UNDERSTANDING BY DESIGN
Unit 1 - Discussion Skills – Junior Great Books
Standard(s)
5.1
The student will listen, draw conclusions, and share responses in subject-related group
learning activities.
a) Participate in and contribute to discussions across content areas.
b) Organize information to present reports of group activities.
5.2
The student will use effective nonverbal communication skills.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and dramatize verbal message.
c) Use facial expressions to support and dramatize verbal message.
d) Use posture appropriate for communication setting.
5.5
The student will read and demonstrate comprehension of fiction.
a) Describe the relationship between text and previously read materials.
b) Describe character development in fiction and poetry selections.
c) Describe the development of plot and explain how conflicts are resolved.
e) Describe how an author’s choice of vocabulary and style contributes to the quality and
enjoyment of selections.
5.7
The student will demonstrate comprehension of information from a variety of print resources.
a) Develop notes that include important concepts, summaries, and identification of
information sources.
DESIRED RESULTS
Understandings
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participate effectively in subject-related group learning activities
use their organizational skills in preparing, presenting, and summarizing information
understand how gestures, facial expressions, posture, and body language affect delivery of the
message
Essential Questions
During the group discussion, how can I pick out
the main idea of another person’s statement?
How do I follow a sequence of ideas during a
group discussion?
How do I take effective notes during a
discussion?
How do I show others that I am actively
participating?
Knowledge and Skill
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participate as active listeners in group learning
activities by
listening for main ideas
listening for sequence of ideas
taking notes
participate as informed contributors in group
learning activities by
asking and answering questions at appropriate
times
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clarifying confusing points
summarizing main ideas
organizing information from group discussion
for presentation
preparing for group meeting
• demonstrate appropriate eye contact with
listeners
• use acceptable posture according to the setting
and the audience
• use dramatic gestures to support, accentuate, or
dramatize the message
• use appropriate facial expressions to support,
accentuate, or dramatize presentations.
• understand different types of questions
• respond appropriately to peers during
discussion
• acknowledging different perspectives of the
same question
• support statements with evidence from the text
• understand that characters are developed by
° what is directly stated in the text
° their speech and actions
° what other characters in the story say or
think about them
• understand that some characters change during
the story or poem and some characters stay the
same
• understand that the main character has a
problem that usually gets resolved
• identify the problem of the plot
• understand that plot is developed through a
series of events
• identify the events in sequence that lead to
resolution of the conflict
• discuss why an author might have used
particular words and phrases
• discuss the similarities and differences between
a text and previously read materials
• take notes from a variety of print resources
• identify source of information
• summarize important concepts
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Performance Tasks
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ASSESSMENT EVIDENCE
Other Evidence
Discussion - Seating charts –
participation/comments
Write a journal entry on why some kids always
get picked on and how it would feel to be them
(“Lenny’s Red Letter Day”)
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Notes taken during first/second reading
o thoughts/questions
Student reflection (paragraph/exit form)
Entrance slips
Student-created interpretive questions
Debriefing (metacognition)
LEARNING ACTIVITIES
Materials
• Junior Great Books (JGB) Series 5, Semester One
Activities
• Read/re-read/take notes – follow process outlined in both student and teacher editions
• Accountable Talk (3 rules – 1. respond to what someone else has said, 2. use a sentence starter from
the list, 3. everyone participates)
• Factual/Interpretive/Evaluative Questions – determine differences and create questions
Procedure
Read through at least twice:
o 1st reading:
ƒ focusing mainly on action; wondering what happens next.
nd
o 2 reading:
ƒ you are able to think of new questions and explore overlooked details;
ƒ read with a pencil and Reading Response Journal;
ƒ mark passages you feel are important, interesting, and surprising. ASK
QUESTIONS
Three Types of Questions
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Fact questions:
o make you remember details or events from the story
o only one correct answer
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Interpretive questions:
o make you think carefully about the story
o more than one good answer (supported by evidence from story)
o often start with “why”
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Evaluative questions:
o make you connect the story with your own experiences
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UNDERSTANDING BY DESIGN
Unit 2 - Character Development and Decoding from Context
Standard(s)
5.4
The student will read fiction (and nonfiction) with fluency and accuracy.
a) Use context to clarify meaning of unfamiliar words.
b) Use knowledge of root words, prefixes, and suffixes.
