Understanding By Design · Web viewUnit Design For Determining Main Idea & Supporting Details...

Unit DesignFor

Determining Main Idea & Supporting Details

Developed by

Janet Marie Kuntz

Pontiac Academy for Excellence

UBD Unit Design Worksheet / Saginaw Valley State University 1

Understanding by DesignUnit Design Worksheet

Unit Title: Determining Main Idea and Supporting Details Subject/Course: English Language Arts

Topic: Main Idea and Supporting Ideas Grade: 5th Staff Name: JanetMarie Kuntz

Stage 1 - Desired Results

Established Goals:Literacy Goals (CCSS): (Informational Text)

1. CCSS.ELA-Literacy.RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

2. CCSS.ELA – Literacy.R.I.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

3. CCSS.ELA-Literacy.W.5.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

4. CCSS.ELA-Literacy.L.5.2 -Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

5. CCSS.ELA-Literacy.L.5.4 -Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

6. CCSS.ELA-Literacy.L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Understandings:Students will understand that...

1. the main idea of a text is supported by key details that correspond with the main idea.

2. that people/events/ideas are related to each other within a given text.

3. a well-developed paragraph has a topic sentence, supporting details and conclusion statement.

4. Standard English has specific conventions in regards to spelling, capitalization, and punctuation.

5. some words/phrases have multiple meanings.

6. each core subject area has domain-specific and general academic language.

Essential Questions:1. How can you determine the main idea of a

reading selection? 2. How can relationships contribute to the text? 3. How can you convey an idea in an

explanatory text?

4. Explain what the Standard English conventions are.

5. How can you determine the meaning of an unknown word?

6. How can you use domain-specific language in your writing?


http://www.corestandards.org/ELA-Literacy/W/5/2/

http://www.corestandards.org/ELA-Literacy/RI/5/2/

Students will know...

1. the main idea of a text and support their findings.

2. that people/events/ideas are related to each other.

3. a well-developed paragraph has a topic sentence, supporting details and conclusion statement.

4. the Standard English conventions for spelling, capitalization, and punctuation.

5. how to determine unknown and multiple-meaning words.

6. each core subject area’s domain-specific and general academic language.

Students will be able to...

1. identify two or more main ideas and find the most important details that strengthen these main ideas.

1. summarize the text in their own words.

2. describe the connections between two or more people, events, ideas, or concepts in a historical, scientific, or “how to” texts by using the text to support their findings.

3. write informative/explanatory pieces that:

* include both an introduction and a concluding statement or section in their writing.

* continue using strategies for introducing concepts (such as beginning with a fact, dialogue, or question about the topic) and concluding their thoughts (using summary statements) when writing.

* organize their writing by developing the use of text features (headings, sections, illustrations, and multimedia).

* write with complex sentences to link the parts of their writing together.

4. use the Standard English conventions for spelling, capitalization, and punctuation when writing.

5. determine the meaning of unknown and multiple-meaning words.

6. use appropriate grade level domain-specific and general academic language when writing.

Unit Enduring Understanding:Students will understand the main idea of a text is supported by key details that correspond with the main idea.

Unit Question:Why is it important that we understand the main idea of the text that we read?


Stage 2 - Assessment EvidencePerformance Tasks:

Goal: Students will create a storyboard identifying the main idea and supporting details of an informational text selection.

Role: Student/storyboard designer

Audience: Classroom teacher and students

Situation: You are challenged to create a storyboard that highlights the main idea/supporting details from a given informational text.

Product: An illustrated storyboard

Standards: The storyboard will be graded on the correct identification of main idea/supporting details using of appropriate grade level domain-specific and general academic language, and mechanics.

Key Criteria:

4 3 2 1Reading Concepts: main idea and supporting details

Storyboard shows complete understanding of main and supporting ideas.

Storyboard shows partial understanding of main and supporting ideas.

Storyboard shows little to no understanding of main and supporting ideas.

No storyboard completed.

