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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
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Unit
Plan: Lessons
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Lesson One |
Decode unknown
words to develop vocabulary and comprehension
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Literature: The
Cremation of Sam McGee by Robert W. Service
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Supplies:
Graphic organizer for formative assessment, overhead projector,
dictionary, thesaurus
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Handouts:
The Cremation of Sam McGee, Determining Word Meanings
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Formative
Assessment: provided |
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Lesson Two |
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Utilize strategies to
comprehend during reading
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Literature: The
Cremation of Sam McGee
by Robert W. Service, To Build a Fire by Jack London
(first three paragraphs)
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Supplies: Overhead
projector
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Handouts: Double-Entry
Diary, To Build a Fire
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Formative Assessment:
provided |
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Lesson Three |
Take effective
notes with relevant information
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Literature:
Two nonfiction articles related to
adventure
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Supplies:
Chalkboard, overhead projector
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Handouts:
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Formative Assessment:
provided |
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Lesson Four |
Summarize two or
more articles to write informational paper
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Literature:
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Supplies: Overhead
projector, chart paper, TV or digital projector, VCR or DVD player
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Handouts:
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Formative Assessment:
provided |
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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.
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PREVIOUS LEARNING
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TARGETED LEARNING |
FUTURE LEARNING |
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Apply
decoding strategies to “problem solve” unknown word 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) |
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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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