Approximate Time:
_10__ Days
Unit OverviewThe purpose of this unit how do people and nature interact.
Vocabulary / Essential Questions
Language Science
1.context clues 1.physical change
2. drawing conclusions 2.chemical change
3.homophones 3. evaporation
4.consonant diagraphs 4.condensation
5.fiction 5. Water cycle
6.contractions 6. corrosion
7.action verbs
8.linking verbs
9.important ideas
Math Social Studies
1.multiplication 1. Civil rights
2.array 2. laws
3.equation 3. rules
4.factor 4. Jim Crow
5.product 5. segregation
6.zero identity property 6. landmarks
7.Fannie Lou Hamer
8. B.B. King / Week 1
1. How do people and nature interact?
2. What patterns can be used to find certain multiplication facts?
3. What is the difference between physical and chemical change?
4. Did the civil rights movement of the 1960s effectively change the nation?
WEEK 2
1. Why would a reader need a plan when it comes to learning new words?
2. How are multiplication and addition related?
3. What are the properties of matter and how can those properties be changed?
4. What overall impact did the Civil Rights movement have?
ELA Standards/ Instructional Activities
(Writing, Foundational, Listening & Speaking, Informational, Literature)
Week 1
1. Homophones: Which word in this sentence from the story is the homophone? What context clues help you figure out the correct meaning of the word? What is a sentence that uses its homophone?
2. Contraction Concentrations- For practice, students can play “Contraction Concentration”. Have them write various contractions on index cards and the two words they come from on separate cards. Shuffle the cards, lay they face down in rows, and have students take turns turning over two cards to find a match. The player who collects the most pairs win.
3. Words in Context- Get a Clue- The students will use strategies to identify the meaning of words in context. Students will determine the meaning of unfamiliar words by using context clues. (For the activity go to www.fcrr.org/studentactivities/v_041c.pdf)
4. Divide the class into groups and give each group a card with an emotion on it. Instruct each group to come up with several “hints” that would describe a person who is feeling that emotion. Then have groups pair up and trade hints to see whether they can draw conclusions about how the person feels based on the given hints. This is a great drawing conclusion activity to teach students how to draw conclusions about characters in texts they are reading. (www.brighthubeducation.com/middle-school-english-lessons/58034-drawingconclusions-activities)
5. Ask and answer such questions as who, what, when, where, why, and how to demonstrate understanding key details in a text. The students will respond by using Mobis and clickers.
Week 2
1. Acting out action verbs: TTW copy a page of action verbs. TTW cut into cards. TTW place in a stack face-down. Have students draw one card from the stack, show it to you, ad pantomime action word to the class. Students calls on another student to guess. If correct, that student draws card and pantomimes. If wrong, student calls on another student until guessed correctly. This fun games helps with sight reading, spelling, and recognition of action verbs. (www.teachervision.com/tv/printables/Strouf_087628635x_203.pdf )
2. Make a homophone bank: Ask students to give examples of homophones they know. You can also ask them to spell the words, or use them in a sentence. Then place the word pairs in the “homophone bank” folder for all to see.
(www. learningresources.com/text/pdf/Exclusive/2168_Homophones_BK_Activities.pdf)
3. Action vs Linking: Identify the verb and tell whether it is action or linking. (www.studystack.com/flashcard-161015)
4. Create an acrostic for your topic. Write out the name of your topic down the page. Then, for each letter in your topic, use meaningful information that you learned from your research to explain your topic. (www.thoughtfulclassroom.com/PDFs/RIS_Activity_Samples.pdf)
5. TTW administer a written assessment. TSW complete assessment and turn in for a grade. TTW provide immediate feedback.
ELA Standards/ Instructional Activities
Cont’d
LIBRARY SKILLS
Week 1
· Discuss with the students about the different types of fiction: historical fiction, realistic fiction, myths, fables, fairy tales
· TTW discuss the differences and elements between fables and realistic fiction. TSW discuss what makes a realistic fiction seem like it could really happen. TSW will discuss themes and morals for fables.
WEEK 2
· After the initial lesson, the librarian uses reader's theater to introduce more books from a variety of fiction genres. Reader's theater, used by many school teachers and librarians, is a dramatic performance of a book in the form of a script. Since it does not require the use of scenery, costumes, or props, students can easily perform the play. In reader's theater, students never need to memorize lines. They only need to read the words with expression. Before teaching this second part of the unit, the librarian chooses books that represent each fiction genre. Next, the librarian selects an interesting passage from each book. He or she then transforms the passage into a script. This is achieved by eliminating tag lines in dialog and changing exposition to lines read by a narrator. He or she ends the script at a climactic part of the story.
