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Mrs.  Tammy  Griffith
Special Education Teacher
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 Room 115

 Miss. Tammy

 

 

 Learning Objectives (with SOL references)

 

*Weekly lesson plans can be found under assignments 

 

 

READING

 

1 Reporting Category: Use word analysis strategies and word reference materials

 

*HSE-RW 1 (SOL 9.3) The student will

 

a) determine the meaning of words and phrases as they are used in a text, including common analogies and figures of speech;

 

b) determine the meaning of words and phrases as they are used in informational text including figurative language;

 

c) determine or clarify the meaning of unknown and multiple-meaning words by using context.

 

*HSE-RW 2 (SOL 10.3) The student will

 

a) consult reference materials (dictionaries, online vocabulary supports) to clarify meaning of unfamiliar words encountered when reading;

 

b) demonstrate understanding of multiple-meaning words and figurative language;

 

c) acquire and use content words and phrases.

 

*HSE-RW 3 (SOL11.3) The student will

 

a) determine how words or phrases with multiple meanings have an impact on meaning or tone of a text;

 

b) determine meanings of words or phrases within an informational text;

 

c) demonstrate knowledge of the meaning of words and phrases from reading and other content areas by using context;

 

d) demonstrate understanding of figurative language and word relationships by interpreting simple figures of speech encountered while reading;

 

e) demonstrate understanding of words and phrases by using authentic texts (e.g., resumes, job descriptions, tasks instructions).

 

READING

 

2 Reporting Category: Demonstrate comprehension of fictional texts

 

*HSE-CF 1 (SOL 9.4) The student will

 

a) determine which citations demonstrate what the text says explicitly as well as inferences drawn from the text;

 

b) determine the central idea of the fictional text and select details that relate to it to retell the text;

 

c) describe interactions between characters in fictional text;

 

d) determine sequence of events in a story or drama;

 

e) identify when an author references one fictional text to another text;

 

f) provide a summary of the fictional text;

 

g) determine how the author’s choice of where to end the story contributes to the meaning.

 

*HSE-CF 2 (SOL 10.4) The student will

 

a) connect the experiences of characters in a story or drama from outside of the U.S. with personal experience;

 

b) cite textual evidence to determine where the fictional text leaves matters uncertain;

 

c) compare the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration).

 

*HSE-CF 3 (SOL 11.4) The student will

 

a) identify statements that support an argument in fictional text;

 

b) explain how characters develop over the course of a story;

 

c) identify the intended meaning to match what an author wrote in fictional text;

 

d) compare two or more interpretations (e.g., recorded or live production of a play or recorded novel or poetry) of a story, drama, or poem;

 

e) compare and contrast elements of American literature to other literary works (e.g., compare themes, topics, locations, context, and point of view).

 

READING

 

3 Reporting Category: Demonstrate comprehension of nonfiction texts

 

*HSE-CN 1 (SOL 9.5) The student will

 

a) determine which citations demonstrate what the nonfiction text says explicitly as well as inferentially;

 

b) determine central idea of the nonfiction text and select details to support it;

 

c) determine connections drawn between ideas or events in informational text;

 

d) determine which sentences in a nonfiction text support the claims of the author.

 

*HSE-CN 2 (SOL 10.5) The student will

 

a) determine an author’s purpose or point of view in a nonfiction text;

 

b) determine whether a claim made by a speaker is credible (e.g., fact or opinion; supported or unsupported);

 

c) analyze information presented in different media on related topics to answer questions or solve problems.

 

*HSE-CN 3 (SOL 11.5) The student will

 

a) use U.S. documents of historical and literary significance to clarify understanding of concepts;

 

b) cite textual evidence to determine where informational text leaves matters uncertain;

 

c) provide a summary of an informational text;

 

d) explain how specific events develop over the course of the nonfiction text;

 

e) determine how the author’s choice of where to make an argument contributes to the meaning;

 

f) determine how the author’s style affects the purpose of the nonfiction text;

 

g) explain how U.S. texts inform citizen’s rights;

 

h) determine the purposes of foundational U.S. documents of historical significance.

