Unit Overview

Content Area: Language Arts
Unit Title:  When Disaster Strikes
Target Course/Grade Level:   6th-7th     
Name: Daniel Johnson
School: Lindenwold
Date: August 12, 2010

Unit Summary
This unit introduces sequence of events, writing narrative paragraphs, correcting sentence patterns, using capitals, and prefixes and suffixes.  These skills will be taught in this unit using a multi-sensory approach that combines whole group, small group, and independent activities with the support of technology based reading instruction to improve student reading fluency, comprehension, and/or grammar.  

Primary interdisciplinary connections
Social Studies, Science, Behavioral Support

21st century themes
Health Literacy, Global Awareness, Media Literacy, Life and Career Skills

Unit Rationale
The Read 180 Program will give students the opportunity to identify the sequences within a text to help them recognize and understand time-order relationships.  Sequencing helps the reader summarize text, identify causes and effects, and draw conclusions.

Learning Targets

Standards Key Ideas and Details
English Language Arts Standards » Reading: Literature » Grade 6
Key Ideas and Details, Craft and Structure

Content Statements
Sequence of events helps describe natural disasters in our world.  It is important for students to be informed of the possibility of a natural disaster in their environment and the necessary precautions that need to be taken in.  It is also imperative for students to recognize and understand the impact a natural disaster can have on their lives and/or others.

English Language Arts Standards » Reading: Literature » Grade 6
Key Ideas and Details
3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

 

English Language Arts Standards » Reading: Informational Text » Grade 6
Key Ideas and Details
2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Integration of Knowledge and Ideas
7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

English Language Arts Standards » Writing » Grade 6
Text Types and Purposes
3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Provide a conclusion that follows from the narrated experiences or events
Production and Distribution of Writing
6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

English Language Arts Standards » Speaking & Listening » Grade 6
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information.

English Language Arts Standards » Language » Grade 6
Conventions of Standard English
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

English Language Arts Standards » Reading: Literature » Grade 7
3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

English Language Arts Standards » Writing » Grade 7
Text Types and Purposes
3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.

English Language Arts Standards » Speaking & Listening » Grade 7
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly
Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Presentation of Knowledge and Ideas
5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

English Language Arts Standards » Language » Grade 6
Conventions of Standard English
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vary sentence patterns for meaning, reader/listener interest, and style.*
Vocabulary Acquisition and Use                      
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

 

Unit Essential Questions

 

Unit Enduring Understandings

 

Unit Learning Targets
Students will...

 

Evidence of Learning

Summative Assessment (X days)
At the end of this unit, students will take curriculum based assessment (an R-Skills Test) to assess progress on the skills in comprehension, vocabulary-word study, grammar usage and mechanics.  Based on the students’ needs, a below grade level test will be available. To meet the students’ needs, this test can be taken either paper –pencil or computerized.

 

Equipment Needed
Students Rbooks, paper and pencils, computer, smart board, Senteo Smart Response System, flip camera, document camera

Teacher Resources
Teacher implementation guide, Scholastic Account Manager (SAM), Anchor Video (When Disaster Strikes), Newspaper article-“Stroke by Lightning”, Magazine Article – “A Mountain on Fire,” Science Text-“Hurricanes: The Monster Storm”

 

Formative Assessments

 

Lesson Plans
Lesson 1
Anchor Video- When Disaster Strikes – Building Background Knowledge (pre-reading)
2 hours & 40 minutes/2days

Lesson 2
Struck by Lightning – Teach: sequence of events
Using Capitals
1 hour 20minutes/1day

Lesson 3
A Mountain on Fire- review and practice sequence of events
Prefixes and Suffixes
1 hour 20 minutes/1day

Lesson 4
Hurricanes: The Monster Storm – Apply Sequence of Events
Correcting Sentence Fragments
2 hours & 40 minutes/2 days

Lesson 5
Review and extend vocabulary/word study
2 hours & 40 minutes/ 2 days

Lesson 6 
Writing and Grammar
Narrative Paragraph
Correcting Sentence Fragments and using capitals
Phrasal verbs
4 hours/ 3 days

