Unit 1 ML Grades 3-5

8/14/2019 Unit 1 ML Grades 3-5

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Your unit plan should enable you to answer the following questions:

What exactly will my students be able to do at the end of this unit and why is this important for my Big Goal? How will I know that my students have reached mastery at the end of this unit? Can I describe what mastery

looks like? How did I organize the learning of this unit to build logically so that students arent expected to do something

that they are not prepared to do?

Unit Title: Whats In a Story?

Unit Vision:

Reading:In this unit, I want my students to learn vocabulary and strategies for talking about storiesand their own reading. I will use the 5th grade plot elements standard for basic storyelements, rather then the 3rd grade standard I will use for my lower students. We will thenmove on to cause and effect. We will return to cause and effect prior to testing in thespring. The important part here is to pick up the vocabulary, get comfortable with graphicorganizers, and engage in some meta-thinking about making inferences. The content is

very similar to what I will do with lower level students. The differentiation is in thelanguage I will use when I teach, the guided reading stories, and the language that I willexpect the students to produce.

Next, we will talk briefly about character traits, relationships, and actions. This, too, will beexplored in more depth later on. In this first unit, I want students to get comfortableidentifying character traits and thinking analytically about characters. They will getvocabulary list, and the illustrated glossary if necessary. They will also be introduced to amultiple-choice format right away. I want them to feel empowered when it comes time totake standardized tests. They will have seen, and been successful with, lots of multiple-

choice questions on unit assessments.

Writing:I will be asking students to write to me in a dialogue journal all year. For my higher-levelstudents this will be a homework assignment, rather than an in-class assignment. To kickthis off, we will begin our writing instruction with letters, both informal (like the dialogue

journal) and formal. I want students to see that writing is not only fun, its useful in manycontexts.


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Stage 1: Identify Desired Results

Unit Learning Goals:Reading4.IT-E.3. Identify cause-and-effect relationships stated and implied.3.LT-F.9. Identify personality traits of characters and the thoughts, words, and actions that reveal their personalities.

5.LT-F.5. Identify the plot and its components (e.g., main events, conflict, resolution).5.LT-F.4. Describe the relationships between major and minor characters; analyze how a character's traits influencethat character's actions.

Writing4.W-E.6. Write personal and formal letters that use appropriate language for different audiences (other students, parents) and purposes (letter to a friend, thankyou note, invitation) and include the date, salutation, body, closing, and signature.

Model Performance Indicators (Reading):

ELP 4: Classify story elements (e.g. ______ is the conflict)ELP 5: Draw conclusions from explicit or implicit text at or near grade level

Grammar:Parts of speech

Language Usage:Academic language for classroom participation

Unit Enduring Understandings: Excellent readers talk about the stories they read Excellent readers use academic vocabulary to talk about stories Excellent readers make inferences as they read

Excellent readers think deeply about characters as they read

Stage 2: Assessment EvidenceHow will you know if students have reached the goals?

Unit Assessment Description: Unit Assessment Description: I will give a unit test to assess master ofthe goals, grammar, and writing standards. See below.


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Calendar the UnitMONDAY - Guided

ReadingTUESDAY Guided

WritingWEDNESDAY

Guided ReadingTHURSDAY Guided

WritingFRIDAY

SWBAT identifytitle, maincharacter, andsetting, andmain events asthey readindependently.

SWBAT describethe importanceof usingacademiclanguage whenthey discussbooks

SWBAT identifythe main eventswhen readingindependently.

SWBAT explainthe norms ofwriting time(what it lookslike, what itsounds like);SWBAT explainprocedures forwriting materials

SWBAT identifythe conflict andsolution/resolution in a storywhen readingindependently.

Writers: SWBATexplain differentreasons whypeople write

Review and quiz Grammar: parts

of speech

SWBAT identifystated cause andeffectrelationshipswhen readingindependently.

SWBAT identifythe parts of afriendly letter

SWBAT identifyimplicit causeand effectrelationshipswhen readingindependently.

SWBAT writetheir ownfriendly letter toa classmate.

Review and quiz Grammar: parts

of speech

SWBAT identifycharacter traitswhen reading

independently. SWBAT describe

the relationshipsb/w major andminor characterswhen readingindependently.

SWBAT write aformal letter.

SWBAT analyzehow a charactertrait influences

that charactersactions whenreadingindependently..

