UNIT OVERVIEW
Following a theme of “natural disasters”, this unit requires 6th grade students to apply decoding strategies, identify and develop grade level vocabulary, and apply reading strategies during reading to assist them in reading 6th grade text. Students record and organize relevant information using a variety of note-taking strategies to assist them in writing summaries from magazines, newspapers, and informational text. Students identify and explain viewpoints conveyed in various media including videos, pictures, websites, artwork, plays and/or news programs.
ESSENTIAL QUESTIONS
What types of damage would a natural disaster cause in our community?
What do good readers do when they encounter unfamiliar words?
What do you need to know and be able to do to understand natural disasters?
During reading, what do good readers do to comprehend the text?
What kinds of natural disasters could occur in your community?
What actions would you take to survive a natural disaster?
What processes can students use to identify and explain messages and viewpoints conveyed in various media?
What do media people do to help you understand their feelings and point of view about natural disasters?
UNIT PLAN
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Lesson One |
Decoding Strategies. § Literature: Nonfiction text such as magazine articles or newspaper articles or other nonfiction text § Supplies: Magazines, newspapers § Handouts: None § Formative Assessment: provided |
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Lesson Two |
Vocabulary Development § Literature: Keene and Zimmerman’s Mosaic of Thought, Atwell’s In the Middle, and Robb’s Teaching Reading in the Middle School. § Supplies: Chalkboard or smartboard § Handouts: None § Formative Assessment: provided |
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Lesson Three |
Strategies used During Reading § Literature: None § Supplies: Sticky notes for students § Handouts: None § Formative Assessment: provided |
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Lesson Four
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Note-taking and Organizational Strategies – Part One § Literature: None § Supplies: Sticky notes for each student § Handouts: Two-column chart § Formative Assessment: provided |
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Lesson Five |
Note-taking and Organizational Strategies – Part Two § Literature: None § Supplies: Chart paper § Handouts: None § Formative Assessment: provided |
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Lesson Six |
Writing Summaries – Part One § Literature: None § Supplies: Chart paper, chalkboard § Handouts: None § Formative Assessment: provided |
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Lesson Seven |
Writing Summaries – Part Two § Literature: None § Supplies: None § Handouts: None § Formative Assessment: provided |
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Lesson Eight |
Messages and Viewpoint in Media § Literature: None § Supplies: None § Handouts: None § Formative Assessment: provided |
GRADE-LEVEL EXPECTATIONS
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Students must be able to apply decoding strategies to problem-solve unknown words.
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Students must be able to apply decoding strategies to problem-solve unknown words in order to read 7th grade text. |
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Students must be able to develop vocabulary through text using roots and affixes, context clues, and a glossary, dictionary, and thesaurus when reading 6th grade material. |
R1E Develop vocabulary through text, using roots, affixes, context clues, glossary, dictionary, and thesaurus. |
Students must be able to apply strategies in order to develop vocabulary through text using: roots and affixes, context clues, and a glossary, dictionary, and thesaurus in order to read and comprehend 7th grade text.
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When reading 6th grade level material, students must be able to apply strategies to self-question and correct, infer, and visualize; predict and check using cueing systems such as meaning, structure, and visual
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CA3 During reading, develop and apply strategies to self-question and correct, infer, visualize, predict and check. |
Students must be able to predict and check using cueing systems such as meaning, structure, and visual in order to read 7th grade text.
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Students must be able to use a note-taking system to organize information from oral presentations and written text, and record relevant information using a variety of note-taking and organizational formats. |
W3B Record and organize relevant information using a variety of note-taking and organizational strategies from oral presentations and written text. |
Student must be able to record and organize relevant information from oral presentations and written text using a variety of note-taking methods at the 7th grade level. |
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Students must be able to write summaries of text from magazines, newspapers, and/or informational articles. |
W3D Write summaries of text from magazines, newspapers, and/or informational articles. |
Students must be able to write a multi-paragraph summary from magazines, newspapers, and/or informational articles in 7th grade. |
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Students must be able to identify and explain viewpoints conveyed in various media (e.g. videos, pictures, websites, artwork, plays and/or news programs). |
IL2 Identify and explain viewpoints conveyed in various media. |
Students must be able to identify and explain messages conveyed in various media at 7th grade. |
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.
1.2 conduct research to answer questions and evaluate information and ideas
1.4 use technological tool and other resources to locate, select, and organize information.
1.5 comprehend and evaluate written, visual and oral presentations and works
1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis and presentation.
Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
2.1 Plan and make written, oral and visual presentations for a variety of purposes and audiences
2.2 Exchange information, questions, and ideas while recognizing the perspectives of others
2.3 Exchange information, questions, and ideas while recognizing the perspectives of others.
BIBLIOGRAPHY
Addison-Wesley Longman, Inc.
Eye-Witness Video Series/VHS: Natural Disasters
Keene, E. O. & Zimmerman, S. (1997). Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop (pp. 187-210). Portsmouth: NH: Heinemann.
National Geographic’s Nature’s Fury Video Series/VHS: Nature’s Fury, Storm of the Century, Killer Wave Power: Power of the Tsunami, and Island of Fire.
Robb, L., Klemp, R. & Schwartz, W. (2002). Reader’s Handbook: A Student Guide for Reading and Learning (p. 647). Willmington, MA: Great Source Education Group.
Scholastic News (2004). “Storms Hit the U.S.” (4th ed.), 66 (16) 2. Retrieved July 22, 2004 from Ebscohost.
Scholastic News (2004). “When the Ground Shakes.” (4th ed.), 60 (16), 2. Retrieved July 22, 2004 from Ebscohost.
Vacca, R. L. & Vacca, J. L. (1999). Content Area Reading: Literacy and Learning Across the Curriculum (p. 415). New York, NY: Addison-Wesley Longman, Inc.
World Almanac for Kids (2002). “Measuring Earthquakes”, 86. Retrieved July 22, 2004 from Ebscohost.