Lesson 7
Functional Literacy
Real-World Connections
Careers, EMT, Paramedics,
Real-World Skills
CPR Instructions
1 hour & 20 minutes/1 day

Lesson 8
Wrapping up the Unit – Review Skills
Comprehension, Sequence, Prefix, Suffix, vocabulary, and grammar
Short answer responses to essential questions
1 hour and 20 minutes / 1 day

 

Teacher Notes
The Grammar skills of using capitals will be taught in small group instruction during lesson 2.  Word morphology (prefixes and suffixes) will be taught in small group instruction during lesson 3.  Correcting sentence fragments will be taught in small group instruction during lesson 4.
For Differentiated Instruction, all lessons will use the Read 180 Magnetic Timer to signal rotation changes, and rotation and Zone expectations are clear stated verbally and are visually posted at each station.  Read 180 lessons also provide students with high interest leveled Independent Reading books and allow for choice in books selected.  All of these books are also available in audio form.  In Lesson 2, graphic organizers were used to introduce sequence of events and to provide students with a visual representation of the logical order of events in a text.  For Lesson 3, an accommodation that was made was the use of a “My Understanding” sheet.  On this sheet, students will rate their understanding of a Target Word (1-5), write what they think the word means, use the word in a sentence, and draw a picture of the word.  In Lesson 4, color-coding was used as an accommodation for students to understand and indentify the difference between a sentence and a fragment.  These color-coded index cards will also be used further in grouping students to share information.

Curriculum Development Resources
http://www.cast.org
http://www.udl.center.org
http://teacher.scholastic.com/products/read180

 

Lesson Plan 1
Content Area: Language Arts
Grade: 6th
Lesson Title: A Mountain On Fire – Teach: sequence of events
Timeframe: 1hour & 20 minutes/1 day

Lesson Components

21st Century Themes
X Global Awareness: Identify the sequence of events during a specific time period or significant incident.
Financial, Economic, Business, and Entrepreneurial Literacy.
X Health Literacy: Natural disasters can cause negative long- term health issues in all living things. 
Civic Literacy

21st Century Skills
Creativity and Innovation
x Media Literacy: Using different forms of media such as; newspaper, magazine articles, TV, anchor        videos, DVDs, The Weather Channel, internet, and software based reading instruction.
Critical Thinking and Problem Solving
ICT Literacy
Communication and Collaboration
Information Literacy
x Life and Career Skills: Identifying and evaluating the careers of various emergency personnel who      would respond in the event of a natural disaster.
Interdisciplinary Connections: Social Studies, Science, Technology
Integration of Technology: Read 180 is a multisensory approach to reading that incorporates leveled    reading software that students will access on laptops during daily zone rotation. Smart board is used for              creating, modeling, and integrating interactive lessons and activities. The document camera will be used to     engage students visually.  Students will use www.bookadeventure.org to create their own book list and           recruit their interests.
Equipment & materials needed: smart board, document camera, laptops, Rbooks, related Read 180    Anchor Video, Teacher Implementation Guide (TIG), and Scholastic Achievement Manager (SAM)

 

Goals/Objectives/CPIs
Students will:

  •     Practice finding the sequence of events in a magazine article with minimal verbal prompts with 80% accuracy.
  • Use text marking to identify sequence of events with 75% accuracy.
  • Use 4 out of 5 signal words to help identify correct sequence of events.
  • Organize the sequence of events in a graphic organizer with 80 % accuracy.
  • Sort words into correct prefix and suffix columns with 75% accuracy.

 

Learning Activities/Instructional Strategies

Students will be placed in small groups to share their (entrance ticket) responses with each other.  Once they share their ideas, the teacher will ask for them to share their responses as a whole group and record notes on Smart Board.
(View Anchor Video)  - (DVD) “A Mountain on Fire”  - Discuss the Big Idea of the video
Following the video, teacher will ask students “What did the firefighters do to survive?”  Teacher will record their answers on the Smart Board.

Students will work in (small groups – based on lexile levels) to review the steps in finding the sequence of events in a magazine article.  Students will record their answers in a flow chart taken from www.eduplace.com.

