craftsmanship. (CONNECT) 4.VA.Cn1.A Create art that communicates the cultural traditions of one’s community. (RESPOND) 4.VA.R2.A Interpret art by analyzing how context, relevant subject matter, and use of media shape meaning while using appropriate art vocabulary. Recognition of 4th of July and Constitution Day | (CREATE) 5.VA.Cr2.A Experiment and develop skills in multiple art-making techniques and approaches through practice using developmentally appropriate craftsmanship. (CONNECT) 5.VA.Cn1.A Create art based on personal experiences, current interests, and surroundings. (RESPOND) 5.VA.R2.A Interpret art to identify ideas and mood conveyed by analyzing context, subject matter, and use of media while using appropriate art vocabulary. Recognition of 4th of July and Constitution Day |
SECOND NINE WEEKS | SECOND NINE WEEKS | SECOND NINE WEEKS |
(CREATE) 3.VA.Cr2.C Individually or collaboratively construct visual representations of objects or places from everyday life. (PRESENT) 3.VA.P3.A Identify and explain how and where different cultures record and illustrate stories and history of life through art. (RESPOND) 3.VA.R1.B Speculate about processes an artist uses to create a work of art. | (CREATE) 4.VA.Cr2.C Document, describe, and represent community spaces and environments. (PRESENT) 4.VA.P3.A Compare and contrast purposes of a variety of presentation spaces and the types of experiences they provide. (RESPOND) 4.VA.R1.B Compare responses to a work of art before and after experimenting with similar processes. | (CREATE) 5.VA.Cr2.C Identify, describe, and visually document places and/or objects of personal significance. (PRESENT) 5.VA.P3.A Explain how an exhibition in a traditional or emerging presentation space provides ideas and information about a specific concept or topic. (RESPOND) 5.VA.R1.B Compare one's own interpretation of a work of art with the interpretation of others. |
THIRD NINE WEEKS | THIRD NINE WEEKS | THIRD NINE WEEKS |
(CREATE) 3.VA.Cr3.A Add details to an artwork to enhance emerging meaning. (RESPOND) 3.VA.R1.A Categorize images based on expressive properties. (CONNECT) 3.VA.R3.A Evaluate an artwork based on given criteria. (PRESENT) 3.VA.P1.A Investigate and discuss possibilities and limitations of traditional and emerging presentation spaces. | (CREATE) 4.VA.Cr3.A Revise artwork in progress on the basis of insights gained through peer critique. (RESPOND) 4.VA.R1.A Determine the main idea of an image, and explain how it is supported by k (CONNECT) 4.VA.R3.A Apply one set of criteria to evaluate more than one work of art. (PRESENT) 4.VA.P1.A Analyze how traditional and emerging technologies have impacted the preservation and presentation of artwork. | (CREATE) 3.A Communicate personal decisions in art-making in an artist statement or another format. (RESPOND) 5.VA.R1.A Explain how images can convey cultural associations. (CONNECT) 5.VA.R3.A Recognize how styles, genres, media, and historical and cultural contexts influence criteria used to evaluate works of art (PRESENT) 5.VA.P1.A Define and explain the qualifications and responsibilities of a curator. |
FOURTH NINE WEEKS | FOURTH NINE WEEKS | FOURTH NINE WEEKS |
(CREATE) 3.VA.Cr2.B Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes. (RESPOND) 3.VA.R3.A Evaluate an artwork based on given criteria. (CONNECT) 3.VA.Cn2.A Recognize that responses to art can change depending on knowledge of the time and place in which it was made. (PRESENT) 3.VA.P2.A Identify traditional and emerging presentation spaces, and prepare works of art for presentation including an artist’s statement. | (CREATE) 4.VA.Cr2.B Utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. (RESPOND) 4.VA.R3.A Apply one set of criteria to evaluate more than one work of art. (CONNECT) 4.VA.Cn2.A Through observation, infer information about time, place, and culture in which a work of art was created. (PRESENT) 4.VA.P2.A Analyze strategies for exhibiting and preserving a variety of artforms in both traditional and emerging presentation spaces. | (CREATE) 5.VA.Cr2.B Demonstrate resourceful care for and use of materials, tools, and equipment. (RESPOND) 5.VA.R3.A Recognize how styles, genres, media, and historical and cultural contexts influence criteria used to evaluate works of art.