5.5
The student will read and demonstrate comprehension of fiction.
a) Describe the relationship between text and previously read materials.
b) Describe character development in fiction and poetry selections.
DESIRED RESULTS
Understandings
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apply knowledge of word structure and context clues to determine the meanings of unfamiliar words
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read with fluency and accuracy.
describe character development
Essential Questions
Knowledge and Skill
Character Development
Character Development
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How do the events of a story change a
character’s life?
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Why is it necessary for a character to change?
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Why do some characters change and some do
not? (dynamic/flat)
understand that characters are developed by
° what is directly stated in the text
° their speech and actions
° what other characters in the story say or
think about them
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How do character’s attributes define who they
are?
understand that some characters change during
the story or poem and some characters stay the
same
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How do a character’s relationships with
another character help explain who they are to
the reader?
Decoding from Context
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How do root words, prefixes, and suffixes
work together to create meaning?
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What strategies can a reader use when they get
to a word they do not know?
Decoding from Context
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use context to infer the correct meanings of
unfamiliar words
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apply knowledge of root words, prefixes, and
suffixes
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continue to learn about Greek and Latin affixes
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use word references and context clues to
determine which meaning is appropriate in a
given situation
•
understand that often a word can be divided
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into root word, prefix, and suffix in order to
determine its pronunciation
Performance Tasks
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understand how a prefix changes the meaning
of a root word
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read familiar text with fluency, accuracy, and
expression.
ASSESSMENT EVIDENCE
Other Evidence
Character Development
Character Development
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Role-playing
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End of chapter/section quizzes
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Diary from character’s perspective
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Entrance Slip noting character growth
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Write alternate ending/sequel
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Character Sociogram
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End-of-Book Project (ABC List – Choose from
Creative Tasks)
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Flat vs. Dynamic Analysis Sheet
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Character Report Card
Decoding from Context
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‘My How You’ve Changed’ character
development sheet
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Character Traits list with evidence from text –
‘show vs. tell’
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Watch Monsters Inc looking for character
development, how and why characters change
from beginning to end – chart development and
analyze on character in paragraph
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Book Reports
Discussion in mini-lessons
Decoding from Context
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Vocabulary bookmarks/job sheets
Written assessment –roots/affixes
Word Study assessments
LEARNING ACTIVITIES
Character Development
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Character Sociogram (character relationship web)
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Mind maps/graphic organizers
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Role-playing
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Venn Diagram (making character connections between texts)
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Native American Protagonists Literature Circles – (follow procedure on Literature Circles UbD)
Unit Books:
o Island of the Blue Dolphins
o Call It Courage
o Bearstone
o Julie of the Wolves
o Maroo of the Winter Caves
o Sign of the Beaver
o Pocahontas and the Strangers
o I Heard The Owl Call My Name
o The Talking Earth
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LOC lesson using primary source images of Native Americans:
http://www.primarysourcelearning.org/teach/l_p/037/index.html
Decoding from Context
Steps (using thinkmark)
1. Identify unknown/confusing word
2. Write word on thinkmark
3. Reread sentence, skip unfamiliar/confusing word
4. Look for surrounding details, in sentence and paragraph
5. Look at situation in reading (mind movie)
6. Substitute a synonym for unfamiliar word (write on thinkmark)
7. After done reading - go to dictionary and check to see if your synonym works
Other Materials:
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Word Study
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Prefix/Suffix/Root Word mini-lessons – using SOL Coach, Word Journeys, and Words on the Vine
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UNDERSTANDING BY DESIGN
Unit 3 - Reading Nonfiction
Standard(s)
5.4
The student will read fiction and nonfiction with fluency and accuracy.
c) Use dictionary, glossary, thesaurus, and other word-reference materials.
