Researching and Writing about a President, Author(s): Jody Chandler and Janice Kapps, Grade Level: 3, Subject Area: Language Arts, In this activity, a large circle is drawn on the board. It is explained to the students that the names written in the circle belong to the same category. If a name does not belong in the same category, it will be written outside the circle. The object of this activity is to guess the name of the category.

Planning Guide

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LU Title: Researching and Writing about a President	Author(s): Jody Chandler and Janice Kapps
Grade Level: 3	School Address: Clinton Elementary School, 75 Chenango Ave, Clinton, NY 13323
Subject Area: Language Arts	School Phone/Fax: (315)853-5574

CONTENT KNOWLEDGE

Declarative	Procedural
Vocabulary relating to the presidency: siblings, educated, occupation, elected positions, congressman, senator, governor, inauguration, term of office, retirement	Research to find specific information about chosen president
Information that students will locate about the individual presidents: Early life (when and where born, parents, siblings, education); Years Leading to the Presidency (family [wife/children], jobs and/or public offices held); Presidency (when elected, what number president, vice president, important events); Years Following the Presidency (retirement, whether or not he is still living, cause of death, where buried)	Use the Internet as one source of information
	Write a summary report based on the information collected using the writing process and a word processor
	Using set criteria, apply decision making skills to assess research tools used

ESSENTIAL QUESTIONS

What resources can I use to find information?
How will I organize this information in a written report?

INITIATING ACTIVITY

Concept Attainment Strategy: Categories: In this activity, a large circle is drawn on the board. It is explained to the students that the names written in the circle belong to the same category. If a name does not belong in the same category, it will be written outside the circle. The object of this activity is to guess the name of the category. The name Lyndon Johnson is written inside the circle. Ben Franklin is written outside the circle. At least ten suggestions must be given by the students before the category can be named.

Once the category (presidents) has been named students will be asked to list the presidents that are familiar to them. Remaining presidents will be named for them and a discussion will focus on why some presidents are well known while others are not.

Connection to State Learning Standards

Content Area: Language Arts

Level: Grade 3

Benchmarks: #1: 1.1.1, 1.1.2, 1.1.3

Benchmarks: #2: 1.2.1, 1.2.4, 1.2.5

Standard: #1 Language for Information and Understanding

Standard: #1 Language for Information and Understanding

Unit Theme:

Research/Write a Summary Report

Standard: #3 Language for Critical Analysis and Evaluation

Standard:

Benchmarks: #1: 3.1.1, 3.1.2

Benchmarks:

Learning Experiences

Declarative Knowledge

What declarative knowledge should in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Lesson 1 Introduce Graphic Organizer

Vocabulary related to the presidency: siblings, educated, occupation, elected positions, congressman, senator, governor, inauguration, term of office, retirement

Factual information on the individual presidents: Early life (when and where born, parents, siblings, education); Years Leading to the Presidency (wife/children, jobs and/or public offices held); Presidency (when elected, what number, president, vice president, important events); Years Following the Presidency (retirement, whether or not he is still living, cause of death, where buried)

Semantic web

Research

Note taking strategies that employ graphic representations

Graphic organizer

Questioning techniques

After introducing the graphic organizer, unfamiliar vocabulary will be organized on a semantic web. The students will have a copy to refer to while conducting research.

The emphasis will be on helping the students construct meaning. The teacher will stress the importance of gathering meaningful information about the president that each student is researching. Students will be expected to answer questions about the data they have collected. They will also communicate this knowledge in their written reports.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Lesson 1-Introduce Graphic Organizer/Note Taking

Identify specific information from a portion of text, which is read aloud

Lesson 2-Review of Reference Materials/Research Topic

Demonstrate the ability to locate a topic in an encyclopedia or other reference book

Locate specific information about a given topic

Record facts and relevant information in their own words

Lesson 3-Internet Resources

Demonstrate the ability to log onto the Internet and access a Website that will provide information about the presidents

