|
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 |
|