· When students come to the library to receive this part of the lesson, the librarian gives each student a part in the reader's theater script. The class then performs the script together, striving to read the dialog with fluency and feeling. Since the prepared script ends as a cliffhanger, students will be eager to check out the book to find out what happens next. By employing reader's theater, the librarian can encourage students to read books from different genres in the library. Students also continue to learn the characteristics of different fiction genres. Several days are required to introduce a book from each genre students must learn to recognize.
Math Standards/ Instructional Activities / Science Standards/ Instructional Activities / Social Studies Standards/ Instructional Activities
Week 1
1. The mockingbird became the Arkansas state bird in 1929. The mockingbird got its name because it is able to imitate the songs of other birds. It eats ants, beetles, grasshoppers, seeds, and berries. The mockingbird lives in all areas of the United States, and it is also the state bird of Florida, Mississippi, Tennessee, and Texas. Divide the class into three groups. Put more students in Group 3 than in Groups 1 and 2. Give each group a sheet of poster board on which you have drawn ten parallel lines across two-thirds of the sheet. Number the lines 1 through 10. Tell students that these are telephone wires. Group 1 should draw 2 birds on each wire; Group 2, 5 birds on each wire; Group 3, 10 birds on each wire. Then have students write the multiplication sentences that show how many birds are on 1 wire, 2 wires, 3 wires, and so on. Display the posters and use them to generate multiplication problems.
2. Word study Map: Students will complete a word study map using a vocabulary word from the unit (Word Study Map: Word, Definition, Example, Equation)
3. Students work in pairs. Provide each pair with a tub of linking cubes. Assign each pair a multiple. For example, if you assign 4, the partners use the cubes to make one group of 4 and write the corresponding equation, 1 * 4 = 4. The pair continues to make 2 groups of 4, writing the equation, 2 * 4 = 8. Continue through 10 * 4 = 40. Change multiples and continue the activity.
4. Introduce arrays with geoboards. Show students how to make squares or rectangles with rubber bands. Discuss each array (e.g., 3 rows of 3 pegs is 9 pegs or 3 x 3 = 9). Students form squares or rectangles on the geoboards with rubber bands. Identify the arrays and record the multiplication equations.
5. Review and reteach strategies for the week.
Week 2
1. Vocabulary Activity: Tic-Tac-Toe- Display a large tic-tac-toe grid. Write a vocabulary word in each square. Divide the class into two teams. Team X ant Team O. Determine the starting team, and have the first person on that team state the definition of a word on the grid. If correct, that team claims the square with their letter, and play passes to the other team. The first team with 3 marks in a row wins the game.
2. Create index cards with a multiplication or division word problem written on each card. Distribute the cards to groups of students. Each group gathers needed materials and determines how to act out the solution to the problem. Groups present word problems to the class. Observers record the appropriate equation on individual dry-erase boards.
3. Students work in pairs to write a multiplication word problem involving array of items (e.g., a garden with 4 rows of 8 tomato plants each). Students switch problems and model the array or arrangement, using counters to find the solution.
4. Provide students with a multiplication table or grid. The teacher identifies a product on the table and students mark the product with a counter. The teacher then identifies one factor of the product. Students record the numbers as an equation with a symbol representing the unknown. Determine the missing number in the equation. For example, 48 = * x 6. Students use the multiplication table to locate the missing factor, 8.
5. TTW administer a written assessment. TSW complete assessment and turn in for a grade. TTW provide immediate feedback. / Week 1
1. Dancing raisins: mix solution of water and vinegar and add baking soda- gas bubbles visibly form on the raisins and cause them to rise then lower once the bubbles pop
2. Physical changes: tear paper, cut an orange, break a pencil, mold clay, put a flower in water with food coloring
3. Dip a steel wool in vinegar and set on paper towel, it will begin to rust
4. Put food coloring in water (physical change) add bleach (chemical change) it will take a few minutes for water to go back clear
5. Baking soda in water (physical change)
WEEK 2
1. Curdle milk with vinegar
2. See how detergent interacts with food coloring and milk to make colors move! What you will need: -goggles-regular whole milk-1 small shallow plate or bowl-liquid dish detergent-food coloring-cotton swabs *Carefully pour some milk in a dish so it just covers the bottom *Gently add one or two drops of red, blue, and yellow food coloring to the same spot in the center of the milk *Dip a cotton swab in your detergent, then gently touch the center of the food coloring (Do not stir) *Push the cotton swab down in the same spot all the way to the bottom of the plate and hold it there *Dip a new cotton swab in the detergent. Then touch different areas of food coloring along the edge of the plate to see if the color will move again
3. Demonstrate a chemical change for the whole class. Have students observe baking soda and vinegar in their separate bowls and write down the properties. Then combine the two together in a large bowl. (Be sure students stand away from the bowl.) What happens? Have students take notes, draw pictures, or even take photos. Explain that when baking soda and vinegar are combined, they go through a chemical change. Bubbles form because a gas is released, which is a byproduct of the chemical change!