Next teacher will review the following steps that will help identify sequence in a text.

 Steps:
1- Look for signal words or phrases to help you understand the order of events.
2- Ask yourself, “What was first, next, last?”
3-Review the sequence in your mind.  If it doesn’t make sense, reread it and look for clues you have missed.
4-Teacher will read aloud a short paragraph that has a sequential structure with signal words.  Tell students that I am going to think aloud to show them how to identify the text structure.  (model thinking aloud) 

2.             Exploration – Next, the teacher (will model) fluent reading as I read aloud the magazine article, “A            Mountain on Fire” using the oral cloze strategy (students follow along silently and teacher stops on a target word and students say the word).  I will tell the students that, “When I finish reading, I’ll ask you to tell me      what the article is mainly about.” As we reread the text, I will stop at the Target Words.  I will stop in the        middle of the article at the word, increase.  I will say, the wind changed direction, but the fire didn’t go out.         It increased in size.  It sounds like the wind helped to increase the size of the fire because of the direction in                 which it was blowing.”  Students will then provide a meaning of the word “increase” and an example in               their Rbooks.

3.             Explanation – (Small groups- based on lexile levels) students will respond to the React Question, “It’s a     tough job.  So why would anyone want to become a firefighter?  Would you?”  Students will do a Think-        Pair-Share and then share responses as a group.  Next, they will participate in a Sequence of Events      activity.  They will find five signal words or phrases that help you know the sequence of events in “The                 Flames Rise”.  Teacher will then prompt students by rereading the first paragraph and they will listen to        find out what happened first on Storm Mountain.  They will then work as a group to find the remaining 4            signal words or phrases and fill in the rest of the Graphic Organizer with the events.

4.             Elaboration – Next students will work on their (Assigned Zones - based on Lexile levels).  Using a timer,     every 20 minutes students will rotate from one zone to the next following the” one way directional arrows”                 posted on the classroom floor.  Students will also utilize the classroom “GPS Chart” which is located in front of the classroom. 

Independent Reading Zone- In this zone the student will choose a book at their appropriate lexile level from the classroom library or from Recruiting interest- http://www.bookadventure.org/ - Book Adventure a FREE reading motivation program for children in grades K-8. Children can choose from over 7,000 recommended titles and create their own book lists. Book Adventure allows students to choose from thousands of book titles. This provision of choice is a great way to recruit students' interest. Students will complete their reading logs and their quick write questions that correlate with the chosen book. 
Computer Zone- In this zone student’s work on their topic CD and work at their Lexile Level. Students will complete the Reading Zone, Word Zone, and Spelling Zone with the goal to reach Success Zone
Small Group Instruction- In this Zone, the teacher will conference with students to review skills, provide remediation and set goals.  For this particular lesson, the teacher will review the writing mechanics- Using Prefixes and Suffixes.  Teacher will read aloud the definition of a prefix and a suffix.   For the purpose of this lesson we will concentrate on the “re” prefix and the “ion” suffix.  Students will be told that with the suffix, “ion”, the word changes from a verb to a noun (i.e. “instruct” to “instruction”).  We will do an application activity on the Smart Board where students will match words: play, count, read, instruct, prevent, and demonstrate with their correct prefix or suffix of “re” and “ion”.  They will read the new word.   Following this activity, students will be given a choice of RDI Book 1, p.256 (prefixes) or p.258 (suffixes) to complete for homework based on what they understood best from the lesson.  

5.             Evaluation- (Teacher will review Scholastic Achievement Management reports (SAM) – to celebrate         success, group according to differentiated groups, to identify areas of concern and to set goal, Scholastic            Reading Count quizzes), Exit Ticket- After rereading the section, “The Big Blowup” students will work             together to find and record the five signal words that help you know the sequence of events in the text.

