UNIT OVERVIEW
Using nonfiction text, students gain practice using detail from text to identify keywords and main idea, determine cause and effect, compare and contrast, and draw conclusions.
UNIT PLAN
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Lesson One |
Using Details from the Text § Literature: Roughing it on the Oregon Trail by Diane Stanley; Classroom Instruction that Works, Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, D.J. Pickering, and J.E. Pollock § Supplies: Chart paper, set of hula hoops, sticky notes § Handouts: None § Formative Assessment: provided |
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Lesson Two |
Using Keywords § Literature: If You books by various authors § Supplies: Book from the If You series, paper or poster board on chart paper § Handouts: None § Formative Assessment: provided |
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Lesson Three |
Locating Information Using Keywords § Literature: None § Supplies: Book of interest to students, journal books § Handouts: None § Formative Assessment: provided |
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Lesson Four
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Identify Cause and Effect, Draw Conclusions, Compare and Contrast § Literature: None § Supplies: Basic Venn diagram, journal books § Handouts: Venn diagram § Formative Assessment: provided |
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Lesson Five |
Review Cause and Effect, Draw Conclusions, Compare and Contrast § Literature: None § Supplies: Basic Venn diagram, journal books, paper and pencil § Handouts: Venn diagram, three-column table § Formative Assessment: provided |
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Lesson Six |
Use Details from Text to Identify Cause and Effect, Draw Conclusions, Compare and Contrast § Literature: None § Supplies: Highlighter, journal books, paper and pencil § Handouts: None § Formative Assessment: provided |
GRADE-LEVEL EXPECTATIONS
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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The students must be able to use details from the text to ask questions to clarify understanding, identify main ideas and provide support, retell sequence of events and make inferences based on text |
R3C The learner will be able to use details from the text to identify simple cause and effect, to draw conclusions, and to compare and contrast texts.
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The students will be able to use details from text to answer questions, retell main ideas and important details, organize a sequence of events, identify simple cause and effect, draw conclusions, compare and contrast texts. Students must also be able to identify author’s purpose for writing text, make predictions and distinguish between fact and opinion. |
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The students must be able to formulate key words with assistance; to locate resource on topic of interest, locate information on key words and questions in provided resources, with assistance.
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IL1A The learner will be able to formulate key words and questions to investigate topics. IL1B The learner will be able to locate information on keywords in provided resources.
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The students will be able to formulate key words and questions to investigate topic to further establish a focus and purpose for inquiry. The learner will be able to locate and use information on key words and questions in provided resources, and informally give credit for others ideas, images and information found in various resources.
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The students must be able to give credit, through discussion for other’s ideas, images and information. |
IL1D The learner will be able to informally give credit for others’ ideas, images and information found in various resources.
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The students will be able to give credit for others ideas, images and information found in various resources.
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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.
1.1 Develop questions and ideas to initiate and refine research
1.2 Conduct research to answer questions and evaluate information and ideas
1.4 Use technological tools and other resources to locate, select and organize information
1.7 Evaluate the accuracy of information and the reliability of its sources
1.8 Organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation
Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
2.3 Exchange information, questions and ideas while recognizing the perspective of others
2.4 Present perceptions and ideas regarding works of the arts, humanities and sciences
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
Roughing it on the Oregon Trail by Diane Stanley and Illustrated by Holly Berry
One or more of the If You…Series:
If You Grew Up with George Washington by Ruth Gross, Illustrated by Emily Arnold McCully SCHOLASTIC INC. New York, 1982.
If You Lived at the Time of Martin Luther King by Kay Moore, Illustrated by Anna Rich, SCHOLASTIC INC. New York.
If You Lived at the Time of the American Revolution by Kay Moore, Illustrated by Daniel O'Leary, SCHOLASTIC INC. New York, 1997.
If You Lived at the Time of the Civil War by Kay Moore, Illustrated Anni Matsick, SCHOLASTIC INC. New York, 1994.
If You Lived at the Time of the Great San Francisco Earthquake by Ellen Levine, Illustrated by Pat Grant Porter, SCHOLASTIC INC. New York, 1997.
If You Lived in Colonial Times by Ann McGovern, Illustrated by June Otani, SCHOLASTIC INC. New York, 1964.
If You Lived in the Days of the Knights by Ann McGovern, Illustrated by Dan Andreasen, SCHOLASTIC INC. New York, 2001.
If You Lived in Williamsburg In Colonial Days by Barbara Brenner, Illustrated by Jenny Williams, SCHOLASTIC INC. New York, 2000.
If You Lived 100 Years Ago by Ann McGovern, Illustrated by Anna DiVito, SCHOLASTIC INC. New York, 1999.
If You Lived with the Cherokee by Connie & Peter Roop, Illustrated by Kevin Smith, SCHOLASTIC INC. New York, 1998.
If You Lived with the Iroquois by Ellen Levine, Illustrated by Shelly Heihenberger, SCHOLASTIC INC. New York, 1998.
If You Lived with the Sioux Indians by Ann McGovern, Illustrated by Jen Syverud Drew, SCHOLASTIC INC. New York, 1974.
If You Sailed on the Mayflower by Ann McGovern, Illustrated by Anna DiVito, SCHOLASTIC INC. New York, 1969.
If You Traveled on the Underground Railroad by Ellen Levine, Illustrated by Larry Johnson, SCHOLASTIC INC. New York, 1988.
If You Were There When They Signed the Constitution by Elizabeth Levy, Illustrated by Joan Holub, SCHOLASTIC INC. New York,1987.
If Your Name was Changed at Ellis Island by Ellen Levine, Illustrated by Wayne Parmenter, SCHOLASTIC INC. New York, 1993.
If You Grew Up With Abraham Lincoln by Ann McGovern, Illustrated by George Ulrich, SCHOLASTIC INC. New York, 1991.
If You Traveled West in a Covered Wagon by Ellen Levine, Illustrated Elroy Freem, SCHOLASTIC INC. New York,1986.
If You Were a Pioneer on the Prairie, by Anne Kamma, Illustrated by James Watling, SCHOLASTIC INC. New York, 2003.
Classroom Instruction that Works, Research-Based Strategies for Increasing Student Achievement by Marzano, Robert J., Pickering, D.J., Pollock, J.E.. , Association for Supervision and Curriculum Development – Alexandria, Virginia USA, 2001.
TEACHER REFLECTION
As I reflect on the unit, to what extent were the students productively engaged in the work? How do I know?
Did the unit allow for students to engage in activities and learning situations, which were consistent with the district’s curriculum guide?
What feedback did I receive from students indicating they achieved understanding and that the objectives were met for this unit?
Did I adjust my goals or my work as I taught the lesson? Why? How?
What specific elements of the assessments did students have the most difficulty with?
What could be done to enhance student learning for these specific skills?
If I had the opportunity to teach this unit again to this same group of students, what would I do differently?