S18 Template for Illinois Reads Final Curriculum CIEP 329...
Transcript of S18 Template for Illinois Reads Final Curriculum CIEP 329...
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S18 Template for Illinois Reads Final Curriculum CIEP 329
Illinois Reads Books This curriculum plan and the interactive strategy and technology based resources are worth a combined 50% of your course grade. This completed template is worth 25% of your course grade.
Title of Book Red: The True Story of Red Riding Hood by Liesl Shurtilff
Title of Unit Mini Unit
Grade level (interest) 5th Grade Reading Grade level 5-7
Lexile Level 620L Guided Reading level V A. Purpose for
Instruction/ Essential
Questions/ Theme
The purpose for this unit is to provide supplementary activities and lessons that will help students better understand the story. Through the reading strategies of determining importance, comparing and contrasting, questioning, predicting, inferencing, and analyzing tone, students will acquire skills they can use with multiple texts. They will analyze the text and its characters, develop questions, and apply knowledge from personal experiences and from the story to analyze the text as a whole.
Essential Questions:
How does questioning the text help us better understand what we read? How does the author’s language help us understand different characters’ points of view? Why are specific character traits necessary to the story? How does knowing major and minor themes help me as a reader?
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Hunt LUC B. Alignment to the depth of the Common Core – Standards addressed and assessed
CCSS ELA Standards
[Reading, Writing]
4 required, you may
identify up to 6 if you
are writing six
lessons
1. CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 2. CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 3. CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 4a. CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. 4b. CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
C. Student Learning Outcomes – Targeted unit goals
Students will identify the major and minor themes of a novel. Students will understand the different characters of the book and how each of their character traits adds to the story and makes it unique. Students will examine a section of the book and formulate questions. Students will sort sample words from the text by predicting how words correspond to story structure categories. Students will compare common fairy tales to the how they are told in the story. Students will create a diary entry from the perspective of one character.
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Lesson 1: Chapters 4-7 (Sorting Themes) Lesson 2: Chapters 8-10 (Comparing and Contrasting Red & Goldie) Lesson 2: Chapters 11-13 (Questioning) Lesson 3: Chapters 14-18 (Vocab-o-gram) Lesson 4: Chapters 18-23 (Compare and Contrast) Lesson 4: Writing diary entry for particular character *Lesson 5: *Lesson 6: * Required for picture books
Academic Language to
be supported at word,
syntax and discourse
levels
Vocabulary
Tier 2 Words
desperation (p. 4), indignation (p. 4), sinister (p. 49), vulnerable (p. 55), persistent (p. 63), perils (p. 121), exposed (p. 131)
Tier 3 Words
enchantment (p. 1), elixir (p. 1), ailments (p. 16), concoction (p. 21), destiny (p. 37)
Top of Form
Bloom’s Levels Addressed: (Check all that apply)
Remembering ✓Analyzing Understanding Evaluating ✓Applying ✓Creating
Bottom of Form
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Hunt LUC E. Instructional Lessons
Research Based
Strategies
[Tied to STW &
standards]
List the strategies that you plan to emphasize: 1. Determining Importance 2a. Comparing and Contrasting. 2b. Questioning, 3. Predicting 4a. Comparing and Contrasting 4b. Inferencing, Analyzing Tone (Close Reading)
Brainstorming for Lessons
Interactive
activities for
each lesson
1. SmartBoard activity where students classify themes of the story as major or minor themes. 2. SmartBoard activity with a Venn Diagram. Students will choose characteristics to compare and contrast the characters of
Red and Goldie. SmartBoard activity where students ask questions about the story. Questions will range from ones that can be answered shortly, ones that will be answered later in the book, and ones that may not be answered at all.
3. SmartBoard Vocab-o-gram. Students will use vocabulary from the book to make predictions about the setting, the characters, the problem or goal, the actions, the resolution, and the theme.
4. Smartboard activity comparing and contrasting how the fairy tales are represented in the book to how the fairy tales are normally told.
Plans for four instructional lessons, including examples of text dependent questions, graphic organizers and
technology based original interactive materials
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Objective:
Procedure
Lesson One:
Technology
pages:
Students will identify the major and minor themes of chapters four through seven.
