Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

OVERVIEW

Digging for Treasure is a Language Arts unit that focuses on listening and gathering information. Students will read and listen to factual information (biographies) about specific people. When questions are presented, students will decide if the information is "Trash or Treasure" The information will be used in, completing graphic organizers, writing sentences to answer questions and developing a paragraph. Through the use of the vocabulary overview guide, students will learn vocabulary specific to a person or time period. This unit provides several opportunities for students to practice and refine writing skills, as they are learning note-taking skills. By studying people that persist, restrain impulsivity, and seek accuracy it is our hope that students realize the importance of self-control and self-regulation. Students are assessed throughout the unit through observation and teacher conferences.
 
 

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

How do personal experiences when growing up help (influence) a person to become a leader?

What individual characteristics help someone become a leader?

How can learning about famous people help us to become better citizens?

* Why is it important to learn about biographies?

* How does learning about famous leaders help us to understand our history?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

 English Language Arts Standard # 1 Language for Information and Understanding

Key Idea #1

Performance Indicators:

· Students will gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, and oral interviews, and from such forms as charts, graphs, maps, and diagrams.

· Students will select and use strategies they have been taught for note taking, organizing, and categorizing information.

· Students will make appropriate and effective use of strategies to construct meaning from print such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words.

English Language Arts Standard #1

Key Idea #2

Performance Indicators:

· Students will present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts.

· Students will include relevant information and exclude extraneous material.

· Students will use the process of pre-writing, drafting, revising, and proof reading (the writing process) to produce well-constructed informational texts.

· Students will observe basic writing conventions such as correct spelling, punctuation; capitalization as well as sentence and paragraph structures appropriate to written forms.

INITIATING ACTIVITY

 Teacher will introduce this unit with the introduction of the genre, biography. Begin by using an anticipation guide. Students will make predictions regarding the information they will hear. After listening they will determine if the predictions were correct. The anticipation guide should include the criteria for a biography.

Anticipation Guide:

The information read will be true. (T/F)

The information read will be about a real person. (T/F)

The information read was written by one person about another person. (T/F)

The teacher should read biographical sketches of famous people that the students are familiar with. This may include popular entertainers or athletes. Rather than name the person read the information. Then ask the students, "Do you know who this person is?" After reading several sketches, determine if the information was about a real person, the information was written by another person, and if the information was true. Students should also be exposed to a biography during read aloud. We chose to read a biography of Walt Disney since students are familiar with his characters and movies.
 
 

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

Lesson #1 – Vocabulary: Introducing Famous Person

· As a result of this lesson, students will be able to identify vocabulary specific to a person/time period. Students will begin to understand the meaning of vocabulary words taught. (E.g. segregation, boycott)

Following the vocabulary lesson, students will listen to A Picture Biography of Martin Luther King, Jr. by David A. Adler

Strategies

· Think/Pair/Share

· Role Playing

· Vocabulary Overview Guide – On chart paper write

Word:

Clue:

Description

At the beginning of the lesson, the teacher will have a select group of students sit away from the rest of the group. This small group should be selected based on a physical characteristic; all wear glasses, same hair color,… Tell students that they are not to talk to the smaller group. Begin "instruction"; do not call on students within the small group. After a few minutes, stop and ask students if they are pleased with this situation. Have students think and then talk to a partner. After a few minutes, call on students to share ideas. Through discussion, the class should arrive at the clue word separate for the word segregation. Complete the chart; draw a picture to depict segregation. Using the same procedure, introduce boycott. Tell the students that there will be a drastic increase in milk or snack prices at their school. Ask the students what they can do to express their opposition in a peaceful manner. Students may role-play a march using signs. After the demonstration, use the Think/Pair/Share strategy to develop the clue words; peaceful protest for the word boycott. Draw a picture. Read the book, A Picture Biography of Martin Luther King, Jr. by David A. Adler.(Holiday House, 1989)

• Students will be expected to use new vocabulary relating to the person being taught in their written work. Students will be assessed on their use of vocabulary words with in the context of their oral/written sentences and paragraphs.