(CONNECT) 5.VA.Cn2.A Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society. (PRESENT) 5.VA.P2.A Demonstrate effective use of methods and techniques for preparing and presenting artwork. |
Guidance | ||
Guidance at the intermediate level explores making good choices, learning the different types of life skills, utilizing your strengths to reach future goals/career, and encouraging students’ love each other and treat others with respect. Anti-bullying content and knowledge for grades 3-5 are built in each nine weeks throughout the school year. This course is designed to expose students to a greater knowledge of how to treat others and communicate their feelings in an appropriate manner that reinforces their love of learning to accept each other as they are, while also expanding their knowledge into areas previously unexplored, such as internet safety and stranger safety. Please see the scope and sequence for the list of topics over nine weeks. | ||
3rd Grade | 4th Grade | 5th Grade |
FIRST NINE WEEKS | FIRST NINE WEEKS | FIRST NINE WEEKS |
AA3. Develop high expectations for achievement AA4. Apply self-motivation and self-direction to learning AA5. Model a sense of belonging in the school environment | AA1. Develop expectations for achievement AA4. Apply self-motivation and self-direction to learning AA5. Model a sense of belonging in the school environment | AA3. Develop expectations for achievement AA4. Apply self-motivation and self-direction to learning. AA5. Model a sense of belonging in the school environment |
SECOND NINE WEEKS | SECOND NINE WEEKS | SECOND NINE WEEKS |
AS2. Work independently AS3. Develop and practice effective technology skills AS4. Utilize resources to overcome barriers to learning AS5. Exhibit creativity AS6. Set, evaluate progress toward, and achieve long and short term goals | AA5. Develop high expectations for achievement AA4. Apply self-motivation and self-direction to learning AA5. Model a sense of belonging in the school environment | SS5. Exercise personal safety skills, including refusal skills SS6. Assume responsibility for choices and consequences SS7. Positively manage behavior and choices by applying self discipline and self-control |
THIRD NINE WEEKS | THIRD NINE WEEKS | THIRD NINE WEEKS |
SA1. Develop positive attitudes toward self as a unique and worthy person SA2. Develop positive attitudes toward others as unique and worthy people SA3. Respect diversity in culture, perspectives, values, and experiences SA4. Recognize each person is a part of a diverse local and global community | AA5. Develop high expectations for achievement AA4. Apply self-motivation and self-direction to learning AA5. Model a sense of belonging in the school environment SS5. Exercise personal safety skills, including refusal skills SS6. Assume responsibility for choices and consequences | SS5. Exercise personal safety skills, including refusal skills SS6. Assume responsibility for choices and consequences SS7. Positively manage behavior and choices by applying self discipline and self-control |
FOURTH NINE WEEKS | FOURTH NINE WEEKS | FOURTH NINE WEEKS |
SS5. Exercise personal safety skills, including refusal skills SS6. Assume responsibility for choices and consequences SS7. Positively manage behavior and choices by applying self discipline and self-control | SA3. Respect diversity in culture, perspectives, values, and experiences SA4. Recognize each person is a part of a diverse local and global community | SS5. Exercise personal safety skills, including refusal skills SS6. Assume responsibility for choices and consequences |
Technology | ||
In the Grades 3–5 technology classroom at AIS, students build essential digital skills through engaging, hands-on learning experiences. Students develop keyboarding and typing proficiency, practice responsible online behavior through digital citizenship lessons, and explore coding concepts using age-appropriate programming activities. Technology instruction also supports and reinforces science standards by integrating problem-solving, research, and creative digital tools that encourage critical thinking and innovation. | ||