 

Formative Assessment Tasks

Multiple Means of Representation

  1. Perception- http://www.voki.com/ - Voki is text to speech generator that allows the user to create a personal speaking avatar that can be embedded in a website. The site offers a high level of customization ranging from the overall look of the Voki to the sound of its voice.
  2. Language & symbols - http://blachan.com/shahi/ - Shahi is a visual dictionary that combines Wiktionary content that includes a definition and examples of word use in a sentence as well as images from flickr, google, and yahoo that correlate with the specified word.
  3. Comprehension - http://pacecar.missingmethod.com/ -Pace car is an online reading tool, designed to increase reading rate and decrease distractions. It masks the distracting elements on the page by creating a reading window that follows the reader's mouse. Pace car helps students to focus on the most important information on the page.

Multiple Means of Action and Expression

  • Physical activity – http://www.cameramouse.org/ - Camera Mouse is a free program that enables you to control the mouse pointer on your computer screen just by moving your head. Controlling the mouse pointer with your head instead of your hand is a perfect example of providing options for physical response
  1. Expressive skills and fluency – http://www.Animoto.com -Animoto provides tools for making videos by using animation to pull together a series of images and combining with audio. Animoto videos or presentations are easy to publish and share. Making a video presentation by combining music and images is another creative way through which students can express their ideas
  2. Executive functions - http://www.bubbl.us/index - Bubbl.us is a simple and free web application that lets you brainstorm online. Brainstorming is an effective way to plan and strategize, and Bubbl.us allows students to do this in a collaborative way.

Multiple Means of Engagement

  1. Recruiting interest- http://www.bookadventure.org/ - Book Adventure is a FREE reading motivation program for children in grades K-8. Children can choose from over 7,000 recommended titles and create their own book lists. Book Adventure allows students to choose from thousands of book titles. This provision of choice is a great way to recruit students' interest.
  2. Sustaining effort and persistence – www.studentgeneratedchart.com - A reading chart can be developed by a students working in collaboration with his/her teacher. The student can write down several reading goals that she/he is working towards, and he/she and the teacher can develop a chart as a way to support the development of the student's goal setting skills. Goal-setting is an essential strategy, and it is important to keep in mind that children may forget the goals on which they are working if they are not given reminders. Creating goal-setting charts is an effective way to heighten the salience of goals and remind students of the tasks that they want to achieve. These charts can be placed on students' desks or in their binders to serve as constant reminders.
  3. Self-regulation - http://www.edutopia.org/rearrange-desks (a blogging website) Blogging is an excellent example of an activity that can be used to support the development of students' self-assessment skills.

Universal Design for Learning Options

Multiple Means of Action and Expression

  •  Physical activity – http://www.cameramouse.org  - Camera Mouse is a free program that enables you to control the mouse pointer on your computer screen just by moving your head. Controlling the mouse pointer with your head instead of your hand is a perfect example of providing options for physical response.
  • Expressive skills and fluency – http://www.Animoto.com -Animoto provides tools for making videos by using animation to pull together a series of images and combining with audio. Animoto videos or presentations are easy to publish and share. Making a video presentation by combining music and images is another creative way through which students can express their ideas.

                                               

  • Executive functions - http://www.bubbl.us/index - Bubbl.us is a simple and free web application that lets you brainstorm online. Brainstorming is an effective way to plan and strategize, and Bubbl.us allows students to do this in a collaborative way.

Multiple Means of Engagement

  • Recruiting interest- http://www.bookadventure.org/ - Book Adventure is a FREE reading motivation program for children in grades K-8. Children can choose from over 7,000 recommended titles and create their own book lists. Book Adventure allows students to choose from thousands of book titles. This provision of choice is a great way to recruit students' interest.
  • Sustaining effort and persistence – www.studentgeneratedchart.com - A reading chart can be developed by a students working in collaboration with his/her teacher. The student can write down several reading goals that she/he is working towards, and he/she and the teacher can develop a chart as a way to support the development of the student's goal setting skills. Goal-setting is an essential strategy, and it is important to keep in mind that children may forget the goals on which they are working if they are not given reminders. Creating goal-setting charts is an effective way to heighten the salience of goals and remind students of the tasks that they want to achieve. These charts can be placed on students' desks or in their binders to serve as constant reminders.
  • Self-regulation - http://www.edutopia.org/rearrange-desks (a blogging website) - Blogging is an excellent example of an activity that can be used to support the development of students' self-assessment skills.

Resources