SWBAT compareand contrastfriendly and

formal letter;SWBAT describecontexts forfriendly andformal letters.

Unit assessment


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Name: ________________________________

Date: _________________________________I promise to do my best on this assessment: _________________________

Unit 1: Whats in a Story?

Learning Goals: (For Ms. Baneman only! Do NOT write in the boxes below)

Learning Goal Points Earned Percentage

Reading Standards Overall Points Earned: _____/22 Overall Percentage:

5.LT-F.5. Identify the plot and its components

(e.g., main events, conflict, resolution)

_____/124.IT-E.3. Identify cause-and-effect relationshipsstated and implied. _____/5

5.LT-F.4. Describe the relationships betweenmajor and minor characters; analyze how a

character's traits influence that character'sactions

_____/5

Writing Standards Overall Points Earned: _____/15 Overall Percentage:

4.W-E.6. Write personal and formal letters that

use appropriate language for different

audiences (other students, parents) and purposes(letter to a friend, thank

you note, invitation) and include the date,salutation, body, closing, and signature.

_____/15

Listening Overall Points Earned: _____/6 Overall Percentage:

MCPS 1.2 Comprehend and apply content

information presented orally and in context. _____/6

Speaking Overall Points Earned: _____/12 Overall Percentage:

MCPS 2.2 Communicated academicinformation with clarity and fluency _____/12

Grammar Overall Points Earned: _____/17 Overall Percentage:


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5.EL.3. Identify seven basic parts of speech(noun, pronoun, verb, adverb, adjective,

conjunction, preposition) _____/17

Vocabulary Overall Points Earned: _____/5 Overall Percentage:

MCPS 3.3 Demonstrate comprehension ofvocabulary in level-appropriate text _____/5

Part 1: ReadingDirections: Read the story Ms. Baneman gave you and fill in the chart below (2 points each):(1)


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(2) Pick one of the words in the box below and circle it. What does it mean, in your words?

Events, conflict, solution

Directions: Look again at Horseshoes Arent Just for Good Luck. Fill in the missing causes and effects in the box below (1 point each).

Cause Effect


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(3) Gram told the main character to pick a

room.

(4) _______________________________

_________________________________

(5) ______________________________

________________________________

______________________________________

______________________________________

Every morning the main character saves as

many crabs as he can.

Gram told the main character not to shoo the

birds away from eating the eggs.

(6) What does cause and effect mean, in your words? (___/2)

Directions: Look again at the story Ms. Baneman gave you.

(7) Which of the following best describes the relationship between Gram and the boy?

a. Informative because Gram teaches the boy a great deal.


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b. Magnetic because Gram and the boy are never apart.c. Soporific because the boy frequently falls asleep.

d. Colorful because Gram has rooms that are many different colors.

(8) The demonstrates that he is protective of those he loves by:

a. Crushing the crab eggs.b. Noticing the horse and buggy.

c. Shooing the birds away from the crab eggs.d. Laying on the warm sand.

(9) Because Gram is concerned for her grandson, she:a. Teaches him about larvae.

b. Lets him pick his bedroom.c. Teaches him about different kinds of animals.

d. Teaches him the rules of the sea.

(10) Gram tells the boy that he can go in the water if Jim is watching. From this we can tell that:

a. Gram loves horseshoes.b. Gram knows a great deal about ocean life.

c. Gram trusts Jim very much.d. Gram is reckless.

(11) Based on what we know about the boy, next summer he will probably:a. Return to Grams house and save more crabs.

b. Return to Grams house and starve birds.c. Return to Grams house and complain that he is bored.

d. Not return to Grams house.

Part 2: Writing

Directions: Answer the following questions

1) Which choice below shows the correct way to write the date of a letter?


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a. July 27 2006b. july 27, 2006

c. July 27, 2006

d. 2006 July, 27

2) Which choice below shows the correct way to write the greeting of a letter?a. dear Anne,

b. Dear Annec. Dear, Anne

d. Dear Anne,

3) Which choice below shows the correct way to write the closing of a letter?

a. Your friend,b. Your Friend

c. Your, friend

d. Your friend

4) On the lines below, please respond to the following letter:

October 15, 2009


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Dear ESL Superstar,

I have had so much fun learning with you this week! I hope you have had fun too. I wanted to tell you a little more about me. I am fromNew York. I root for the Yankees. Also, I love to read. Right now I am reading a book called Lillas Feast. It is about a British woman who was

imprisoned in China during World War II. It is really interesting to learn about what her life was like during the war. Can you tell me more aboutyou?