* * This lesson would be used again to introduce a new person. When learning about George Washington, vocabulary may be colonists, taxes, and plantation.

Lesson #2 – Trash or Treasure

· As a result of this lesson, students will distinguish between important and unimportant information. Students will listen for information and will take notes to answer questions.

Experience - Listening to information about a person known to students
 
 

Strategies

· The 2 "No’s" of Note-taking

· 1-2-3 Note-taking

· Graphic Organizer with question

· Closure 3-2-1

The 2 "No’s" Of Note-Taking

1· Know your questions!

2· No sentences!

1-2-3 Note-taking

1· Read each sentence

2· Decide if it is Trash or Treasure

3· Write the Treasure on your Graphic Organizer (No Sentences!)
 
 
 
 

Description

The teacher will begin this lesson by asking students what they think Trash is and what they think Treasure is. Following discussion, the teacher will then explain that she will read a paragraph to the class. They may hear Trash, information that may be interesting, but is not needed. They will also hear Treasure, important information that you will write down. The teacher will then read a paragraph about herself. After reading the complete paragraph, tell students that they will listen again to answer specific questions. The teacher will then introduce the Graphic Organizer reading the questions to the students. Tell students the 2 No’s of Note-taking. The teacher will then read the paragraph 1 sentence at a time. Students will decide if the words within each sentence are Trash or Treasure. Treasure(important information) will be circled and then written on the Graphic Organizer below the appropriate question. Teacher proceeds through the entire paragraph, stopping after each sentence. Students write important words to answer each question.

The lesson will close with 3-2-1 Summarizing Strategy.

1 · Tell the 3 steps of 1-2-3 Note-taking

2 · Tell the 2 No’s of Note-taking

3 · Tell 1 piece of information you heard today that was Treasure

Lesson #3 – Important Words

 * As a result of this lesson, students will use important words to write sentences relating to a topic/person.

Experience – Important Word Game

Strategies

· Think/Pair/Share

· 1-2-3 Note-taking

· Graphic Organizer from Lesson #2

· A Good Sentence Rubric

Description

For this lesson, students will work in pairs. The teacher will begin by reading a factual paragraph to the students. After reading the paragraph, ask a question relating to the information. Using the 1-2-3 Note-taking procedure, have students determine the important words that would be needed to answer the question. Record the important words on sentence strips. Ask students to think about how the words would be used to develop a complete sentence. Have students talk to their partner. Students will then share their sentences. After this practice, have one pair of students leave the room. Then proceed with the lesson the same way as before. Read a sentence with the students that are left in the room. Have them determine the important words. When the pair of students returns to the room, have only the important words displayed. It is then the job of that pair to orally develop a sentence using the important words. Continue to practice using important words in this manner, providing all pairs a chance to leave the room. Following this practice, students will use the Graphic Organizer and notes from Lesson #2 to write several sentences about the teacher. Sentences should be checked using The Good Sentence Rubric. Sentences need to answer the questions, using the important words (Treasure) written.

* * As practice, students may be given paragraphs to read. Important words are provided. Students then use the important words to write sentences.

Lesson #4 – Graphic Organizer

• As a result of this lesson, students will identify a famous person and his accomplishments. Students will complete a Graphic organizer to gather information regarding a famous person. (Martin Luther King, Jr.)

Experience - Listen to A Picture Biography of Martin Luther King Jr. written by David A. Adler.(Holiday House, 1989)

Strategies

· Fryer Model Graphic Organizer

· 1-2-3 Note-taking

· Think/Pair/Share

Description

The teacher will introduce the Fryer Model Graphic Organizer. Students will use the Graphic Organizer to record the important information. The information will be regarding a specific person. There are four questions to focus on:

 

The teacher will then read the book aloud to students. As she is reading, students may signal when they hear important information. (Signal may be thumbs up or hand raised) This should be recorded in note form on the Graphic Organizer. After reading the book, use the Think/Pair/Share Strategy to add more information to the graphic organizer.

