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 CURRICULUM

Adventures

Identifying and Organizing Information

Unit Overview

ADVENTURES/IDENTIFYING AND ORGANIZING INFORMATION

 

  8th  grade
   4 lessons
  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.
  Specific strategies-vocabulary, reading comprehension, note-taking, summarizing
  This unit consists of four lessons.
  Handouts including graphic organizers
  Formative and Summative Assessment
  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

 

 

 Each session represents one 50-minute class period. 

Students

  Decoding Strategies Word HTML (with links to documents)
During Reading Strategies Word HTML (with links to documents)
  Note-Taking Word HTML (with links to documents)
  Summarizing Word HTML (with links to documents)

 Essential Questions:

  How do word-decoding strategies help comprehension?
  How do vocabulary-building strategies help comprehension?
  How does summarizing help comprehension?
  Which note-taking strategy works best for different tasks?
  When note-taking, how does one decide what is relevant information?

Summative Assessment and Scoring Guides:

         

Assessment   Scoring Guide
   
 

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

 

R1C    Apply decoding strategies to  “problem solve” unknown words when reading

 

Apply decoding strategies to “problem solve” unknown words when reading

 

 

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

 

During reading, utilize strategies to self-question and correct; infer; visualize; predict and check; and using cueing systems for meaning, structure, and visual

 

R1G    During reading, utilize strategies to self-question and correct; infer; visualize; predict and check; and using cueing systems for meaning, structure, and visual.

 

During reading, utilize strategies to self-question and correct; infer; visualize; predict and check; and using cueing systems for meaning, structure, and visual.

 

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

 

 

 


Missouri Department of Elementary and Secondary Education
Division of School Improvement - Curriculum Services
Email: webreplyimprcurr@dese.mo.gov
Phone: 573-751-2625

Revised: September 12, 2006

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