 

WRITING

 

1 Reporting Category: Research, plan, compose, and revise for a variety of purposes

 

*HSE-WP 1 (SOL 9.6) The student will

 

a) write about a personal opinion and give more than one reason supporting or rejecting the claim;

 

b) write to convey ideas and information using clear organization and including facts, details, and other information as well as graphics and multimedia as needed;

 

c) write about an event or personal experience by introducing the event or experience, at least one character, and describing multiple events in sequence;

 

d) produce writing that is appropriate to a particular task, purpose, and audience;

 

e) develop writing by planning and revising own writing by adding more information.

 

*HSE-WP 2 (SOL 9.8) The student will

 

a) write a short research report to answer questions using multiple sources of information;

 

b) use knowledge of language to achieve desired meaning when writing

 

c) write and revise work so that it communicates clearly to the intended audience.

 

*HSE-WP 3 (SOL 10.6) The student will

 

a) write routinely over extended time frames (time for research, reflection, and revision) for a range of tasks, purposes, and audiences.

 

*HSE-WP 4 (SOL 10.8) The student will

 

a) select information from multiple sources and use the information to write answers to questions.

 

*HSE-WP 5 (SOL 11.6) The student will

 

a) write to express opinion with supporting information about a topic or text and a concluding statement;

 

b) develop and strengthen writing as needed by planning, revising, editing, and rewriting.

 

*HSE-WP 6 (SOL 11.8) The student will

 

a) use technology, including the Internet, to produce, publish and update an individual writing project;

 

b) write a short research report to answer questions posed by self and others using multiple sources of information;

 

c) cite evidence from literary or informational texts.

 

2 Reporting Category: Edit for correct use of language, capitalization, punctuation, and spelling

 

*HSE-WE 1(SOL 9.7) The student will

 

a) use standard English rules by using correct punctuation when writing;

 

b) spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words.

 

*HSE-WE 2(SOL10.7) The student will

 

a) peer edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

 

*HSE-WE 3(SOL 11.7) The student will

 

a) apply conventions of English grammar rules to convey desired meaning in writing;

 

b) use knowledge of language to achieve desired meaning when writing by varying sentence structure using a variety of simple and compound sentence structure.

 

*HSE-WE 4(SOL 11.8) The student will

 

a) edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph structure.

 

MATHEMATICS

 

1 Reporting Category: Expressions and Operations

 

*HSM-EO 1 (SOL A.1) The student will

 

a) match an algebraic expression involving one operation to represent a given word expression with an illustration.

 

*HSM-EO 2 (SOL A.2) The student will

 

a) solve division problems with remainders using concrete objects;

 

b) solve simple one-step equations (multiplication and division) with a variable.

 

2 Reporting Category: Equations and Inequalities

 

*HSM-EI 1 (SOL A.4) The student will

 

a) solve an algebraic equation using subtraction.

 

*HSM-EI 2 (SOL A.5) The student will

 

a) solve one-step inequalities.

 

*HSM-EI 3 (SOL A.6) The student will

 

a) determine the two pieces of information that are plotted on a graph of an equation with two variables that form a line when plotted;

 

b) interpret rate of change (e.g., higher/lower, faster/slower).

 

3 Reporting Category: Functions and statistics

 

*HSM-FS 1 (SOL A.7) The student will

 

a) use the concept of functions to solve problems;

 

b) select the appropriate graphical representation (first quadrant) given a situation involving constant rate of change.

 

*HSM-FS 2 (SOL A.9) The student will

 

a) indicate general trends on a graph or chart.

 

*HSM-FS 3 (SOL A.10) The student willa) given data, construct a simple graph (table, line, pie, bar, or picture) and answer questions about the data.

 

*HSM-FS 4 (SOL A.11) The student will

 

a) model a simple linear function such as y=mx to show functions grow by equal factors over equal intervals.

 

SCIENCE

 

1 Reporting Category: Scientific Investigation and the Nature of Science

 

*HSS-SI 1 (SOL ES.1) The student will plan and conduct investigations in which

 

a) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools;

 

b) technologies, including computers, probeware, and geospatial technologies, are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions;

 

c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted;

 

d) maps and globes are read and interpreted, including location by latitude and longitude;

 

e) variables are manipulated with repeated trials.