- Students should have read up to chapter seven. - Specifically using chapters four through seven, students will determine the major and minor themes presented. 1. Teacher will pull up the vortex SmartBoard page created for this lesson and give students a graphic organizer to
accompany the page. The graphic organizer will be a table made up of four squares. 2. Students will be asked what a theme is. They will then be asked to turn and talk with a partner to discuss what a major
theme is versus a minor theme. (i.e. a major theme is a significant idea while a minor theme is a brief idea.) 3. Teacher will model on the SmartBoard how to classify the themes for the activity. (“Hope” is major because Red wants
to find a cure for her grandmother. “Team work” is minor because Red does not want Goldie around.) 4. As a whole group, students will classify the given themes as major or minor by dragging them into the vortex; there are
correct answers. 5. Students will list the themes in their graphic organizers. The categories are “Major” and “Minor,” and the top row is for
chapters four through seven. Students will have a chance to revisit the organizer and themes at a later point in the book and reclassify the themes if necessary on the bottom row.
6. As a group, students can share out any additional themes they believe could be added to their organizers.
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Objective:
Procedure
Lesson Two:
Students will understand the different characters of the book and how each of their character traits adds to the story and makes it unique. Students will examine chapters 11-13 and formulate questions that may or may not be answered.
- Students should have read up to chapter 13. - Specifically using chapters 8 through 10, students will compare and contrast the two main characters of Red and Goldie. - Specifically using chapters 11 through 13, students will classify questions as ones that might be answered right away,
ones that might be answered later in the story, and ones that may never be answered. 1. Teacher will pull up the Venn Diagram SmartBoard activity. 2. Students will be asked what a Venn Diagram is used for. They will be comparing and contrasting Red and Goldie. 3. Teacher will model how to categorize the characteristics. (Red is annoyed with how much Goldie talks, she is talkative.
Red is mean to Goldie, she is harsh.) 4. Students will categorize the characteristics listed into the Venn Diagram by interacting with the SmartBoard. Teacher
will remind students to focus on these characters as they have been presented up until chapter 11. 5. After the Venn Diagram activity, teacher will pull up the SmartBoard activity of a table with questions and pass out a
graphic organizer to the students to accompany the SmartBoard page. 6. Teacher will model how to sort the questions. (These are the purple questions. Red does not like the effects of the potion,
she will probably not take it with her. Red and Goldie will continue to travel together, she may or may not get her memory back, but it is likely to be discussed in the story later. Red and Goldie do not stay to talk to the witch, they will probably never find out how the potion is made,)
7. Students can classify the questions on the SmartBoard however they wish, giving reasoning for their choices. 8. After completing the SmartBoard activity, students will use their graphic organizers to write down the questions in their
respective categories. Students can then write any questions they may have and classify them on their own.
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Technology
pages:
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Objective:
Procedure
Lesson Three:
Technology
pages:
Students will sort sample words from chapters 14-18 by predicting how words correspond to story structure categories.
- Students should have read up to chapter 14. - Specifically using words and phrases from chapters 14 through 18, students will make predictions about them in relation
to story structure. 1. Teacher will pull up Vocab-o-Gram SmartBoard activity and pass out a graphic organizer to accompany the SmartBoard
page. 2. Teacher will model how to make predictions with a word or phrase. On the SmartBoard, these are cloned, terms may be
used in more than one location. 3. Students will make predictions on their own graphic organizers, then share out whole class to predict on the SmartBoard
page, interacting with it. 4. Students will then read silently up to chapter 19. 5. After reading, students will revisit their graphic organizer and adjust (A) or confirm (C) their predictions. They may share
with a partner how their predictions changed or stayed the same.
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Objective:
Procedure
Lesson Four:
Students will compare common fairy tales to the how they are told in the story. Students will create a diary entry from the perspective of one character.
- Students should have read up to chapter 23. - Specifically using chapters 18-23, students will compare and contrast fairy tales from how they are typically told to
how they are presented in the story. 1. Teacher will pull up SmartBoard activity for the lesson and pass out a graphic organizer to accompany the SmartBoard
page. 2. Teacher will model how to classify some descriptions. (“Three bears” belongs under Goldie’s fairy tale, “dwarves”
belongs under Goldie’s story in Red.) All descriptions are cloned and can be used in more than one area. 3. Working in small groups, students will classify the descriptions of the fairy tales to their respective categories. If no
student in the group is familiar with a fairy tale, they can receive assistance from the teacher. 4. After the groups have classified the descriptions, the class will do so as a whole for the SmartBoard page. 5. Students can then share out if their culture has a similar fairy tale from the ones discussed or a common fairy tale from
their culture other students may not have heard of. 6. Students will then read silently and finish the book. (Chapters 24-26 and Epilogue) 7. After finishing the book, students will construct a diary entry from the perspective of a character other than Red. They
must choose a scene in the book and write it through the eyes of another character present. They must state the pages or chapter they use a scene from. This will be handed in when completed.