5.6
The student will read and demonstrate comprehension of nonfiction.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize
information.
b) Identify structural patterns found in nonfiction.
e) Identify compare-and-contrast relationships.
f) Skim materials to develop a general overview of content and to locate specific information.
g) Identify new information gained from reading.
5.7
The student will demonstrate comprehension of information from a variety of print resources.
a) Develop notes that include important concepts, summaries, and identification of
information sources.
b) Organize information on charts, maps, and graphs.
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DESIRED RESULTS
Understandings
use word-reference materials to locate and learn new words and information
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preview, pose questions, and make predictions before reading
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understand how the organizational patterns make the information easier to comprehend
make connections between what they read in the selection and their prior knowledge
organize and record information in order to blend ideas from a variety of print resources
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Essential Questions
How do resources help me understand and learn
new information?
How does the text organization help me to
understand the topic?
Knowledge and Skill
• identify the word-reference materials, such as a
dictionary, glossary, or thesaurus, that is most
likely to contain the information needed
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apply prior knowledge to make predictions
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use text set in special type styles (e.g.,
boldfaced, italics) and color, captions under
pictures and graphics, and headings of
sections and chapters, to predict and
categorize information
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understand how text features (e.g. formatting,
graphics, diagrams, illustrations, charts, maps)
make information accessible and usable
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skim material to develop a general overview
or to locate specific information
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distinguish between fact and opinion
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identify structural and organizational patterns
such as cause-and-effect, comparison/contrast,
and chronological order
identify new information learned from reading.
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locate details to support opinions, predictions,
and conclusions
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take notes from a variety of print resources
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identify source of information
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summarize important concepts
organize information, using visual
representations, such as charts, maps, and
graphs.
use conventions of nonfiction text (format,
graphics, diagrams, charts) to predict and
categorize information
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Performance Tasks
ASSESSMENT EVIDENCE
Other Evidence
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Student-created nonfiction pages
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Evaluate and select best nonfiction texts from
library – as part of a mock ‘nonfiction textbook
adoption committee’
• compare and contrast multiple texts,
looking for readability and use of
nonfiction conventions
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Reading Response Journals – to designated
questions (by type)
• Taking notes – charting predictions and
evidence, making connections (TT, TS,
TW)
• Preview/Predict/Connect Assessment
• Graphic Organizers for text organization
o Cause/Effect - Flow Chart
o Compare/Contrast – Venn/T Chart
o Chronological Order –
Timeline/Sequencing
• Library skills research process (notes,
research)
• team scavenger hunt of questions using all
source types
• individual assessment – questions like
‘which source would you use to find the part of
speech for the word computer?’
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LEARNING ACTIVITIES
Materials
Newbridge Discovery Links series-intermediate +C
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Minilessons
o Conventions of Nonfiction
o Skimming/ Scanning for key words
o Context Clues
o Preview/Predict/Connect lessons (see binder)
o Making connections (text-text, text-self, text-world)
o Text Structure
Direct instruction of dictionary, thesaurus, atlas, almanac, encyclopedia, glossary, index, and online
resource use
Almanac treasure hunt (New York Times Almanac, ESPN Sports Almanac, 2007 World Almanac,
The Old Farmer’s Almanac, Popular Science Almanac for Kids)
How to read the newspaper (layout) – poster set for guide – Current Events writing homework
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UNDERSTANDING BY DESIGN
Unit 4 - Reality Reading
Standard(s)
5.6
5.7
The student will read and demonstrate comprehension of nonfiction.
c) Locate information to support opinions, predictions, and conclusions.
d) Identify cause-and-effect relationships
f) Skim materials to develop a general overview of content and to locate specific information.
g) Identify new information gained from reading.
The student will demonstrate comprehension of information from a variety of print resources.
a) Develop notes that include important concepts, summaries, and identification of information
sources.
5.8
The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain.
a) Choose planning strategies for various writing purposes.
b) Organize information.
c) Demonstrate awareness of intended audience.
d) Use precise and descriptive vocabulary to create tone and voice.
e) Vary sentence structure.
f) Revise writing for clarity.
g) Use available technology to access information.
5.9
The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence
structure.
f) Use commas to indicate interrupters
h) Edit for clausal fragments, run-on sentences, and excessive coordination.