Intermediate School Technology Scope and Sequence Technology Curriculum Resources: Common Sense Media Digital Citizenship Typing Club/Digital Citizenship Google Workspace for Education |
Library | ||
Library at the intermediate level explores navigating a library, learning the different types of genres, utilizing reference materials, and encouraging students’ love for reading. Library content and knowledge for grades 3-5 builds in each nine week period throughout the school year. This course is designed to expose students to a diverse selection of books that reinforces their current interests, while also expanding their knowledge into areas previously unexplored. Please see the scope and sequence for the list of topics by nine weeks. | ||
3rd Grade | 4th Grade | 5th Grade |
FIRST NINE WEEKS | FIRST NINE WEEKS | FIRST NINE WEEKS |
|
|
Fairy Tales |
SECOND NINE WEEKS | SECOND NINE WEEKS | SECOND NINE WEEKS |
|
|
|
THIRD NINE WEEKS | THIRD NINE WEEKS | THIRD NINE WEEKS |
|
|
|
FOURTH NINE WEEKS | FOURTH NINE WEEKS | FOURTH NINE WEEKS |
|
|
|
Physical Education | ||
TN Standards for Physical Education The Tennessee Physical Education Standards are divided into five components: Motor Skills (MS); Movement Knowledge and Application (MKA); Fitness and Physical Activity (FPA); Personal and Social Responsibility (PSR); and Values Physical Activity (VPA) | ||
3rd Grade | 4th Grade | 5th Grade |
FIRST NINE WEEKS | FIRST NINE WEEKS | FIRST NINE WEEKS |
MS 1.3 Combines at least two locomotor skills with smooth transition. MS 2.3 Travels showing differentiation of speeds (increase/decrease speeding as moving). MS 3.3a Leaps using a mature pattern. MS 3.3b Jumps and lands using mature patterns of landing one and two foot landings and takeoffs. MS.4.3 Jumps using a mature pattern MS.5.3 Performs a simple teacher and/or student designed rhythmic activities. MS.6.3a Maintains stillness on various bases of support demonstrating muscular tension and extensions of free body parts. MS.6.3b Balances in an inverted position with stillness and supportive base. PSR.3.3 Interacts positively with others. | MS 1.4 Uses various locomotor skills in a variety of small-sided games/practice tasks, dance, and/or educational gymnastics experiences. MS 2.4 Uses appropriate speed in chase, flee, and dodge activities. MS 3.4 Combines jumping and landing with travel (running and leaping). MS. 4.4 Combines traveling with jumping and landing. MS.5.4 Performs a cultural dance on beat with correct patterns. MS.6.4 Balances with a partner demonstrating counterbalance, muscular tension, and extension of free body parts. PSR.3.4 Resolves conflict in socially acceptable ways. | MS 1.5 Combines traveling with manipulative skills. MS 2.5 Uses appropriate pacing to run a variety of distances. MS 3.5 Applies jumping and landing to a variety of activities. MS.4.5 Applies jumping and landing to a variety of activities MS.5.5 Creates and performs dances on beat with correct pattern MS.6.5 Designs and performs a balance sequence with varying bases of support, body shapes, and levels. PSR.3.5 Encourages the movement performance of others. |
SECOND NINE WEEKS | SECOND NINE WEEKS | SECOND NINE WEEKS |
MS.7.3a Transfers weight from feet to hands for momentary weight support. MS.9.3a Throws underhand to a partner or target with appropriate force. MS.9.3b Rolls a ball using a mature pattern. MS.10.3 Throws overhand for distance or force demonstrating side to target, arm back, and stepping with opposition. MS.11.3 Catches overhand (at or above chest) using a mature pattern* (from a partner). MS.12.3 Passing and receiving with a partner while stationary with appropriate force. MS.13.3 Dribbles with preferred hand while jogging with control of the ball and body. | MS.7.4a Uses transfers of weight or rolling as a transitional movement in a sequence. MS.9.4 Throws underhand or rolls a ball to a partner or target with accuracy. MS.10.4 Throws overhand to a partner or target with accuracy. MS.11.4 Catches an object at various levels and locations around the body (from a partner). MS.12.4 Passing and receiving with a partner while stationary with accuracy. MS.13.4a Dribbles with preferred hand using a mature pattern while jogging. MS.13.4b Dribbles while increasing and decreasing speeds. | MS.7.5 Transfers weight from feet to hands using body extensions (e.g., scissor kick) MS.9.5 Applies underhand throwing or rolling a ball to a variety of partner or small-sided games/practice tasks. MS.10.5 Throws overhand using a mature pattern. MS.11.5 Applies catching on the move to a variety of partner or small-sided games/practice tasks. MS.12.5 Passing and receiving with a partner while on the move. MS.13.5 Combines dribbling and passing skills. |
