UNIT OVERVIEW
Students apply decoding and vocabulary reading strategies as well as during reading strategies using fiction or nonfiction passages. Students are introduced to a note-taking system that organizes information from written text. Using a specified note-taking format, students write a summary of the main ideas. Students analyze messages conveyed in various media including videos, artwork, and web sites.
ESSENTIAL QUESTIONS
Is freedom worth the price?
What is the meaning freedom?
What words do you think of when you hear the word “freedom”?
How important is freedom to you and your family?
How do we use our freedom daily?
How can note taking be applied to everyday life?
Why is it important to have freedom of choice?
What hardships do soldiers and their families face during a time of war?
UNIT PLAN
Students apply decoding strategies to “problem-solve” unknown words, develop vocabulary through text, and utilize strategies to self-question and correct, infer, visualize, predict, and check by using cueing systems (meaning, structure, visual). Students integrate and apply the skills learned and use a note-taking system to organize information, use a specified note-taking format to record relevant information, and write a summary of or retell the main ideas of written text. Students analyze messages conveyed in various media.
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Lesson One |
Decoding Strategies § Literature: none § Supplies: overhead projector, transparencies, and chart paper § Handouts: Supplementary Print Material § Formative assessment: provided |
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Lesson Two |
Vocabulary Development § Literature: none § Supplies: dictionaries, glossaries, index cards § Handouts: Word Makeover § Formative assessment: provided |
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Lesson Three |
During Reading Strategies § Suggested Literature:
§ Supplies: chart paper, markers, overhead, transparency for During Reading graphic organizer § Handouts: During Reading graphic organizer, reading passages on topic of freedom § Formative assessment: provided |
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Lesson Four |
Applying Decoding, Vocabulary, and During Reading Strategies § Literature: none § Supplies: pencil or pen § Handouts: Decoding, Vocabulary, and During Reading graphic organizer, reading passages on topic of freedom § Formative assessment: provided |
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Lesson Five |
Notetaking to Organize and Record Relevant Information from Written Text § Literature: none § Supplies: pencil or pen, overhead projector, transparency of blank topic outline § Handouts: Sample Blank Outline, reading passages on topic of freedom § Formative assessment: provided |
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Lesson Six |
Writing a Summary § Literature: none § Supplies: chart paper, overhead transparency § Handouts: Reading passages on topic of freedom § Formative assessment: provided |
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Lesson Seven |
Analyzing Messages in Various Media § Literature: none § Supplies: chart paper, poster board, various media resources § Handouts: none § Formative assessment: provided |
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Summative Assessment |
Summative Assessment § Supplies: pencils, scoring guide § Handouts: nine summative assessment questions |
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 mastery 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.
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PREVIOUS LEARNING |
TARGETED LEARNING
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FUTURE LEARNING
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Develop vocabulary through text using root words and affixes, synonyms and antonyms, context clues, and a glossary and dictionary
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R1E5 Develop vocabulary through text, using roots, affixes, context clues, glossary, and dictionary (1.5; 1.6) |
Develop vocabulary through text, using roots, affixes, context clues, glossary, and dictionary |
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Utilize during reading strategies to self-question and correct, infer, visualize, and predict and check using cueing systems (meaning, structure, and visual)
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R1G Utilize during reading strategies to self-question and correct, infer, visualize, and predict and check using cueing systems (meaning, structure, and visual) (1.5; 1.6)
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Utilize during reading strategies to self-question and correct, infer, visualize, and predict and check using cueing systems (meaning, structure, and visual) |
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Identify concepts and ideas in written text to complete an organizer |
W3B Use a note-taking system to organize information from written text (1.8) |
Use a note-taking system to organize information from oral presentations and written text
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W3D Write a summary/retell the main ideas of written text (3.5) |
Write summaries of text from magazines, newspapers and/or informational articles
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Identify relevant information and record main ideas and important details in own words |
IL1C Use a specified note-taking format to record relevant information (1.8) |
Record relevant information using a variety of note-taking and organizational strategies
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Identify and explain intended messages conveyed through oral and visual media |
IL2A Analyze messages conveyed in various media (e.g. videos, pictures, web sites, artwork, plays and/or news programs) (3.5) |
Identify and explain viewpoints conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs) |
SHOW-ME STANDARDS ALIGNMENT
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.
1.5 comprehend and evaluate written, visual and oral presentations and works
1.6 discover and evaluate patterns and relationships in information, ideas and structures
1.8 organize data , information and ideas into useful forms (including charts, graphs, outlines) for
analysis and presentation
Goal 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems.
3.5 reason inductively from a set of specific facts and deductively from general premises
BIBLIOGRAPHY
Amdur, R. (1993). Anne Frank. Northborough, Massachusetts: Chelsea House.
The fight for freedom. (2001). Scholastic News, 70 (9).
Freedom and fear are at war. (2001). Time for Kids, 7 (3).
Growing up African American. (2003). Appleseeds, 5 (8), 10.
Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought: teaching comprehension in a reader’s workshop. Portsmouth, New Hampshire: Heinemann, 187-210.
National Archives and Records Administration/Pearl Harbor: FDR’s infamy speech. (2005). Retrieved from the Web January 13, 2005.
Robb, L., Klemp, R. & Schwartz, W. (2002). Reader’s handbook: a student guide for reading and learning. Willmington, Massachusetts: Great Source Education Group, 647.
Strategies for reading comprehension, summarizing. (2005). Retrieved from the Web January 13, 2005. http://curry.edschool.virginia.edu/go/readquest/strat/summarize.html
Sum it up summary strategies. (2005). Retrieved from the Web January 13, 2005. http://www.readingquest.org
United States adventures in time and place. (2001). New York: McGraw-Hill School Division. 452-457.
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Vacca, R. L., & Vacca, J. L. (1999). Content area reading: literacy and learning across the curriculum. New York: Addison-Wesley Longman, Inc. 415.
World almanac for kids. (2005). New York: Education Place, 312.
WWII poster. (2005). Retrieved from the Web January 13, 2005. http://www.ourdocuments.gov/document_data/document_images/doc_108_big.jpg