Teacher questions to ask students for diary entry: What does it look like through their eyes? How are they feeling? What are they wanting to do? What are they thinking about? Example diary entry to share with students: Chapter 15 Dear Diary, Today I almost got away with stealing a little girl. She had pretty yellow hair that I could easily grab and pull with me into the water. Except this nasty girl with a red cloak took her away from me. I was only trying to drown her… I would have had both of them if it weren’t for that cloak. I’ve been burned badly by it once before by another witch. It does get awfully lonely down here. Sometimes I really do just want someone I can hang out with. I guess I’ll have to wait until someone else comes along. Sincerely, Sprite
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Technology
pages:
Plans for
Formative
and
Summative
Assessment
linked to
standards and
learning
outcomes
(objectives)
Formative assessments: - Thematic graphic organizer - Character Venn Diagram - Table of questions - Vocab-o-gram activity sheet
Summative Assessment:
- Students will write a diary entry from the perspective of another character besides Red.
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Name _________________________________ Date ______________
Classify themes as major or minor themes. Use the top row for Chapters 4-7. Use the bottom row if there is a theme change later in the book.
Major Themes Minor Themes
Name _________________________________ Date ______________
Questions that will be answered right away
Questions that will be answered later
Questions that won’t be answered
Name _________________________________ Date ______________
Red Vocab-o-Gram
Use these terms and phrases to make predictions about chapters 14-18.
Wolf hunted sprite Borlen invoke a charm
enchanted castle The Magic Hearts The Red Roses
follow the dwarf dwarf caverns disguise Red
River Horst Goldie monster Red’s cloak heart’s desire
The Setting
The Characters
The Problem or Goal?
The Actions
The Resolution
Mystery Words
Name _________________________________ Date ______________
Compare and contrast fairy tales found in Red.
Goldielocks and the Three Bears in Red
Beauty and the Beast fairy tale Beauty and the Beast in Red
Goldielocks and the Three Bears fairy tale
FINAL_EL SmartBoard Lessons complete.notebook
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March 16, 2018
Feb 2512:12 PM
What are the major and minor themes of the story? (Chapters 47)
Feb 66:09 PM
Questions that will be
answered shortly.
Does Red take the potion
with her?
Questions that will be answered later.
Questions that won't be answered.
How did the witch make the potion?
Will Red try to find
another cure?
Will Goldie get her memory back?
Will the Wolf hurt Red?Will Grandma get better?Will Goldie run off on her own?
Has anyone else drank the wine?
Will the witch find out
about her husband?
Chapters 1113
Mar 197:45 AM
Compare and Contrast Red and Goldie. (Chapters 810)
Red GoldieAnxious about the unknown
Knowledgeable
Talkative
Cheerful
Naive
Harsh
Doubtful
Brave
Feb 268:16 PM
The Actions
The Characters
The Setting
The Resolution
The Problem or Goal Mystery Words
Vocab-o-Gram (Chapters 14-18)
Wolf
hunted
monster
Red
Goldie
sprite
heart's desire
river
Horst
disguise
Borlen
enchanted castle
follow the dwarf
dwarf caverns
invoke a charm
Red's cloak
The Red Roses
The Magic Hearts
Feb 2610:56 PM
Compare and Contrast fairy tales. (Chapters 18-23)
Goldie Locks and the Three Bears fairy tale Goldilocks and the Three Bears in Red
Beauty and the Beast fairy tale Beauty and the Beast in Red
- Three bears
- Goldilocks
- Too hot, too cold, just right
- Too hard, too soft, just right
- dwarves - Too gravely, rock solid, slides down well
- Can feel the rocks, unsafe, cozy
- Beauty- Beast
- Beast is cursed by a witch
- Enchanted castle
- Roses
- Red and Goldie as Beast's servants
- Beast wants to live forever
- Beast is Beauty