THIRD NINE WEEKS | THIRD NINE WEEKS | THIRD NINE WEEKS |
MS.14.3 Dribbles with feet while jogging, keeping control of the ball and body. MS.15.3 Kicks a ball at intended levels with a running approach. MS.16.3 Passes and receives a ball with the insides of the feet to a stationary partner, "giving" on reception. MS.17.3 Strikes an object with an underhand or sidearm pattern over a net/line, to the wall, or to a partner. MS.18.3 Strikes an object with a short-handled implement sending it forward using an underhand pattern with accuracy. MS.19.3 Strikes an object with a long handled implement (e.g. bat, hockey stick, golf club) sending it forward and using proper grip, stance, and trunk action (coil/uncoil). MS.20.3a Performs intermediate jump rope skills for both short and long ropes. MS.20.3b Turns long rope correctly. MKA.1.3a Recognizes the concept of open space. MKA.1.3b Applies the concept of open space while moving. MKA.2.3a Recognizes clockwise and counterclockwise directions. MKA.2.3b Combines levels, directions, and pathways into simple travel, dance, and gymnastic sequences. MKA.3.3a Recognizes the need for varied speeds and forces within movement. MKA.3.3b Applies speeds or forces with throwing and kicking. | MS.14.4a Dribbles with feet using a mature pattern while jogging. MS.14.4b Dribbles with feet while increasing and decreasing speeds. MS.15.4a Kicks a ball with a running approach for accuracy. MS.15.4b Kicks a moving ball with a running approach. MS.16.4 Passes and receives the ball with the insides/outsides of the feet to a moving partner. MS.17.4a Strikes an object in partner or small sided practice tasks. MS.17.4b Overhead volleys a ball with two hands, body positioned under the ball, and contact made with finger pads sending it upward MS.18.4 Strikes an object with a short-handled implement sending it forward using a forehand pattern with side to target and implement back in preparation. MS.19.4 Strikes an object with a long handled implement (e.g. bat, hockey stick, golf club) with proper grip, stance, trunk action, and swing plane. MS.20.4 Performs a simple jump rope routine with short or long rope. MKA.1.4a Compares and contrasts open and closed spaces. MKA.1.4b Applies the concept of open space to combination skills (e.g., traveling and dribbling). MKA.2.4a Compares and contrasts use of pathways, levels, and directions. MKA.2.4b Uses pathways, levels, and directions in a variety of small sided games/practice tasks, dance, and/or educational gymnastics experiences MKA.3.4a Compares and contrasts use of speeds and forces within movement. MKA.3.4b Uses speeds and forces in a variety of small-sided games/practice tasks, dance, and/or educational gymnastics experiences. | MS.14.5 Combines dribbling with feet and passing skills. MS.15.5a Punts a ball using a mature pattern.* MS.15.5b Applies kicking to smallsided games/practice tasks. MS.16.5 Combine passing and receiving the ball with dribbling foot MS.17.5 Overhead volleys a ball using a mature pattern. MS.18.5 Consecutively strikes a ball with a short-handled implement against a wall using a mature forehand pattern. MS.19.5 Demonstrates a mature pattern* using a long handled implementation. MS.20.5 Creates and performs a jump rope routine with a partner using a short or long rope. MKA.1.5a Analyzes the use of open space in a movement activity. MKA.1.5b Applies the concept of open space to small-sided games/practice tasks, dance, and/or educational gymnastics experience. MKA.2.5a Analyzes the use of pathways, levels, and directions in movement activity. MKA.2.5b Combines pathways, levels, and directions in a variety of small-sided games/practice tasks, dance, and/or educational gymnastics experiences. MKA.3.5a Analyzes the use of speeds and forces in movement. MKA.3.5b Combines speeds and forces in a variety of small sided games/practice tasks, dance, and/or educational gymnastics experiences. |
