Unit Overview

Content Area: Language Arts
Unit Title: Scott Foresman, Reading, Fantastic Voyage, Unit 1
Target Course/Grade Level: 5th Grade Inclusion/Language Arts
Name: Stefanie Spak  
School: Pennsauken
Date: August 12, 2010

Unit Summary
This unit, Relating to Others, is the first unit of the Scott Foresman Series for grade 5.  In this unit we will address the importance of building and maintaining relationships with others and the environment. The unit focuses on the five critical areas of explicit instruction, including phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The skill lessons that will be addressed in this unit are sequence, character, generalizing, cause and effect, and author’s purpose.

Primary interdisciplinary connections
Social Studies, Science, and Math

21st century themes
Global Awareness, Civic Literacy

Unit Rationale
The literature in Relating to Others helps strengthen students’ interest in friends and family.  It shows students how vital it is to respect the hopes, dreams, and concerns of others, even if they are completely different from one’s own.  Students will become aware of their surroundings by working in groups and researching various parts of their community. Students will also become fluent readers while becoming knowledgeable about their environment.

Learning Targets

Standards
Reading Literature R.L.5 . Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Reading Literature R.L.10. By the end of the year, students will read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Content Statements
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
By the end of the year, students will read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

3.1.5.A.1 Use a text index and glossary appropriately .
3.1.5.C.3 Interpret new words correctly in context.
3.1.5.D.5 Apply self correcting strategies to decode and gain meaning from print both orally and silently.
3.1.5.E.1 Activate prior knowledge and anticipate what will be heard or read.
3.1.5.F.2 Infer specific word meanings in the context of reading passages.
3.1.5.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.
3.1.5.H.8 Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning support the learning of an audience.

Unit Essential Questions

• What is the importance of building and maintaining relationships with others and the environment?
• What are the five skill lessons of this unit?

Unit Enduring Understandings

• To build relationships with others is to embrace and honor the differences among each other.
• Recycling and cleaning are ways to respect the environment.
• Sequencing, characters, generalizing, cause and effect, and author’s purpose are all important skill lessons.

Unit Learning Targets
Students will ...

• Demonstrate sequencing in various short stories.
• List the characters in a variety of stories.
• Create generalizations about a group of people or animals.
• List the cause and effect after reading/listening to stories.
• State the author’s purpose.

Evidence of Learning

Summative Assessment (X days)

• Unit Test (every 20 days)
• Selection Tests (every 5 days)
• Projects/Activities (every 5-10 days)

Equipment needed
Scott Foresman Text Books, Scott Foresman Workbooks, Scott Foresman Leveled Readers, Internet/Computer access, Smartboard, Document Camera, Flip Camera, Cassette Player, Headphones

Teacher Resources
Scott Foresman Teacher Guides, Internet/Computer Access, Smartboard, Document Camera, Flip Camera, Cassette Player, Headphones

 
Formative Assessments

• Respond to questions
•  Ask questions
• Interact with other students during various activities/lessons
• Exit Tickets
• Ongoing feedback with each other
• Class work
• Projects

 Lesson Plans

Lesson 1
From the Diary of Leigh Botts
5 days

Lesson 2
Faith and Eddie
5 days

Lesson 3
Looking for a Home
5 days

Lesson 4
Meeting Mr. Henry
5 days

Teacher Notes
*Make modifications and accommodations for students with IEPs on a daily basis.
*The grammar connection can be found in the second lesson.
*Differentiation strategies are incorporated in all of the lessons.

From the Diary of Leigh Botts
Skill Lesson:  Sequence
Cross-Curricular:  Math and Science
Project Assignments:  Students will survey classmates about favorite sandwiches using the Flip Video and record findings in a circle graph.  Students will design and draw a simple invention or describe an invention that has changed his/her life.

Faith and Eddie
Skill Lesson:  Character
Cross-Curricular:  Social Studies
Project Assignment:  Students will research a city in Mexico in small groups; gather information about the cities and present a brochure including location, facts and tourists information

Looking for a Home
Skill Lesson:  Generalizing
Cross-Curricular:  Math and Social Studies
Project Assignment: Students answer “Riding the Rails” math questions.  Students will research orphan trains; conduct interviews about orphan trains as students role play what life was like on orphan trains during the mid 1800’s and early 1900’s

Meeting Mr. Henry
Skill Lesson:  Cause and effect
Cross-Curricular:  Social Studies
Project Assignment:  Students will research Negro league baseball players and teams in small groups; present information, facts, pictures, etc. about various players; discuss that baseball was a segregated sport during the 1930’s and 1940’s

Curriculum Development Resources
See UDL Teacher Resources (last page)
Scott Foresman Curriculum

Lesson Plan 1
Content Area: Language Arts
Grade: 5
Lesson Title: From the Diary of Leigh Botts
Timeframe: 5 Days

Lesson Components

21st Century Themes
X Global Awareness: explore other countries by researching on the web and completing various activities
Financial, Economic, Business, and Entrepreneurial Literacy
X Civic Literacy: character education, mutual respect
Health Literacy