 

*HSS-SI 2 (SOL ES.2) The student will demonstrate an understanding of the nature of science and scientific reasoning and logic. Key concepts include

 

a) science explains and predicts the interactions and dynamics of complex

 

Earth systems;

 

b) evidence is required to evaluate hypotheses and explanations;

 

c) observation and logic are essential for reaching a conclusion;

 

d) evidence is evaluated for scientific theories.

 

2 Reporting Category: Earth and Space Systems

 

*HSS-ESS 1(SOL ES.3) The student will investigate and understand the characteristics of Earth and the solar system. Key concepts include

 

a) position of Earth in the solar system;

 

b) sun-Earth-moon relationships (seasons, tides, and eclipses);

 

c) characteristics of the sun, planets and their moons, comets, meteors, and asteroids;

 

*HSS-ESS 2 (SOL ES.8) The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. Key concepts include

 

c) relationships between groundwater zones, including saturated and unsaturated

 

zones, and the water table;

 

d) identification of sources of fresh water including rivers, springs, and aquifers, with reference to the hydrologic cycle.

 

*HSS-ESS 3 (SOL ES.12) The student will investigate and understand that energy transfer between the sun and Earth and its atmosphere drives weather and climate on Earth. Key concepts include

 

a) observation and collection of weather data;

 

b) prediction of weather patterns;

 

c) severe weather occurrences, such as tornadoes, hurricanes, and major storms;

 

d) weather phenomena and the factors that affect climate including radiation, conduction, and convection.

 

3 Reporting Category: Earth Materials and Processes

 

*HSS-EMP 1(SOL ES.4) The student will investigate and understand how to identify major rock-forming and ore minerals based on physical and chemical properties. Key concepts include

 

a) hardness, color and streak, luster, cleavage, fracture, and unique properties;

 

*HSS-EMP 2(SOL ES.5) The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to identify common rock types based on mineral composition and textures. Key concepts include

 

a) igneous rocks;

 

b) sedimentary rocks;

 

c) metamorphic rocks.

 

*HSS-EMP 3 (SOL ES.7) The student will investigate and understand geologic processes including plate tectonics. Key concepts include

 

a) geologic processes and their resulting features;

 

b) tectonic processes.

 

*HSS-EMP 4 (SOL ES.8) The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. Key concepts include

 

a) processes of soil development;

 

b) development of karst topography;

 

4 Reporting Category: Cosmology, Origins, and Time

 

*HSS-COT 1 (SOL ES.9) The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils. Key concepts include

 

a) traces and remains of ancient, often extinct, life are preserved by various means in many sedimentary rocks;

 

b) superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating bodies of rock;

 

c) absolute and relative dating have different applications but can be used together to determine the age of rocks and structures;

 

d) rocks and fossils from many different geologic periods and epochs are found in Virginia.

 

5 Reporting Category: Earth Resources and Human Interactions

 

*HSS-ERH 1(SOL ES.4) The student will investigate and understand how to identify major rock-forming and ore minerals based on physical and chemical properties. Key concepts include

 

b) uses of minerals.

 

*HSS-ERH 2 (SOL ES.6) The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include

 

a) fossil fuels, minerals, rocks, water, and vegetation;

 

b) advantages and disadvantages of various energy sources;

 

c) resources found in Virginia;

 

d) environmental costs and benefits.

 

*HSS-ERH 3 (SOL ES.8) The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. Key concepts include

 

e) dependence on freshwater resources and the effects of human usage on water quality;

 

f) identification of the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

 

HISTORY and SOCIAL SCIENCES

 

1 Reporting Category: History

 

*HS-H 30 (SOL USII.8) The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

 

a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations;

 

c) identifying the role of America’s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges;

 

d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.

 

*HS-H 31(SOL USII.9) The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by

 

a) examining the Civil Rights Movement and the changing role of women;

 

b) describing the development of new technologies in communication, entertainment, and business and their impact on American life;

 

c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically;

 

d) examining American foreign policy, immigration, the global environment, and other emerging issues.