DESIRED RESULTS
Understandings
• Preview, pose questions, and make predictions before reading
• Make connections between what they read in the selection and their prior knowledge.
• Interactions between reader and text will become more sophisticated and deliberate as students
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summarize content, identify important ideas, provide details, make inferences, formulate opinions,
and use writing to clarify their thinking after reading.
Essential Questions
Knowledge and Skill
How do structural and organization patterns
• read nonfiction print materials and trade books
help me to understand non-fiction?
that reflect the Virginia Standards of Learning
How do I find the best details to support my
in English, history and social science, science,
conclusion?
and mathematics
Can I make any connections to other
• apply prior knowledge to make predictions
information I already know?
How can I become a more sophisticated reader? • form opinions and draw conclusions from the
selection
7/3/08
Performance Tasks
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locate details to support opinions, predictions,
and conclusions
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identify (and use) structural and organizational
patterns such as cause-and-effect and
chronological order
ASSESSMENT EVIDENCE
Other Evidence
Student-created lists of interview questions for
famous persons – color coded as factual,
interpretive, evaluative – students select from
list and answer as they research
Informal observations of discussion/inferential
thinking – students discuss their selected people
with each other
‘dinner party’ role-playing interaction –
students take on the identity of chosen
biography person
o students interact with each other ‘in
character’
o pose questions such as ‘what is one
thing you would change about your
life’ --- ‘what are you most proud
of’ --- ‘what is one thing that really
stands out in your memory from
childhood’ --- ‘what is your most
favorite present you ever
received/given’
• Biography Projects – multimedia (poster,
diorama, powerpoint, video, collage, etc)
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Cause-effect assessment – using biography
person’s life
Identify structural and organization patterns
(using biographies)
Main idea/supporting details assessment
Graphic organizer of prior knowledge (e.g.
KWL)
Biography essay paper (5 paragraph research
paper)
LEARNING ACTIVITIES
• Biography unit/using MEHMS library resources
• Mini-lessons
o Inferring
o Fact-Question-Response (FQR)
o Know-Want to know-Learned (KWL)
o Cause-effect
o Concept ladders (topic-questions…building questions)
o Anticipation guide
• Biography read-aloud
• Biography presentations/reports (e.g. African American reports)
• Biography project – see binder - HOW TO WRITE YOUR BIOGRAPHY PAPER
• ‘museum’ presentation (students ‘visit’ each other’s displays and peer assess)
• Role-playing (student monologues – students take on identity of person researched – dinner party)
• Graphic organizers (Fountas and Pinnell)
7/3/08
UNDERSTANDING BY DESIGN
Unit 5 - Author’s Style/Plot Development
Standard(s)
5.5
5.7
The student will read and demonstrate comprehension of fiction.
a) Describe the relationship between text and previously read materials.
c) Describe the development of plot and explain how conflicts are resolved.
e) Describe how an author’s choice of vocabulary and style contributes to the quality and
enjoyment of selections.
The student will demonstrate comprehension of information from a variety of print resources.
a) Develop notes that include important concepts, summaries, and identification of
information sources.
b) Organize information on charts, maps, and graphs.
DESIRED RESULTS
Understandings
• choose from a variety of comprehension strategies
• organize and record information in order to blend ideas from a variety of print resources
• describe plot development
Essential Questions
Author Study
• What makes an author’s style unique?
• How does comparing different works of
literature by the same author help identify an
author’s style?
• How does analyzing an author’s work help you
understand the author’s intended message?
Plot Development
• What is the structure of a narrative plot?
• How does the author sequence events in the
story?
• How can I identify the main problem in a story?
• How does the author resolve the main
character’s problem?
Knowledge and Skill
Author Study
• discuss why an author might have used
particular words and phrases
• discuss the similarities and differences between
a text and previously read materials
• take notes from a variety of print resources
• identify source of information
• summarize important concepts
• organize information, using visual
representations, such as charts, maps, and
graphs.
