UNIT OVERVIEW
In this unit, students develop and apply their skills in vocabulary, reading comprehension strategies, note-taking, summarizing, and analyzing media messages. The theme of Unsung Heroes allows students to examine their views of heroism by examining the lesser-known or unknown heroes through a variety of methods. The lessons are designed to be completed in 50 minute class periods unless otherwise noted.
ESSENTIAL QUESTIONS
§ What is the difference between being famous and being a hero?
§ How is courage revealed?
§ What are some examples of modern-day heroes?
§ Who are our heroes locally, nationally?
§ How are heroes portrayed in popular media?
§ Why do we need heroes?
UNIT PLAN
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Lesson One |
Heroic Vocabulary: using decoding strategies and thesaurus § Literature: Copies of excerpt from The Man in the Water (Billings’ Heroes: 21 True Stories of Courage and Honor—with Exercises for Developing Reading Comprehension and Critical Thinking Skills, p.4, Jamestown Publishers, 1999) § Supplies: thesaurus/dictionary, writing board § Handouts: § Formative Assessment: provided |
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Lesson Two |
Hero Images: visualization/media messages (two sessions) § Literature: Two unread texts of an unsung hero, at least one of which is nonfiction § Supplies: overhead projector with transparencies, markers, white butcher paper, watercolors and brushes for each student, computers or hardcopies of a website for evaluation, cooperative learning technique (Jigsaw, Kagan) § Handouts: Visualization Worksheet § Formative Assessment: provided |
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Lesson Three |
Recording the Deed: note-taking on Heroes (may take two or more sessions if teacher decides to use a guest speaker) § Literature: None § Supplies: Cornell note-taking method (available on the internet), possible guest speaker(s): someone from the community who either is or knows someone who has been an “unsung hero.” § Handouts: § Formative Assessment: provided |
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Lesson Four |
Putting it all Together (Summarizing) § Literature: None § Supplies: stimulus material for summarizing exercise § Handouts: Lecture Notes § Formative Assessment: provided |
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Summative Assessment |
Two sessions |
GRADE-LEVEL EXPECTATION CONTINUUM
TARGETED LEARNING represents the specific Grade-Level Expectations (GLEs) that are taught and assessed in this unit. Student mastery of these skills is expected at this grade level. PREVIOUS LEARNING indicates student’s probable beginning skill level. FUTURE LEARNING provides the “next step” for instruction or student application of communication arts skills and concepts. Bolded terms are glossary items.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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The student will be able develop and apply strategies to problem-solve unknown words when reading grade-level text, such as: affixes and roots.
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Students will be able to develop and apply strategies to problem-solve unknown words such as roots, affixes, and context clues.
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The student will be able to develop and apply reading comprehension strategies such as self-question, correct, clarify. |
R1G Students will be able to utilize during reading comprehension strategies such as visualization. |
During reading, utilize strategies to self-question and correct, infer, visualize, predict and check using cueing systems
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The student will be able to summarize information clearly and concisely in a multi-paragraph text routinely using an appropriate method for note-taking such as highlighting, webbing, and clustering.
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W3B Students will be able to summarize information clearly and concisely in a multi-paragraph text routinely using an appropriate method for note-taking.
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Students will use a variety of note-taking methods and summarizing skills to create a multi-paragraph text.
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The student will be able describe and evaluate the elements of messages projected in various media such as videos. |
IL2 Students will be able to synthesize, analyze and evaluate the elements of messages projected in various media, such as: videos, pictures, websites, and/or news programs. |
Students will be able to analyze and evaluate media messages including artwork and pictures. |
SHOW-ME STANDARDS ALIGNMENT
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.
1.5 comprehend and evaluate written, visual and oral presentations and works
1.6 discover and evaluate patterns and relationships in information, ideas, and structures
1.7 evaluate the accuracy of information and the reliability of its sources
1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis and presentation
2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
4.1 explain reasoning, and identify information used to support decisions