 

*HS-H 32(SOL WHI.2) The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by

 

b) listing characteristics of hunter-gatherer societies, including their use of tools and fire;

 

c) describing technological and social advancements that gave rise to stable communities.

 

*HS-H 33(SOL WHI.3) The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by

 

c) explaining the development of religious traditions;

 

d) describing the origins, beliefs, traditions, customs, and spread of Judaism;

 

e) explaining the development of language and writing.

 

*HS-H 34 (SOL WHII.2) The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 a.d. (c.e.) by

 

b) describing artistic, literary, and intellectual ideas of the Renaissance;

 

e) citing major technological and scientific exchanges in the Eastern Hemisphere.

 

*HS-H 35(SOL WHII.4) The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by

 

a) explaining the roles and economic motivations of explorers and conquistadors;

 

b) describing the influence of religion.

 

*HS-H 36(SOL WHII.6) The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

 

a) describing the Scientific Revolution and its effects;

 

f) describing the expansion of the arts, philosophy, literature, and new technology.

 

*HS-H 37 (SOL WHII.12) The student will demonstrate knowledge of the worldwide impact of World War II by

 

b) examining the Holocaust and other examples of genocide in the twentieth century.

 

*HS-H 38 (SOL WHII.15) The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by

 

a) describing their beliefs, sacred writings, traditions, and customs.

 

2 Reporting Category: Geography

 

HS-G 16(SOL USII.4) The student will demonstrate knowledge of how life changed after the Civil War by

 

a) identifying the reasons for westward expansion, including its impact on American Indians.

 

*HS-G 17(SOL WG.1) The student will use maps, globes, satellite images, photographs, or diagrams to

 

b) apply the concepts of location, scale, map projection, or orientation;

 

c) develop and refine mental maps of world regions.

 

*HS-G 18 (SOL WG.2) The student will analyze how selected physical and ecological processes shape the Earth’s surface by

 

b) describing how humans influence the environment and are influenced by it;

 

c) explaining how technology affects one’s ability to modify the environment and adapt to it.

 

*HS-G 19 (SOL WG.12) The student will apply geography to interpret the past, understand the present, and plan for the future by

 

b) relating current events to the physical and human characteristics of places and regions.

 

*HS-G 20(SOL WHII.15) The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by

 

b) locating the geographic distribution of religions in the contemporary world.

 

3 Reporting Category: Economics

 

*HS-E 21 (SOL WHI.5) The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by

 

c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta.

 

*HS-E 22 (SOL WHI.6) The student will demonstrate knowledge of ancient Rome from about 700 b.c. (b.c.e.) to 500 a.d. (c.e.) in terms of its impact on Western civilization by

 

c) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic.

 

*HS-E 23(SOL WHI.10) The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by

 

b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions.

 

*HS-E 24(SOL WHII.4) The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by

 

f) describing the impact of precious metal exports from the Americas.

 

*HS-E 25(SOL WHII.5) The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 a.d. (c.e.) by

 

d) describing Africa and its increasing involvement in global trade.*HS-E 26(SOL WHII.9) The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by

 

b) explaining the emergence of capitalism as a dominant economic pattern, and the subsequent development of socialism and communism.

 

*HS-E 27(SOL WHII.16) The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by

 

b) assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and political freedom.

 

*HS-E 28(SOL VUS.10) The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by

 

d) describing how Franklin D. Roosevelt’s New Deal relief, recovery, and reform measures addressed the Great Depression and expanded the government’s role in the economy.

 

*HS-E 29(SOL VUS.15) The student will demonstrate knowledge of economic, social, cultural, and political developments in recent decades and today by

 

e) assessing the role of government actions that impact the economy.

 

4 Reporting Category: Civics

 

*HS-C 19(SOL VUS.3) The student will describe how the values and institutions of European economic and political life took root in the colonies and how slavery reshaped European and African life in the Americas.

 

*HS-C 20(SOL VUS.4) The student will demonstrate knowledge of events and issues of the Revolutionary Period by

 

a) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence;

 

b) evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American democracy.