* * This format would be used again when students study other famous people. Students would be given Graphic Organizers to complete individually. This will provide students with practice in listening for information and in using the 1-2-3 Note-taking Strategy.

Lesson #5 – Writing a Paragraph: The Big Mac

* As a result of this lesson, students will use notes to develop a paragraph.

Experience – Use graphic organizer from Lesson #2 to take information for a paragraph. Use the Big Mac to develop a paragraph.

Strategies

· Think Aloud

· Big Mac (The Big Mac is a graphic organizer used to help students write a paragraph. The top portion or bun is for the Topic sentence. The three inside layers are for the supporting facts and details and the bottom part is for the concluding sentence.)

 

 

Description

The teacher will display the Graphic Organizer from Lesson #2 on the overhead. A chart, to look like the Big Mac, will be provided. The teacher will use the Think Aloud Strategy. She will say, "How can I use this information to tell facts and details about myself?" The teacher will then go through each box, having the students help her to come up with complete sentences that answer the questions. After all of the facts and details have been completed the teacher will then have the students help her brainstorm a good topic sentence. In the same manner, the teacher will have students brainstorm a good concluding sentence. After the lesson has been completed, the students will then use the Graphic Organizer from Lesson #4 to complete a Big Mac. Students will then use the Writing Process to develop a paragraph.

 

 

Lesson #6 – Introduction to the World Wide Web

* As a result of this lesson, students will identify the World Wide Web as a resource for information.

Experience –Visit the World Wide Web

Strategies

· Acquiring/Integrating knowledge through a concept

 

Description

At the beginning of the lesson, the teacher will ask students to name where we live. He/she will then draw a sketch of the United States and place a dot to symbolize Oneida on it. The teacher will then ask students to name other places, states and countries, and then will place dots on the drawing. After students name many places, the teacher will explain that we are able to communicate with all of the places, and will draw lines to the various places. Then he/she will draw lines to connect the various places. (Draw lines so that each dot is connected with as many dots as you can) The teacher continues this until he/she has a picture that looks like a spider web. The teacher will ask, "What does this remind you of?" The students should respond, "A web!" The teacher then explains that we can communicate and get information from all of these places and never leave this room. Then, he/she asks, "Does anyone know of how we could do this?" Students will respond and using the picture will conclude, "The World Wide Web!"

The teacher will then ask if anyone has ever heard of Cyberspace. The teacher will explain that by using the invisible lines in Cyberspace we are able to communicate with all of the places in the world. The teacher then instructs the students to buckle up and prepare for a journey into Cyberspace.

The teacher will then log on to the Internet and explain the various icons while waiting, and take students to the District web page. Following this, the class will visit the school web page if one is available. The teacher will then take the students to the Eric Carle web page. (www.eric-carle.com)He/she will then explain that we will be learning about Eric Carle by using this web site. At the end of this lesson, the teacher will use the Ticket to Leave Closure Strategy: Tell one thing you learned about the World Wide Web today.

 

Lesson #7 – Introduction to the Eric Carle Cyber Unit by S.C.O.R.E

* As a result of this lesson, students will listen for specific information about a famous person.

Experience – Students will watch the video, Eric Carle, Picture Writer by Scholastic.

Strategies

· Anticipation Guide

Description

Teacher will ask students if they have heard of Eric Carle? Students should know of his books. (The Very Hungry Caterpillar) The teacher will then say that today we will meet Eric Carle in a video and learn more about him. Read Anticipation Guide questions:

1 · Where was Eric Carle born and where did he grow up?

2 · Where does Eric Carle live now?

3 · What did you learn about Eric Carle today?

4 · How does Eric Carle show us he is a Responsible Citizen?

The class will watch the video, stopping it when they hear important information. At the end of the video, review and discuss the Anticipation Guide questions. Tell students that they will be learning much more about Eric Carle and his work by going onto the Internet to the Eric Carle Web Site. (www.eric-carle.com)They will complete activities to make an Eric Carle journal.

Lesson #8 – Reading for information

* As a result of this lesson, students will read for information about a specific person.