Plot Development
• understand that the main character has a
problem that usually gets resolved
• identify the problem of the plot
• understand that plot is developed through a
7/3/08
series of events
• identify the events in sequence that lead to
resolution of the conflict
• take notes from a variety of print resources
• identify source of information
• summarize important concepts
• organize information, using visual
representations, such as charts, maps, and
graphs.
Performance Tasks
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ASSESSMENT EVIDENCE
Other Evidence
Rewrite chapter/create new chapter in author’s
style/technique
Write a letter to the author
o 3-5 paragraphs
• P1 – intro self and purpose for
writing
• P2 – what you liked about their book
• P3 – questions for author
• P4 – suggestion for a sequel/related
story
• P5 – closing
Be the teacher – create an assessment question
using Bloom’s Taxonomy type question starters,
complete with an answer key (based on the most
recent section read)
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• Introductory and Conclusion quote/poem –
applications to book
• Create a plot map (intro, rising action
(problem), climax, falling action, resolution)
• Sequence of events/cause-effect charts
• Graphic organizers – charting settings,
character traits, language, themes in all books
• Jigsaw with another book/Venn Diagram
comparison of books
• Comparison essay focusing on similar literature
elements in two or more author-study books
with supporting details from text
• end of chapter/section quizzes
LEARNING ACTIVITIES
Author study model read-aloud using shorter picture books (Eve Bunting, Patricia Polacco, Shirley
Climo, Gail Gibbons, Chris Van Alsburg)
o Teacher-led - Identify author’s style, language used – purpose and effect, character traits and
development, theme, setting – look to find connections/similarities among all the books
Literature Circles using one author (Betsy Byars, Collier bros, Gary Paulsen, Katherine Paterson)
o same procedure as above, student-led - Identify author’s style, language used – purpose and
effect, character traits and development, theme, setting – look to find connections/similarities
among all the books
Graphic organizers for plot development
Mini lessons on elements of literature – students identify these in their LC books
o Voice/Point of View
o Setting
o Theme
o Characters
o Language
Author’s personal experience from biography/authobiography (excerpts as read aloud)
7/3/08
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T-chart to compare books
Thinkmarks
Sequence of events/cause-effect charts
Create a story map (intro, rising action (problem), climax, falling action, resolution)
Brainstorm alternate solutions to main character’s problem--prediction (when problem is introduced)
and post-reading (after author’s resolution has been identified)
Brainstorm an original story using story map
7/3/08
UNDERSTANDING BY DESIGN
Unit 6 - Poetry-Author’s Purpose/Character Development
Standard(s)
5.4
The student will read fiction and nonfiction with fluency and accuracy.
a) Use context to clarify meaning of unfamiliar words.
b) Use knowledge of root words, prefixes, and suffixes.
5.5
The student will read and demonstrate comprehension of fiction.
b) Describe character development in fiction and poetry selections.
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary and style contributes to the quality and
enjoyment of selections.
DESIRED RESULTS
Understandings
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apply knowledge of word structure and context clues to determine the meanings of unfamiliar words
•
read with fluency and accuracy
•
describe character and plot development in poetry
Essential Questions
Decoding from Context
Knowledge and Skill
Decoding from Context
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How do root words, prefixes, and suffixes
work together to create meaning?
•
use context to infer the correct meanings of
unfamiliar words
•
What strategies can a reader use when they get
to a word they do not know?
•
apply knowledge of root words, prefixes, and
suffixes
•
continue to learn about Greek and Latin affixes
•
use word references and context clues to
determine which meaning is appropriate in a
given situation
•
understand that often a word can be divided
into root word, prefix, and suffix in order to
determine its pronunciation
•
understand how a prefix changes the meaning
of a root word
•
read familiar text with fluency, accuracy, and
expression.
Poetry
• How can I understand the meaning of poems?
• How can someone express themselves
poetically?
• What are the differences between rhymed,
patterned, and free verse poetry?
• How can I analyze and understand the literal
and figurative images in a poem?
Poetry
• identify the characteristics of free verse (poetry
with neither regular meter nor rhyme scheme),
7/3/08
rhymed poetry, and patterned poetry.