Love,

Ms. Baneman

________________

_________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

___________________________

________________

________________

(5) On the lines below, please respond to the following letter:


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October 15, 2009

Dear Student,

I hope this letter finds you well. I am writing to ask your opinion about an important matter. Do you think students should have homework

over the summer? We here at city government are deciding whether we will give all students in Washington, D.C. homework for next summer andwed like your input. Please write back at your earliest convenience.

Sincerely,

Mayor Fenty

________________

_________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

___________________________

________________

________________

(6) In your own words, what is the difference between a friendly letter and a formal letter?


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Part 3: Listening

Directions: Listen to the questions and the answer choices. Circle the best answer.

(1) Who was the main character of this selection?a. Frederic

b. Gramc. Sacred Heart

(2) What was Frederic dying to tell Gram?

a. The story of the entire game

b. The story of the last shotc. How he became blind

(3) What was a character trait of Grams?

a. She was impatient

b. She was out of breathc. She was blind

(4) Why did Gram want to hear about every minute?

a. She had nothing better to do.b. She believed that a longer beginning to a story made a sweeter end.

c. She wanted Frederic to catch his breath.

(5) What is true about the relationship between Frederic and Gram?

a. They just met recently.b. They often play basketball together.

c. They care deeply for one another.

(6) What personality trait led to Frederics winning basket?

a. Lazinessb. Creativity

c. Perseverance


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Part 4: Speaking (administered individually)

Directions:

(1) Look at the pictures your teacher shows you. Which picture makes youthink about a challenge you have had or a discovery you have made?

(2) Choose one picture that shows a connection to a personal experience youhave had.

(3) Think about your experience. What happened? How did you feel at thebeginning of the experience? How did you feel after the experience?

(4) Tell your story. Include details about what happened, how you felt, and

what you learned.

Checklist

Student Teacher

Did I tell my story with a clear beginning, middle, and end? (3 points)

Did I use words to describe my feelings in the beginning, middle, and end?

(3 points)

Did I use good vocabulary? (3 points)

Did I stretch out my story as much as I could? (3 points)


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Part 5: Grammar

Directions: In each sentence below, put a circle around the noun, a triangle around the verb, and a square around the adjective.

1. The dancer twirls her long ribbon. 2. The singer wears pink pants.


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3. Howdy! said the cheerful man.

4. The jealous dog watched.

4. The kind boy fed the food to the dog.

Hint: there is more than one noun in this

sentence!


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Part 6: Vocabulary

Fill in the blank with the correct word from the following list:Studio, finishing touches, moist, twinkle, widen, anxious

1) The boy, who had a crush on the girl, told her she had eyes that __________________ like the stars.

2) Dont be __________________ about the test! said the teacher. If you studied, youll do well.

3) The artist worked in his _____________________ all day.

4) The ice cream made the girls eyes _____________________ and her tummy grumble. Mmmmmmmm!

5) Im nearly done with my spaghetti bridge project; Im just putting the ____________________ on it.


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Teacher Resources

(1) From readinga-z.com fluency passages, The Three-Point Shot

Frederic roared down the block, the wind whipping past his ears, brick buildings and storefronts going by in a flur. Nothing was stopping

him, not after he had sunk that three-pointer just under the buzzer to win the church league game. This was his fourth bear as a point guard forSacred Heart, but only the first year hed been off the bench. Hed never been tall or fast, so hed slowly made up for it by practicing until his aim

was perfect. And now, finally, all that work had paid off.

Gram! he shouted, skidding his bike on the dirt lot in front of the apartment house. Inside, Gram was already laughing, her long red-and-

white cane waving like a bandleaders baton. Tell me about every single minute, and start from the beginning, she said.

But- Frederic interrupted, wanting to tell her immediately about his last shot.

You should know, Frederic, she said, her blind eyes somehow finding his face, the longer the beginning of the story, the sweeter the end.

Frederic finally caught his breath from his frantic ride home, smiled, and began at the beginning.

(2) MCPS ESOL Curriculum Blueprint Level B


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Documents

Unit 1 ML Grades 3-5