FOURTH NINE WEEKS | FOURTH NINE WEEKS | FOURTH NINE WEEKS |
MKA.4.3a Differentiates relationships with people (mirror/ matching, leading/following). MKA.4.3b Demonstrates relationships with people (mirror/ matching, leading/following). MKA.5.3a Recognizes the need for ready position. MKA.5.3b Applies the concept of ready position to increase stability and prepare for movement. MKA.6.3 Identifies errors of a skill. MKA.7.3 Recognizes a variety of simple strategies in game-like activities. FPA.1.3a Recognizes the use of the body as resistance to develop strength. FPA.1.3b Participates in activities that use the body as resistance. FPA.2.3 Identifies opportunities for physical activity at home. PSR.1.3 Works independently and stays on-task. PSR.2.3 Independently implements a specific teacher. PSR.3.3 Interacts positively with others. PSR.4.3 Encourages others to follow procedures and rules to provide a productive learning environment PSR.5.3 Recognizes and responds to potential safety issues for self and others. VPA.1.3 Reflects on reasons of personal preference for specific physical activities outside of physical education class. VPA.2.3 Willingly continues practicing challenging experiences. | MKA.4.4a Compares and contrasts relationships in movement. MKA.4.4b Uses relationships in a variety of small sided games/practice tasks, dance, and/or educational gymnastics experiences. MKA.5.4a Explains how movement principles are used in a variety of dance and/or educational gymnastic experiences. MKA.5.4b Applies movement principles in a variety of dance and/or educational gymnastics experiences. MKA.6.4 Explains how to correctly perform a skill. MKA.7.4 Designs and implements simple strategies in game-like activities. FPA.1.4a Identifies the components of health-related fitness and activities specific to each component. FPA.1.4b Participates in activities specific to each component of health-related fitness. FPA.2.4 Compares opportunities in the community for physical activity. PSR.1.4 Exhibits responsible and respectful behavior in group settings. PSR.2.4 Respectfully gives specific feedback to peers. PSR.3.4 Resolves conflict in socially acceptable ways. PSR.4.4 Adheres to specific rules to promote fair play in small-sided games. PSR.5.4 Explains safety principles in all physical activities. VPA.1.4 Classifies physical activities as enjoyment, self expression, and/or social interaction. VPA.2.4 Discusses the challenge that comes from learning a new physical activity. | MKA.4.5a Analyzes relationships in movement. MKA.4.5b Combines two or more relationships in a variety of small sided games/practice tasks, dance, and/or educational gymnastics experiences. MKA.5.5a Analyzes and self-corrects movement principles. MKA.5.5b Applies movement principles in a variety of small sided games/practice tasks. MKA.6.5 Analyzes and self-corrects skill performance. MKA.7.5 Analyzes and modifies simple strategies in game-like activities. FPA.1.5a Creates a list of personal choices of activity for each HRF component. FPA.1.5b Participates in personal choices of activity for each HRF component. FPA.2.5 Creates a personal plan for physical activity. PSR.1.5 Reflects on personal behavior in group settings. PSR.2.5 Respectfully responds to specific feedback from peers. PSR.3.5 Encourages the movement performance of others. PSR.4.5 Critiques the rules of various activities. PSR.5.5 Applies safety principles in all physical activities. VPA.1.5 Evaluates other opportunities for physical activity based on personal preferences. VPA.2.5 Creates a plan to overcome physical activity challenges. |
English as a Second Language | ||
TN English as a Second Language Standards Tennessee Rules and Regulations require that students whose first language is other than English and who are limited in their English language proficiency be provided with a specially designed alternative language program. [Rule 0520-1-3-.056. a. 1 and 2 ii.] Curriculum and Resources National Geographic Reach Higher | ||