UNIT OVERVIEW
Using details from the text, students organize a sequence of events, identify simple cause and effect, compare and contrast two nonfiction texts, and identify the author’s purpose. Students also locate and interpret key information in nonfiction texts, write a friendly letter using the four sentence types, and address an intended audience when writing both a friendly letter and an informative report.
UNIT PLAN
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Lesson One |
Using Details from Text to Identify Author’s Purpose § Literature: None § Supplies: Copy of a local newspaper, student magazine or textbook; three charts labeled “inform,” “persuade”, and “entertain”; post-it notes § Handouts: “Take me out of the bathtub” funny poem; sample letter to the editor; sample editorial, sample editorial cartoons § Formative Assessment: provided |
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Lesson Two |
Using Details from Text to Organize Sequence of Events § Literature: None § Supplies: Copy of nonfiction text; sentence strips or notebook paper; teacher observation checklist § Handouts: Sequencing activity § Formative Assessment: provided |
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Lesson Three |
Using Details from Text to Identify Simple Cause and Effect § Literature: None § Supplies: Picture of rainy day; sticky notes; overhead or chalkboard; teacher-observation checklist § Handouts: Cause/effect graphic organizer § Formative Assessment: provided |
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Lesson Four
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Writing a Friendly Letter § Literature: None § Supplies: Teacher observation checklist; sample friendly letter § Handouts: Friendly letter prompt; four sentence types; sample friendly letter; sample paragraph § Formative Assessment: provided |
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Lesson Five |
Using Details from the Text § Literature: The Trip of a Drip by Vicki Cobb § Supplies: Nonfiction, information texts § Handouts: Powerful Writing Tree graphic organizer § Formative Assessment: provided |
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Lesson Six |
Compare and Contrast Nonfiction Texts § Literature: None § Supplies: Two nonfiction texts § Handouts: Compare/contrast graphic organizer § Formative Assessment: provided |
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Lesson Seven |
Locate Key Information in Nonfiction Text § Literature: None § Supplies: Science text, chart paper, overhead and transparency § Handouts: None § Formative Assessment: provided |
GRADE-LEVEL EXPECTATIONS
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Students locate and interpret information in illustrations, titles, headings, indexes, table of contents, glossary, captions, diagrams, charts and graphs. |
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Students will need to apply information gained from text to comprehend written information. |
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Students are able to retell sequence of events and make inferences based on the text. |
R3C Use details from text (s) to:
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Students will use information from text to compare and contrast, make predictions and inferences and distinguish between fact and fiction. |
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Students identify and write declarative and interrogative sentences an in addition, write simple friendly letters. |
W2F In composing text, write complete declarative, interrogative, imperative/ command and exclamatory/ exclamation sentences.
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Students will need to use complete declarative, interrogative, imperative and exclamatory sentences when writing text. |
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Students will be able to write directions for making or doing something. Students will be a able to ask questions to clarify understanding and identify main ideas from a text. |
W3E Write informational reports, diary/journal entries, organized friendly letters, thank you letters and invitations in a format appropriate to an intended audience and purpose.
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Students will write organized friendly letters in a format appropriate to an intended audience and purpose. |
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
1.5 comprehend and evaluate written, visual and oral presentations and works
1.6 discover and evaluate patterns and relationships, information, ideas and structures
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 Review and revise written communications to improve accuracy and clarity
2.3 Present perceptions and ideas regarding works of the art, 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
TEACHER REFLECTION
1. As I reflect on the unit, to what extent were students productively engaged in the work? How do I know?
2. Did the unit allow for students to engage in activities and learning situations which were consistent with the district’s curriculum guide?
3. What feedback did I receive from students indicating they achieved understanding and that the objectives were met for this unit?
4. Did I adjust my goals or my work as I taught the lesson? Why? How?
5. 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?
6. If I had the opportunity to teach this unit again to the same group of students, what would I do differently?
7. If there was one thing from this lesson that I could share with a colleague, what would it be?