Influential American Women
Unit Overview
INFLUENTIAL AMERICAN WOMEN
| 5th grade |
| 6 lessons |
| This unit helps students comprehend how women have shaped United States history. History books sometimes don’t include much about women, some of whom have been driving forces in our nation. |
| Unit focuses on letter writing, using text features, sequencing, determining author's purpose, and making inferences about problems and solutions |
| This unit consists of six lessons. In the course of this unit, students will read about women who overcame obstacles to make a difference. The unit can be expanded by including time for students to independently read biographies about influential American women. |
| Handouts including graphic organizers |
| Formative and Summative Assessment |
| Glossary |
Unit Plan: Lessons
| Friendly Letter Writing and Sentence Structure |
Word |
HTML (with links to documents) |
| Using Text Features |
Word |
HTML (with links to documents) |
| Sequencing |
Word |
HTML (with links to documents) |
| Author's Purpose |
Word |
HTML (with links to documents) |
| Making Inferences about Problem and Solution |
Word |
HTML (with links to documents) |
| Comparing and Contrasting |
Word |
HTML (with links to documents) |
Essential Questions:
How can students benefit from reading biographical information? |
Why is it important to know what role famous women have played in our society? |
What importance does the friendly letter have in our lives? |
What role do text features play in helping us to understand a passage? |
Why is it important to be able to identify and interpret cause-effect relationships and sequence? |
How can we use characteristics of a passage to help determine the author’s purpose for writing the passage? |
In what kind of real-world situations do we make inferences, and why is it important to be able to do so? |
Summative Assessment and Scoring Guides:
GRADE-LEVEL EXPECTATION CONTINUUM
Targeted Learning for this unit represents the specific Grade-Level Expectations that are taught and assessed in this unit. Mastery of these skills is expected of students at this grade level. Previous Learning indicates students’ probable beginning skill level. Future Learning provides the “next step” for instruction or student application of Communication Arts skills and concepts.
PREVIOUS LEARNING
(Grade 4 ) |
TARGETED LEARNING
(Grade 5 ) |
FUTURE LEARNING
(Grade 6 ) |
Apply information in illustrations, chapter headings, table of contents, glossary, charts, diagrams, graphs, glossary, captions and maps to comprehend text |
Apply information in format, graphics, sequence, maps, diagrams, charts and index to clarify and connect concepts to the main ideas
R3A, CA3, 1.6 |
Analyze text features in newspapers and magazines to clarify meaning |
Use details from text to
- Answer questions
- Retell main idea and important details
- Organize a sequence of events
- Identify simple cause and effect
- Draw conclusions
- Compare and contrast texts
- Identify author’s purpose for writing text
- Make inferences about problems and solutions
|
Use details from text to
§ Restate main idea and supporting details
§ Sequence events
§ Identify and explain cause and effect
§ Compare and contrast
§ Make predictions
§ Make inferences
§ Evaluate the accuracy of the information
§ Identify and interpret author’s ideas and purpose
§ Make inferences about problems and solutions
R3C, CA3, 1.6, 1.7, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7 |
Use details from text to
§ Paraphrase author’s states ideas
§ Make predictions
§ Make inferences
§ Evaluate the accuracy of the information
§ Identify and interpret author’s purpose, slant and bias
§ Respond to two or more sources
§ Sequence events
§ Compare and contrast details
§ Follow cause and effect
§ Identify problem-solving processes and explain the effectiveness of solutions
|
In composing text:
§ Use complete declarative, interrogative, imperative and exclamatory sentences
§ Identify and write compound sentences |
In composing text:
§ Write compound sentences
§ Identify and eliminate fragments in writing
W2F, CA1, 1.6, 2.1, 2.2 |
In composing text:
- Use a variety of sentences structures
- Use precise and vivid language
|
Write informational reports, diary/journal entries, organized friendly letters, thank-you letters and invitations in a format appropriate to an intended audience and purpose |
Write well-organized communications in a selected form appropriate to a specific audience (e.g. parents, friend, younger child) and purpose
W3E, CA4, 1.8, 2.1 |
Summarize information and construct workplace communication, such as a memo or set of simple instructions, appropriate to topic and specific audience |
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