Lesson 4-Write First Draft of Summary Report

Write a first draft of a summary report using information from the graphic organizer

Lesson 5-Conferencing

Conference with a peer to begin revising a piece of writing

Lesson 6

Revise and edit a summary report

Modeling, Use of Graphic Organizer, Note Taking

Demonstration, Guided Practice

Modeling, Use of Word Processor

Modeling, Small groups (pairs)

Use of Word Processor, Teacher-Student Conference

Oral Presentation

The teacher will introduce the graphic organizer by reading through and discussing the questions in each section. Unfamiliar vocabulary and concepts will be introduced (see lesson 1, Declarative Knowledge). The teacher will then read aloud a portion of text (this could be from an encyclopedia or other reference source) to the class. Students will assist the teacher in filling in the graphic organizer by identifying facts that answer questions on the organizer.

The teacher will provide quick review of how different reference materials are organized. Students will be shown how to skim and how to use subheadings.

Several class periods will be allowed for actual research to take place.

The teacher will demonstrate how to log onto the Internet using the projector display. Once the students have successfully logged on they will locate the president they are researching and search for additional information.

**A suggested Website: www.whitehouse.gov Warning: Be sure students use the .gov Website because there is another whitehouse site (.com) which is pornographic at this writing.

The teacher will model writing a summary report using the graphic organizer from lesson one. Organization and paragraphing is to be stressed. The students will then go to the computer to write their first drafts using a word processing program that they are familiar with. Allow several class periods.

Students will print a copy of their first draft and will work with a partner. Each student will read their report to their partner and make necessary changes. Students will be coached to make statements like "I like…" "I wonder…" to help their partner clarify their writing. The teacher will model this process using the piece of writing generated in lesson four.

Students will then go back to the computer to make changes. The teacher will do a final edit with the student, assisting in use of the spell checker and other word processing functions.

Final copy is printed and illustrated. This will be presented to the class and displayed.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…Describe what will be done.

Declarative knowledge about their president

Comparing
Classifying
Inductive Reasoning
Deductive Reasoning

Error Analysis

Analyzing Perspectives
Constructing Support
Abstracting
Other:

As students are gathering information from a variety of sources, the teacher will monitor students' notes for accuracy and understanding. Students will be encouraged to compare previously recorded information when using a new resource. The teacher will ask the students questions and with the student, recheck information as needed.

Learning Experiences

Meaningful Use Tasks

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to…

What reasoning process will they be using?

Describe what will be done.

Evaluate the resources they used in obtaining information to complete their summary report.

Decision Making (selecting from seemingly equal alternatives or examining the decisions of others)

Students will use a Decision-Making Matrix listing various resources used to obtain information. Using set criteria, students will answer questions about their ability to use each resource.

Suggested Criteria: How easy was it to find information on my own? Was I able to read and understand information? How could I use this resource in the future? What did I like best about this resource? What did I like least about this resource?

Students will write a summary paragraph stating which resource was the most useful. The paragraph will have an introductory sentence and include three supporting statements.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Identifies Resources	Tries Resources Against Criteria	Selects Resources	Supports Alternative Choice
Weights
4	Identifies 4 appropriate resources	Gives a detailed answer to all questions	Chooses a resource that best met at least 3 of the criteria	Provides 3 clearly written supportive statements, shows a clear understanding of the task
3	Identifies at least 3 appropriate resources	Gives an appropriate answer to all questions	Chooses a resource that best met only some of the criteria	Provides 3 supporting statements, may be simply stated
2	Identifies at least 2 appropriate resources	Answers most questions	Chooses a resource without considering the criteria	Provides 1 or 2 supporting statements
1	Needed teacher assistance to identify appropriate resources	Needed teacher assistance to answer questions appropriately	Needed teacher assistance to choose an appropriate resource	Unable to provide support for their choice or gives inappropriate reasons

NOTE: Rubric or other performance assessment instruments may be used.