Division of School Improvement - Model Curriculum Units

The theme of this unit involves the obstacles faced and overcome by modern man. The ninth grade unit explores “Life as a Journey,” while the 10^th grade unit addresses the “Unsung Heroes” among us. This 11^th grade unit explores ways others have faced the modern world. Students continue to develop and apply their skills in vocabulary, reading comprehension strategies, note taking, summarizing, and analyzing media messages. The theme of “Today’s Journey” allows the student to examine their possible role in the modern world. This unit consists of four lessons with the summative assessment lasting approximately 10 days.

§ Why is it important to know meanings of unfamiliar words in various situations?

§ What strategies can students use to determine the meaning of unfamiliar words?

§ How has the world’s situation, i.e., wars, conflict, natural disasters, been portrayed in various media through time?

§ How can students gather, organize and summarize large amounts of information?

TARGETED LEARNING represents the specific Grade-Level Expectations (GLEs) that are taught and assessed in this unit. Student mastery of these skills is expected at this grade level. PREVIOUS LEARNING indicates student’s probable beginning skill level. FUTURE LEARNING provides the “next step” for instruction or student application of communication arts skills and concepts. Bolded terms are glossary items.

PREVIOUS LEARNING	TARGETED LEARNING	FUTURE LEARNING
The student will be able to utilize reading comprehension strategies such as visualization.	R1C Student will apply reading comprehension strategies such as §Infer §Predict and check using cueing systems	Students will apply pre-reading skills to aid in reading comprehension and to develop skill needed for success in post-secondary education and the workplace
Students will apply decoding strategies to problem-solve unknown words when reading grade-level text.	R1G Students will develop and apply strategies to problem-solve unknown words such as roots, affixes and context clues.	Students will apply decoding strategies to problem-solve unknown words in post-secondary education and the workplace.
The student will be able to synthesize, analyze and evaluate the elements of messages projected in various media, such as: videos, pictures, websites, and/or news programs.	R1G Students will analyze and evaluate the elements of messages projected in various media such as videos, pictures, websites, artwork, plays, news programs.	Students will be better informed viewers and readers in order to be successful in post-secondary endeavors.
The student will be able to summarize information clearly and concisely in a multi-paragraph text routinely using an appropriate method for note-taking.	W3B Students will summarize information clearly and concisely in a multi-paragraph text routinely using appropriate methods for note-taking.	Students will utilize note-taking and summarizing skills for post-secondary endeavors.

Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.

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

Goal 4: Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as

Beers, K., (2003). When kids can’t read, what teachers can do. Portsmouth, NH:

Dantonio, M., and Beisenkerz, P. (2001). Learning to question, questioning to learn: developing

effective teacher questioning practices. Needham Heights, MA: Allyn and Bacon.

Harvey, S., and Goudvis, A. (2000). Strategies that work: teaching comprehension to

Marzano, R., Pickering, D. J., & Pollock, J. E., (2001) Classroom instruction that

Tovani, C., (2000). I read it, but I don’t get it: comprehensive strategies for adolescent

Lesson One	The Language of our World (Vocabulary) § Literature: Lewis Carroll’s Jabberwocky (an excerpt) § Supplies: Prefix/suffix chart available in grammar text or www.factmonster.com/pka/A0907017.html , source for unfamiliar words, “cold” readings, answer key for formative assessment § Handouts: Prefix/suffix chart, formative assessment for Lesson One § Formative Assessment: provided
Lesson Two	The Journey of Others (comprehension) § Literature: One character’s poem from Edgar Lee Master’s Spoon River Anthology, Robert Frost’s Death of a Hired Man or poem containing two or more character interactions § Supplies: Transparency or large print of Edvard Munch’s painting The Scream, overhead projector, text examples of dialogue, answer key for formative assessment § Handouts: The Scream by Edvard Munch, formative assessment for Lesson Two § Formative Assessment: provided
Lesson Three	Thorough the Eyes of Others (Media) § Literature: § Supplies: Transparency or large print of Edvard Munch’s The Scream, overhead projector newspaper editorial and political cartoon on same theme or topic, media with strong message, Grade 10 CA Model Curriculum Unit: Unsung Heroes, answer key for formative assessment § Handouts: The Scream by Edvard Munch, formative assessment, newspaper article with political cartoon, formative assessment for Lesson Three § Formative Assessment: provided
Lesson Four	Putting it all Together (Summarizing and Note Taking) § Literature: § Supplies: Student highlighters for note-taking and summarizing, note-taking source, scoring guide for formative assessment § Handouts: Note-Taking Skills, formative assessment for Lesson Four § Formative Assessment: provided
Summative Assessment	From Letter from Birmingham City Jail by Martin Luther King Jr. Full text of this letter is on the Internet at: http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html