Linda Liptrap

lliptrap@alleghany.k12.va.us

 

Mrs. Liptrap attended Old Dominion University through a TeleTech sight at Virginia Western University in Roanoke, VA. She received her degree in Elementary Education in 2010 and received her Master’s degree in Elementary Education in 2011 from Old Dominion University.

Mrs. Liptrap resides in Callaghan with her husband and son and teaches 5th grade at Callaghan.

 

 

 

Semester Plans

 

Social Studies

1st Semester

First Six Weeks and Ongoing

 

VS.1     The student will develop skills for historical and geographical analysis

a)    identify and interpret artifacts and primary and secondary source documents to understand events in history;

b)   determine cause and effect relationships;

c)    compare and contrast historical events;

d)   draw conclusions and make generalizations;

e)    make connections between past and present;

f)    sequence events in Virginia history;

g)    interpret ideas and events from different historical perspectives;

h)   evaluate and discuss issues orally and in writing;

 

Previous Learned Map Skills

 

SOL VS.2 - The student will demonstrate knowledge of the geography and early inhabitants of Virginia.

  • We will be reviewing Map Skills including the following information:
    • Maps- Keys, legends, scale, compass rose.
    • Political, Physical, and Product Maps,
    • Hemispheres, Equator, Latitude, Longitude
    • Continents and Oceans
    • Grid System – Absolute and Relative Location
  • Virginia’s Geography
    • Bordering bodies of water
    • Bordering states
    • Rivers of Virginia
    • Five Regions of Virginia

 

 

SOL - VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by:

  • Explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”.
  • Identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom.
  • Explaining the influence of geography on the migration of Virginians into western territories.

 

Second Six Weeks and Ongoing

 

SOL VS.7 - The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by identifying and describing:

  • The conflicts between northern and southern states including:
  • Differences
  • Events leading to secession and war.
  • Creation of West Virginia.
  • Virginia’s Role in the Civil War including major battles and leaders.
  • Roles played by whites, enslaved African Americans, free Americans, and American Indians.

 

Third Six Weeks and Ongoing

 

SOL VS.8 - The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by identifying and describing:

  • The effects of Reconstruction on life in Virginia.
  • The effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians.
  • The importance of railroads, new industries, and the growth of cities to Virginia’s economic developments.

 

SOL VS.9 - The student will demonstrate knowledge of twentieth century Virginia by:

  • Describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries;
  • Identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall on international events such as World War I, Depression, New Deal, and World War II.
  • Identifying the social and political events in Virginia linked to the following:
    • Segregation
    • Desegregation
    • Integration-Massive Resistance
    •  

 

Please note that we may cover more or less materials depending on student readiness and time availability.  Remember our assignment policy: all work is accepted one day late without penalty; after that the student may receive a grade of a zero.

 

Grading:  The students will receive grades on particular classwork and homework assignments.  There are times when they will receive grades for participation.  These grades will count once.  All tests and quizzes will count twice.  The original grade is their first grade.  They will be required to get all tests and quizzes signed and corrected.  Their correction grade will be their second grade.

 

 

Math

First six-weeks:

SOL 5.1

The student, given a decimal through thousandths, will round to the nearest whole number, tenth, or hundredth.

SOL 5.4

The student will create and solve single-step and multistep practical problems involving addition and subtraction of whole numbers.

SOL 5.4

The student will create and solve single-step and multistep practical problems involving multiplication of whole numbers.

         

Second six-weeks:

SOL 5.4

The student will create and solve single-step and multistep practical problems involving division with and without remainders of whole numbers.

SOL 5.2a

The student will recognize and name fractions in their equivalent decimal form and vice versa; halves, fourths, fifths, eighths, tenths, and twelfths

SOL 5.2b

The student will compare and order fractions and decimals in a given set from least to greatest and greatest to least.

SOL 5.3a

The student will describe the characteristics of prime and composite numbers.

SOL 5.3b

The student will identify and describe the characteristics of even and odd numbers.

 

Third six-weeks:

SOL 5.5a

The student will find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one nonzero digit)

SOL 5.5b

The student will create and solve single-step and multistep practical problems involving decimals.SOL 4.3

The student will compare the numerical value of fractions having, like and unlike denominators of 12 or less, using concrete materials.

SOL 5.6

The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form.

SOL 5.7

Evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division.

 

Please note that we may cover more or less materials depending on student readiness and time availability.  Remember our assignment policy: all work is accepted one day late without penalty; after that the student may receive a grade of a zero.

 

Make-up work:

          Students who miss class will receive a zero for any grades taken unless they ask for make-up work and tests to be given.  The length of the absence and the needs of the student will be taken into consideration.  Since there is no way to recreate classroom instruction and discussion, absences should be avoided whenever possible.

 

Grading:  The students will receive grades on particular class work which will count 20%, homework 10%, quizzes 30%, and Test 40%.



Social Studies

2nd Semester

4th six weeks and ongoing

VS.1   The student will develop skills for historical and geographical analysis

a)            identify and interpret artifacts and primary and secondary source documents to understand events in history;

b)           determine cause and effect relationships;

c)            compare and contrast historical events;

d)           draw conclusions and make generalizations;

e)            make connections between past and present;

f)            sequence events in Virginia history;

g)            interpret ideas and events from different historical perspectives;

h)           evaluate and discuss issues orally and in writing;

 

 

VS 9.c and d

-The student will identify the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history.

 - The student will demonstrate knowledge of twentieth century Virginia by identifying the political, social, and/or economic contributions made by the following individuals:

·                     Maggie Walker

·                     Harry F. Byrd, Sr.,

·                     Arthur R. Ashe, Jr.