• understand that characters are developed by
° what is directly stated in the text
° their speech and actions
° what other characters in the story say or
think about them
• understand that some characters change during
the story or poem and some characters stay the
same
• discuss why an author might have used
particular words and phrases
• discuss the similarities and differences between
a text and previously read materials
Performance Tasks
ASSESSMENT EVIDENCE
Other Evidence
Poetry
Poetry
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Poetry hour/open mic (read-aloud)
Role-play poems (interpretation)
Interpret selected poems from anthologies
Decoding from Context
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Discussion in mini-lessons
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Identify differences between rhymed, patterned,
and free verse poetry notes in Reading Journal
using poetry anthology find examples of each
Read two (or more) poems by a selected author,
chart similarities to identify the author’s style
Read two different poems on same topic with
different interpretations – what is tone of each?
What words does the author use to
create/suggest that tone?
Identify rhyme scheme used in given poetry
selections
Poetry portfolio – student-selected examples of
best work
‘Casey at the Bat’ – read to identify
words/phrases that describe Casey’s personality
o body-shaped graphic org – head-think,
mouth-say, heart-feel, hands-do/actions
Decoding from Context
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Vocabulary bookmarks
Written assessment –roots/affixes
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LEARNING ACTIVITIES
Materials
• Rose, Where Did You Get That Red? Kenneth Koch
• You Come Too Robert Frost (Nebraska Literature Program)
• Calliope Good Apple Books
• Anthologies
o Classic Poetry, an Illustrated Collection
o Reflections on a Gift of Watermelon Pickle
• Example/Non-example (free verse v. rhymed-patterned then rhymed v. patterned lesson)
• Connect poetic elements in poetry to poetic elements in song lyrics
7/3/08
UNDERSTANDING BY DESIGN
Unit 7 - Fantasy Fusion
Standard(s)
5.1
The student will listen, draw conclusions, and share responses in subject-related group
learning activities.
c) Summarize information gathered in group activities.
5.5
The student will read and demonstrate comprehension of fiction.
a) Describe the relationship between text and previously read materials.
b) Describe character development in fiction.
c) Describe the development of plot and explain how conflicts are resolved.
e) Describe how an author’s choice of vocabulary and style contributes to the quality and
enjoyment of selections.
5.7
The student will demonstrate comprehension of information from a variety of print resources.
a) Develop notes that include important concepts, summaries, and identification of
information sources.
b) Organize information on charts, maps, and graphs.
DESIRED RESULTS
Understandings
•
choose from a variety of comprehension strategies: visualizing, making connections, questioning,
predicting, inferring, and synthesizing
•
describe character, point of view, and plot development
•
organize and record information in order to blend ideas from a variety of print resources
•
locate information in the text to support their predictions and conclusions
Essential Questions
•
What is reading?
•
How can I highlight various elements of
literature using a fantasy novel?
What can I learn about people/society by
reading fantasy?
•
Knowledge and Skill
•
understand that characters are developed by
° what is directly stated in the text
° their speech and actions
° what other characters in the story say or
think about them
•
understand that some characters change during
the story or poem and some characters stay the
same
•
understand that the main character has a
problem that usually gets resolved
•
identify the problem of the plot
•
understand that plot is developed through a
series of events
7/3/08
Performance Tasks
•
•
•
•
•
•
•
identify the events in sequence that lead to
resolution of the conflict
•
discuss why an author might have used
particular words and phrases
•
discuss the similarities and differences between
a text and previously read materials
•
take notes from a variety of print resources
•
identify source of information
•
summarize important concepts
•
organize information, using visual
representations, such as charts, maps, and
graphs.