4. Materials Needed: -2 ice cubes –one balance with gram mass cubes – 2 Ziploc bags – 6 x 6 inch square of cardboard – scissors – 2 tsp. of salt in a very small container or bag – 100 mL graduated cylinder – small cup – spoon – 1 Alka-Seltzer tablet – piece of wax paper – water squirt bottle or beaker with an eyedropper – toothpicks – container of Dawn detergent mixed in water – one petri dish – pepper 1. Put two ice cubes into a Ziploc bag. Find the mass. Have the students predict if there will be a change in the mass of the bag after the ice melts. 2. Let the ice cubes melt until the end of the class and then find the mass of the bag with ice/water again. Be sure and wipe off any condensation from the outside of the bag. Ask the kids why you are doing this.
5. Materials Needed: -2 ice cubes –one balance with gram mass cubes – 2 Ziploc bags – 6 x 6 inch square of cardboard – scissors – 2 tsp. of salt in a very small container or bag – 100 mL graduated cylinder – small cup – spoon – 1 Alka-Seltzer tablet – piece of wax paper – water squirt bottle or beaker with an eyedropper – toothpicks – container of Dawn detergent mixed in water – one petri dish – pepper 1. Take the square piece of cardboard and fid the mass o the balance. Leave the cubes on the balance and cut the cardboard into at least 10 pieces. Be sure not to lose any pieces. Predict whether or not the mass will change. 2. Re-mass the cardboard pieces. / Week 1
1. TSW create a time line using 10 key figures/events from the civil rights era. The students will work on this for 3 days. TTW post the students’ final work with appropriate feedback.
2. TSW create a time line using 10 key figures/events from the civil rights era. The students will work on this for 3 days. TTW post the students’ final work with appropriate feedback.
3. This is the final day for the time line. TTW post the students’ final work with appropriate feedback. (http://www.infoplease.com/spot/civilrightstimeline1.html)
4. Living Human Rights in the classroom- (http://www.instructorweb.com/linkgo.asp?L=429&B=resources/humanrights.asp)
5. Review and reteach strategies taught for the week.
WEEK 2
1.“I Have a Dream” bulletin board. TSW will write about what he/she has a dream about for their future. http://www.instructorweb.com/linkgo.asp?L=429&B=resources/humanrights.asp
2.Civil Rights Activity Book- (download from the following site: www.tolerance.org/civil-rights-activity-book)
3. The class will interview a person that experienced life during the civil rights era
4. The students will write about the person they interviewed the day before
5. TSW will complete and assessment using clickers. TSW provide immediate feedback.
Assessment / Resources
· Group participation
· Formative assessment
· KWL
· Student observation
· Exit cards / · Reading Street text book
· 1st Step
· Motivational Math
· Education.com
· Ehow.com
· Dictionary.com
· www.uen.org
· Mobi
· Clickers
· Projectors
· Document camera
· http://www.brighthubeducation.com/lesson-plans-grades-3-5/47691-teaching-fiction-genres/
Reading / Language / Math / Science / Social Studies
Reading whole and small group, reading for fluency, small group to introduce and review vocabulary. / Mobi to write paragraphs, edit, and written response. / Hands on and manipulatives from the Envision kits. Whole and small group / Conduct experiments and explore various methods of research. Small and whole group / Computer to generate research and complete presentations.
Art / Music / Cooking / Smart board / Library/AR
Student based activities (create puppets, reinforce the story). Remedial group will draw pictures to retell the story. / Have the students visit the library to find resources about their community. Gather information to answer questions.
Health / Writing / Listening / Clickers / IPad
Daily for DOL and also to enforce writing skills whole group and small group for remediation / Students will listen to story on CD while introducing the story. whole and small group / Responses to teacher made test. Whole group / Will use during small group to remediate low performing readers.
Accommodations:
Enrichment:
After reading the story, have students choose 4 or 5 contractions from the story and write a sentence for each word.
Remediation:
If students have difficulty reading the base word in a contraction, then use the Blending Strategy Routine on the Routines Flip Chart to practice blending decodable base words.
ELL: Contractions: Some languages, such as Spanish or Portuguese, use contractions. If possible, provide some examples of contractions in the home language. (In Spanish, d + el= del; in Portuguese, por + os = pelos.) Explain that in English, contractions that use an apostrophe to replace the missing letters.
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