·                     L. Douglas Wilder

·                     Oliver W. Hill

·                     A. Linwood Holton, Jr.

 

 

VS.10 The student will demonstrate knowledge of government, geography, and economics by

a)            identifying the three branches of Virginia government and the function of each;

 

 

5th six weeks and ongoing

 

VS.10 The student will demonstrate knowledge of government, geography, and economics by

b)  describing the major products and industries of Virginia’s five geographic regions;

c)            explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

 

Review SOLS

 

Virginia: The Land and Its First Inhabitants

VS.2   The student will demonstrate knowledge of the geography and early inhabitants of Virginia by

a)            locating Virginia and its bordering states on maps of the United States;

b)           locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;

c)            locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River);

d)           locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;

e)            describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter.

Colonization and Conflict: 1607 through the American Revolution

VS.3   The student will demonstrate knowledge of the first permanent English settlement in America by

a)            explaining the reasons for English colonization;

b)           describing how geography influenced the decision to settle at Jamestown;

c)            identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;

d)           identifying the importance of the Virginia Assembly(1619) as the first representative legislative body in English America;

e)            identifying the importance of the arrival of Africans and women to the Jamestown settlement;

f)            describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;

g)            describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.

 

VS.4   The student will demonstrate knowledge of life in the Virginia colony by

a)            explaining the importance of agriculture and its influence on the institution of slavery;

b)           describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England;

c)            explaining how geography influenced the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond;

d)           describing how money, barter, and credit were used.

 

VS.5   The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)            identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence;

b)           identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry;

c)            identifying the importance of the American victory at Yorktown.

 

Political Growth and Western Expansion: 1781 to the Mid 1800s

 

VS.6   The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by

a)            explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”;

b)           identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom;

c)            explaining the influence of geography on the migration of Virginians into western territories.

 

Civil War and Post-War Eras

 

VS.7   The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

a)            identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;

b)           describing Virginia’s role in the war, including identifying major battles that took place in Virginia.

 

VS.8   The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by

a)            identifying the effects of Reconstruction on life in Virginia;

b)           identifying the effects of segregation and “Jim Crow” on life in Virginia;

c)            describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.

 

Virginia: 1900 to the Present

VS.9   The student will demonstrate knowledge of twentieth century Virginia by

a)            describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries;

b)           identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history;

 

6th Six Weeks

 

We will continue reviewing the above SOLs to prepare for the SOL tests.

 

SOL testing

 

US States and Capitals

 

Please note that we may cover more or less materials depending on student readiness and time availability.  Remember our assignment policy: all work is accepted one day late without penalty; after that the student may receive a grade of a zero.

 

Grading:The students will receive grades on particular classwork and homework assignments.  There are times when they will receive grades for participation.  These grades will count once.  All tests and quizzes will count twice.  The original grade is their first grade.  They will be required to get all tests and quizzes signed and corrected.  Their correction grade will be their second grade.

 

Math

2nd Semester

 

Fourth Six Weeks:

 

SOL 5.9

 

The students will identify and describe the diameter, radius, chord, and circumference of a circle.

 

SOL 5.10          

 

The students will determine an amount of elapsed time in hours and minutes within a 24-hour period.

 

SOL 5.11

 

The students will measure right, acute, obtuse, and straight angles.

 

 

SOL 5.12: a,b

 

The students will classify angles as right, acute, obtuse, or straight.

 

The students will classify triangles as right, acute, obtuse, equilateral, scalene, or isosceles.

SOL 5.13: a,b

 

The students will use plane figures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid) to develop definitions of these plane figures; and investigate and describe the results of combining and subdividing plane figures.

 

Fifth Six Weeks:

 

 

SOL 5.14:

 

The students will make predictions and determine the probability of an outcome by constructing a sample space.

 

SOL 5.15

 

The student, given a problem situation, will collect, organize, and interpret data in a variety of forms, using stem-and-leaf plots and line graphs.

 

SOL 5.16: a,b,c,d

 

The students will describe mean, median, and mode as measures of center.

 

The students will describe mean as fair share.

 

The students will find the mean, median, mode, and range of a set of data.

 

The students will describe the range of a set of data as a measure of variation.

 

SOL 5.17

 

The student will describe the relationship found in a number pattern and express the relationship

 

 

 

SOL 5.18: a,b,c,d

 

The students will investigate and describe the concept of variable.

 

The students will write an open sentence to represent a given mathematical relationship, using a variable.

 

The students will model one-step linear equations in one variable, using addition and subtraction.

 

The students will create a problem situation based on a given open sentence, using a single variable

 

Sixth Six Weeks:

SOL 5.19

 

The student will investigate and recognize the distributive property of multiplication over addition.

 

 

Review all fifth grade SOL material.

 

Please note that we may cover more or less materials depending on student readiness and time availability.  Remember our assignment policy: all work is accepted one day late without penalty; after that the student may receive a grade of a zero.

 

Make-up work:

 

Students who miss class will receive a zero for any grades taken unless they ask for make-up work and tests to be given.  The length of the absence and the needs of the student will be taken into consideration.  Since there is no way to recreate classroom instruction and discussion, absences should be avoided whenever possible.

 

Grading: 

 

The students will receive grades on particular class work and homework assignments.  There are times when they will receive grades for participation.  These grades will count once.  All tests and quizzes will count twice.  The original grade is their first grade.  They will be required to get all tests and quizzes signed and corrected.  Their correction grade will be their second grade.

 

 

 

Grading Scale:

A (94-100)

B (85-93)

C (76-84)

D (70-76)

U (0-69