ASSESSMENT EVIDENCE
Other Evidence
JGB style discussion (with student-created
interpretive questions)
Literature Circle Discussions
students select particular idiom or example of
figurative language to teach the class (e.g. using Phantom Tollbooth)
small group jigsaw of figurative language
terms: simile, metaphor, personification,
symbolism – students design way to review
element with class, selecting one example from
their LC book and another example that is
group-created, or selected from a different text
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Identify elements of literature used in fantasy
genre
Character sociograms
Story map
Theme essay with support from text
Chapter/section quizzes
Literature ‘cube’ poster – students match 6
mini-lesson topics up with the following:
1. Describe, list, tell, name
2. Compare, contrast, define
3. Associate, design, connect
4. Analyze, diagram, cartoon, discuss
5. Apply, devise, propose
6. Argue for/against, support,
formulate
LEARNING ACTIVITIES
Fantasy Literature Circles and read-aloud
o Job Sheets and discussions (accountable talk)
o Entrance Slips
o Self-evaluations
o ABC book projects (final)
Minilessons
o Elements of fantasy (characterization differences, settings, parallel to reality)
o Figurative language
o Symbolism
o Inferring themes
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o Personification
Character-Book Comparison Chart (appendix 30-Fountas and Pinnell)—summarize info in jigsaw
ELEMENTS OF FANTASY STORIES
SETTING
• fantasy stories have a vivid setting.
• (setting is not just where the story takes place, but when as well)
• often set in a medieval universe
CHARACTERS
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Fantasy stories have at least three memorable characters.
The author uses lots of vivid words to make character come to life!
possibly involving mythical beings
talking animals (personification)
some characters often have magical powers
PLOT
• A fantasy must have a beginning, middle, and end.
• Remember that having a conflict (problem) and a resolution (solution to the problem)
helps to develop the beginning, middle, and end.
• Plot contains elements that are not realistic
FANTASY
Fantasy means it is something that could not possibly happen in the “real world”.
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Elements of fantasy and magic are always present:
There may be
o dragons or monsters to battle,
o mysterious places to visit, or
o peculiar spells or curses to be broken.
o Damsels in distress frequently appear in the plot as victims to be rescued or as initiators of
a quest.
Bigger Picture and Meaning
Fantasy stories raise issues to do with our contemporary existence, and behavior as human beings.
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Comparisons can be drawn between the characters and humans
parallels between ‘fantasy’ world in book and REAL world we live in
events are metaphors for real-life experiences
there are layers of meaning
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UNDERSTANDING BY DESIGN
Research Skills – Weekly Library Lessons (Sept – June)
Standard(s)
5.4
The student will read fiction and nonfiction with fluency and accuracy.
a) Use context to clarify meaning of unfamiliar words.
c) Use dictionary, glossary, thesaurus, and other word-reference materials.
5.5
The student will read and demonstrate comprehension of fiction.
a) Describe the relationship between text and previously read materials.
e) Describe how an author’s choice of vocabulary and style contributes to the quality and
enjoyment of selections.
5.6
The student will read and demonstrate comprehension of nonfiction.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize
information.
c) Locate information to support opinions, predictions, and conclusions.
d) Identify cause-and-effect relationships.
f) Skim materials to develop a general overview of content and to locate specific information.
g) Identify new information gained from reading.
5.7
The student will demonstrate comprehension of information from a variety of print resources.
a) Develop notes that include important concepts, summaries, and identification of
information sources.
b) Organize information on charts, maps, and graphs.
5.8
The student will write for a variety of purposes: to describe, to inform, to entertain, and to
explain.
a) Choose planning strategies for various writing purposes.
b) Organize information.
c) Demonstrate awareness of intended audience.
d) Use precise and descriptive vocabulary to create tone and voice.
e) Vary sentence structure.
f) Revise writing for clarity.
g) Use available technology to access information.
DESIRED RESULTS
Understandings
Students will
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use word-reference materials to learn new words.
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participate effectively in subject-related group learning activities
use their organizational skills in preparing and summarizing information
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preview, pose questions, and make predictions before reading
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make connections between what they read in the selection and their prior knowledge.
organize and record information in order to blend ideas from a variety of print resources.
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plan and organize information as they write for a variety of purposes
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Essential Questions
How do you choose a topic?
How do you determine what resources you will
use to get information?
How do you find the pertinent information in
the text resource?
How do you organize the information into a
meaningful presentation?
How do you effectively communicate your
information?