21st Century Skills
X Creativity and Innovation: improve an invention, create a simple invention
X Media Literacy: smartboard, computers, flip video,Voki, Wordle (UDL)
Critical Thinking and Problem Solving
ICT Literacy
X Communication and Collaboration: group work, stations, group projects, oral/technical presentations
X Life and Career Skills: research job interests
Information Literacy: research utilizing various UDL sites
Interdisciplinary Connections: Math and Science
Integration of Technology:
Flip camera: The students will utilize the flip camera when they interview each other about an invention that has impacted their lives.
Computers: To access the internet and research information. Students can access www.sfreading.com to reinforce the target skill, comprehension, fluency, and vocabulary. This website can also be accessed on the Smartboard.
Smartboard: To reinforce the skill lesson and key vocabulary words. 
Equipment & materials needed: Textbooks and technology listed above

Goals/Objectives/CPIs
Students will complete the following objectives with 80% accuracy:

• The students will recognize that sequence is the order in which things happen.
• The students will distinguish between simple sentences and phrases or fragments.
• The students will complete sentences from sentence fragments. 
• The students will identify chronological order of events in fictional text using clue words.
• The students will survey classmates about their favorite sandwiches; Students will record findings and present results in a circle graph.
• The students will design and draw a simple invention in small groups; Students will discuss and summarize their inventions and informally present to the class.

Learning Activities/Instructional Strategies

Engagement: 

• Introduce the skill lesson: Sequence on the Smartboard
• Students will identify the sequence of events after reading a short story entitled Homer Price
• Discuss experiences students have had solving problems by taking matters into their own hands. “Have you ever had to think of a plan to solve a problem? How did you do it? Did your plan work as you expected, or did it backfire? What happened?” The students will work in groups and answer those questions.
• The students will create a chart of problems, plans, and outcomes.

Exploration:

• Introduce new vocabulary words that will be in the story entitled From the Diary of Leigh Botts. Small groups of students will utilize Wordle from the UDL to enhance vocabulary.
• Students will complete a K.I.M.S sheet to display understanding of vocabulary words. The students will K (write the key vocabulary word) I  (Information/definition) M (Memory Clue/Picture) S (Complete Sentence)
• Students will play a vocabulary review game on the Smartboard to reinforce the meanings of the new words.

• The students will predict what the story will be about after taking a “book walk.” A “book walk” is a strategy to help students get interested in a story or book. Students preview the text, pictures, title, etc when performing a “book walk.”
• The students will listen/read the story entitled From the Diary of Leigh Botts.
• The students will keep track of the sequence of events with a partner on a graphic organizer.

Elaboration:

• The students will complete the story.
• Students will work in small groups and complete the comprehension check questions and activities. These groups will be assigned by the teacher to enhance the learning experience.
• The main character of the story, Leigh Botts, invents a burglar alarm to catch the lunchbox thief.  The students will work in groups to design and draw a simple invention.

• The students will complete the open book selection test.
• The students will complete their simple inventions.
• Students will display their inventions. Each group will view, analyze, and discuss what they think each invention is. The students will present their inventions to the class.
• Exit Ticket

Formative Assessment Tasks

• Observe:  teacher observation
• Respond to questions:   students and teacher questions
• Create a simple invention with a small group
• Comprehension Check questions
• Exit Tickets
• Entrance Tickets

Universal Design for Learning Options
Multiple Means of Representation

1. Perception (Wordle: A toy for generating word clouds from text that you provide. This reinforces key vocabulary words and developing vocabulary lists. ) SEE EXPLORATION ACTIVITY
2. Language & symbols (Voki: A text to speech generator that allows the student to create a personal speaking avatar. Avatars are created for the students by the students, and are used to read text and present visual information.)
3. Comprehension (Tumble Books Library: digital books that read themselves aloud in English, French, and Spanish. This promotes cross linguistic understanding.)

Multiple Means of Action and Expression

1. Physical activity (Arts/Music and Dance Drive Academic Achievement: This program uses dance, music, and visual arts to teach skills in reading, writing, math, and science.)
2. Expressive skills and fluency: (Pace Car: An online reading tool that increases reading rate and decreases distractions by highlighting critical information. Therefore, Pacecar helps students focus on the most important information on the page. )
3. Executive functions: (Interactives: Elements of a Story: This website breaks down the important elements of a story. This helps students identify the components of storytelling and story elements. )

Multiple Means of Engagement

1. Recruiting interest (Watch Know: A free online video library with links to thousands of videos in all subjects. Presenting ideas through videos are another way to present information in an interesting manner.)
2. Sustaining effort and persistence: (Digging for Answers: A quiz game that allows students to test their research skills. If students answer incorrectly, they are prompted with a link to background knowledge that will help them find the correct answer. This “game” encourages students to access new knowledge by supplying access to appropriate background information.)
3. Self-regulation: (Word Auto Summarize Tool: The Autosummarize feature in MS Word allows students to summarize a document and add visual information. This is a great way to highlight critical information.)

 Resources

• www.udlcenter.org/implementation/examples
• www.sfreading.com