Experience – Students read individual copies of biographical information about a person.

Strategies

· 1 2-3 Note-taking

· 2 "No’s" of Note-taking

· Graphic Organizer

 

Description

Students will be given a printed information to find answers to questions about a person. The information may be read to the whole group. Following this, questions on the Graphic Organizer will be read to the students. Students will reread the information circling important words or phrases to write. Students will follow this format to learn about Eric Carle’s life, books, and art. After Graphic Organizers are completed, students will use their notes to develop complete sentences and paragraphs about Eric Carle.

Lesson #9 – Guest book

* As a result of this lesson, students will be prepared to submit an electronic message.

Experience – Students will enter information in Guest book format using the IBM "Write Along" program. This mock Guest Book lesson prepares students for inputting information into the www. The students who do not have parental permission to send an email message will still have the experience of sending a simulated email message. The other students will then use the printed out Mock Guest Book to help them input their information.

Strategies

· Flip Cards

· Flow Chart

 

Description

Prior to this lesson students will complete a Guest book form that includes their first name, school address, and home address. (Teachers will also send home a permission slip to parents allowing their child to use this information) Teachers will model the process of entering information using "Write Along". The computer will be hooked up to the television through the use of a "Y" splitter. This will allow for whole class viewing. Following the demonstration, students will enter and print their Guest book information. Students will have access to flip cards that give step by step instructions. Students will use their Guest book information to submit a friendly letter to Eric Carle.

 

 

  CULMINATING PERFORMANCE

Include rubric(s)

Students will individually write an expository paragraph about a person not previously studied. When writing the paragraph, the students will include important information about the person as well as a topic sentence, body, and concluding sentence. Students will develop a visual display to support their paragraph. Guidelines for the visual display will be provided to students and their parents. Students will be asked to present their paragraph and display to an audience. The presentation will include:

· Introduction

· What the student found interesting about the person studied

· Tell about at least one piece of factual information about the person

· Tell how your visual display supports your paragraph

Students will be given time in school to prepare and practice prior to their presentation. The student’s culminating performance will be assessed using a rubric. The rubric will address the following areas: organization of materials, content of paragraph, visual display, and presentation.
 
 

  Culminating Performance Rubric

Element #1 Element #2 Element #3 Element #4

  Good Sentence Rubric

Self Teacher

  Yes No Yes No

Does each sentence describe

A Good Paragraph Rubric
  Teacher Self
  Yes No Yes No

PRE-REQUISITE SKILLS

 Prior to beginning the unit, students will be able to:

· Identify and write a complete sentence

· Use "A Good Sentence Rubric"

· Borrow parts of a question in a complete sentence

· Write a friendly letter

· Use the Writing Process

MODIFICATIONS

This unit was written for an Inclusive First and Second grade team. Since students may be emerging readers and writers, they will need all information read to them. They will also need support when writing. Students should be able to express ideas orally in complete sentences. As students progress through the unit, their level of independence when writing should increase.

UNIT SCHEDULE/TIME PLAN

This unit was planned, to be used during the second half of the school year. Students would then have been taught the prerequisite skills needed.

Weeks1-3: Introduce note taking and the use of graphic organizers through the study of Martin Luther King, Jr.

Weeks 4-8: Students practice note taking, the use of graphic organizer and writing skills by studying other famous people.

Weeks 9-14: Students complete the Cyber Unit activities and Eric Carle Journal

Weeks 15-16: Students complete Culminating Performance

Weeks 17-18: Students give Oral Presentations

TECHNOLOGY USE

Students will use the computer to word process paragraphs and Culminating Performance. Students would cut/copy/paste, save/get, edit, and print writing pieces. Within the library, our team (teachers and students) worked with the Media Specialist to complete a Cyber Unit. This unit focuses on the life, art, and books of Eric Carle. As a part of the Cyber Unit, students are able to send an email message to the author/illustrator. This unit of study may be accessed at www.eric-carle.com. When completing their Culminating Performance students may be able to use the Internet for information. This would be done on an individual basis.