Knowledge and Skill
Read Aloud Skills
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participate as active listeners in group learning
activities
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understand that the main character has a
problem that usually gets resolved
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identify the problem of the plot
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discuss the similarities and differences between
a text and previously read materials
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participate as informed contributors in group
learning activities by
o summarizing main ideas
o asking and answering questions at
appropriate times
o preparing an outline for presentation
prior to delivery
o summarizing a presentation orally prior
to delivery.
o organizing information for presentation
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apply prior knowledge to make predictions
read nonfiction print materials and trade books
Research Skills
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identify the word-reference materials, such as a
dictionary, glossary, or thesaurus, that is most
likely to contain the information needed
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identify specific information in text that
supports predictions
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skim material to develop a general overview or
to locate specific information
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distinguish between fact and opinion
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form opinions and draw conclusions from the
selection
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locate details to support opinions, predictions,
and conclusions
identify new information learned from reading.
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take notes from a variety of print resources
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identify source of information
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Performance Tasks
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summarize important concepts
choose a topic
select information that develops the topic and is
appropriate for the audience
organize content sequentially and group
together related information with an intro and
conclusion
use visual aids to illustrate information
use grammatically correct language
use specific vocabulary to enhance presentation
ASSESSMENT EVIDENCE
Other Evidence
Biography research, notes, project/paper
Individual Research Project process sheets
Informal evaluation of participation in process
and listening skills
Presentation (rubric)
Peer reviews
Table of Elements research (science class)
Ocean Creature research project (science)
Self-reflection
o How would you change the process or
presentation next time?
o Were you pleased with your
presentation, why or why not?
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Resource Activity Sheets – dictionary,
thesaurus, almanac, bibliography
Note cards - practice activity for mini-lesson on
notetaking
Library Folder – library mini-lessons, materials,
and activities
LEARNING ACTIVITIES
Quarter 1
• Orientation/Introduction to the Library – treasure map activity
• Finding Fabulous Fiction – how to find fiction books in the library, spine labels, ABC order, how to
select books (5-finger rule), genres, demonstrate OPAC, locating books, checking out procedures
• Newsy nonfiction – Part I – Melville and Dewey Decimal system, OPAC, locate books
• Newsy nonfiction – Part II – nonfiction
• Encyclopedias and Grolier Online
• Marvelous Magazines – inventory review
• Using the thesaurus – group and partner activity
• Online databases – Student Resource Center Jr, SIRS, Grolier, Culture Grams
Quarter 2
• Almanacs
• Citing Sources – using Visual Geography series
• Using the dictionary – different types - “Stump your classmates”
• Website Evaluation – RADCAB (Relevancy, Appropriateness, Detail, Currency, Authority, Bias) web
addresses and suffixes (.com, .org, .edu), examples and nonexamples of sources
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• Writing focus questions and choosing a topic
• Notetaking – important points – main idea, understandable, bullets/phrases, plagiarism
• Biographies
• Periodic Table Elements Activity (in Science class – research an element)
Quarter 3
• Biographies
• Poetry – The Important Book and limericks
• How to choose a good book to read
• Newspapers
• Literature Appreciation – Read Aloud
• Authors
• 5-Kingdom books research (in science class)
• Sea Creature Research (in science class)
Quarter 4
• Big-6 model – Individual Research Projects (1. Task Definition, 2. Information Seeking, 3.
Location and Access: Finding Books, Videos, Articles, Internet Sources, 4. Extract the Information, 5.
Synthesize the Information, 6. Evaluation)
1. Task Definition
1.1 Define the information problem
1.2 Identify information needed
2. Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
3. Location and Access
3.1 Locate sources (intellectually/physically)
3.2 Find information within sources
4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information
5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information
6. Evaluation
6.1 Judge the product
(effectiveness)
Introduction to IRP process, Homework - choose 2 topics to explore
6.2 Judge the process (efficiency)
Explore two possible topics using library resources - Select topic
web final topic to find focus areas
How to take notes - finding main ideas (and not plaguarizing)
Introduction to Internet Research, bookmark possible sites
Notetaking - one small group on computers, two small groups with books
Prepare notecards from notes
Work on presentation tool
Presentations
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