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 CURRICULUM

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:

Summative Assessment  Summative Assessment Scoring Guide
 

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

 

 

 


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

Revised: August 03, 2006

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