Adventures
Identifying and Organizing Information
Unit Overview
ADVENTURES/IDENTIFYING AND ORGANIZING INFORMATION
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8th grade |
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4 lessons |
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This unit uses the theme "Adventures" and is designed to address Grade-Level Expectations that focus on the students' ability to comprehend and analyze what they read, see, and hear. Students will continue to develop and apply their skills in vocabulary, reading comprehension strategies, note-taking and summarizing. |
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Specific strategies-vocabulary, reading comprehension, note-taking, summarizing |
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This unit consists of four lessons. |
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Handouts including graphic organizers |
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Formative and Summative Assessment |
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Glossary |
Unit Plan: Lessons
Lesson One |
Decode unknown words to develop vocabulary and comprehension
§ Literature: The Cremation of Sam McGee by Robert W. Service
§ Supplies: Graphic organizer for formative assessment, overhead projector, dictionary, thesaurus
§ Handouts: The Cremation of Sam McGee, Determining Word Meanings
§ Formative Assessment: provided |
Lesson Two |
§ Utilize strategies to comprehend during reading
§ Literature: The Cremation of Sam McGee by Robert W. Service, To Build a Fire by Jack London (first three paragraphs)
§ Supplies: Overhead projector
§ Handouts: Double-Entry Diary, To Build a Fire
§ Formative Assessment: provided |
Lesson Three |
Take effective notes with relevant information
§ Literature: Two nonfiction articles related to adventure
§ Supplies: Chalkboard, overhead projector
§ Handouts:
§ Formative Assessment: provided |
Lesson Four |
Summarize two or more articles to write informational paper
§ Literature:
§ Supplies: Overhead projector, chart paper, TV or digital projector, VCR or DVD player
§ Handouts:
§ Formative Assessment: provided |
Summative Assessment |
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Each session represents one 50-minute class period.
Students
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Decoding Strategies |
Word |
HTML (with links to documents) |
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During Reading Strategies |
Word |
HTML (with links to documents) |
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Note-Taking |
Word |
HTML (with links to documents) |
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Summarizing |
Word |
HTML (with links to documents) |
Essential Questions:
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How do word-decoding strategies help comprehension? |
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How do vocabulary-building strategies help comprehension? |
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How does summarizing help comprehension? |
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Which note-taking strategy works best for different tasks? |
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When note-taking, how does one decide what is relevant information? |
Summative Assessment and Scoring Guides:
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.
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
Apply decoding strategies to “problem solve” unknown word when reading
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R1C Apply decoding strategies to “problem solve” unknown words when reading
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Apply decoding strategies to “problem solve” unknown words when reading
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Develop vocabulary through text using roots and affixes, context clues, glossary, dictionary, and thesaurus |
R1G Develop vocabulary through text using roots and affixes context clues, and glossary, dictionary, and thesaurus. |
Develop vocabulary through text, using roots and affixes, context clues, and glossary, dictionary, and thesaurus
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During reading, utilize strategies to self-question and correct; infer; visualize; predict and check; and using cueing systems for meaning, structure, and visual
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R1G During reading, utilize strategies to self-question and correct; infer; visualize; predict and check; and using cueing systems for meaning, structure, and visual.
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During reading, utilize strategies to self-question and correct; infer; visualize; predict and check; and using cueing systems for meaning, structure, and visual.
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Write a multi-paragraph summary of a newspaper/magazine article; editorial or news program that includes supporting evidence from text. |
W3B Summarize two or more articles and write a brief informational paper integrating supporting information from both sources. |
Write a multi-paragraph text that summarizes large amounts of information clearly and concisely and complete research paper/project that develops a thesis, contain information from multiple sources and conform to a style manual (e.g., APA, MLA) |
| Use a variety of note-taking strategies to organize information , record relevant information using a variety of note-taking and organizational strategies. |
W3B Select and use an appropriate note-taking or organizational strategy to record relevant information. |
Routinely use an appropriate method for note-taking. record relevant information from multiple primary and secondary sources |
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