Reading Concepts: relationships and/or connections between people, events, ideas or concepts within the text

Storyboard shows complete understanding of relationships and/or connections between people, events, ideas or concepts within the text.

Storyboard shows partial understanding of relationships and/or connections between people, events, ideas or concepts within the text.

Storyboard shows little to no understanding of relationships and/or connections between people, events, ideas or concepts within the text.

No storyboard completed.

Vocabulary Storyboard shows excellent use of appropriate grade level domain-specific and general academic language.

Storyboard shows partial use of appropriate grade level domain-specific and general academic language.

Storyboard shows little use of appropriate grade level domain-specific and general academic language.

Storyboard shows no use of appropriate grade level domain-specific and general academic language.

Mechanics No misspellings, mechanical or grammatical errors.

Three or fewer misspellings, mechanical and/or grammatical errors.

Four misspellings, mechanical and/or grammatical errors.

More than 4 errors in spelling, mechanics, or grammar.


Other Evidence: Before

* Pre-test- Students will read short informational reading passages and answer multiple choice questions.

* “It/Not It” Game – students deduce the characteristics of “It” to create a clear, concise define of the concept shown.

During

* Discussions of what a main idea and supporting details look like.

* Practice Pages- differentiated (at instructional reading level of the students) short reading passages that the students highlight the main idea in green and the supporting details in pink. These will be done as a small group guided practice tool as well as independent practice.

* Journal entries- the student will write in his/her reading journal about what he/she has learned, what he/she are still confused about and part of the unit he/she enjoyed the most.

After

* Posttest- Students will read short informational reading passages and answer multiple choice questions

* Storyboard

Describe the assessment/s and state the prompt if applicable. X F X S

What type of scoring tools will be used for evaluation?

□ Analytic rubric X Checklist□ Holistic rubric □ Answer KeyX Criterion rubric X Other

Student Self-Assessment and Reflection: The student will write in his/her reading journal about what he/she has learned, what he/she are still confused about and part of the unit he/she enjoyed the most.

Stage 3 - Learning PlanUBD Unit Design Worksheet / Saginaw Valley State University 5

Differentiated Instruction:Level C: The first activity is a MUST DO, then choose 2 of the 3 Activities (10 points each) _____ Oral reading to a friend to discover words that are unfamiliar words_____ Draw, and define unfamiliar words _____ Make a mobile of the text’s main idea and supporting details_____ Talk to a friend about questions you have about the text (document in journal)

Level B: All 3 Activities Required (15 points each)_____ Create a thinking map of the text’s main idea and supporting details (5 W’s)_____ Create a rough draft of the story board_____ Peer edit another student’s rough draft storyboard using the grading rubric

Level A: All 3 Activities are required to be completed in this order (25 points each) _____ Revise your story board after peer editing is completed_____ Retell the text, using your story board, to a friend_____ Publish your story board

Learning Activities:

W: We will learn what main ideas and supporting details are.

H: I will hook student interest by telling them an interesting story and withholding important details. I will hold their attention with books, discussions, hands-on materials, activities, and drawings.

E: We will use a variety of lessons, hands-on activities vocabulary games, websites, charts, and discussion to equip students with needed information.

R: We will use daily journal entries, various web sites, and classroom discussions to rethink and revise student’s thoughts.

E: Students will evaluate their learning through daily journal entries and assignments.

T: Learning will be tailored to meet the needs of individual students. Activities will include, but not be limited to, hands-on, discussions, and visual materials. Students will also have a choice when selecting activities.

O: The unit will be organized by a daily schedule, with basic information presented early and more complex information taught later in the unit.

Essential VocabularyExamine: to inspect or scrutinize carefully.

Explain: to make known in detail.

Convey: to communicate.

Determine: to conclude or ascertain, as after reasoning, observation, etc.

Main Idea: the most important or central thought of a paragraph or larger section of text, which tells the reader what the text is about.

Summarize: state or express in a concise form.

Summary: To write a summary, use your own words to express briefly the main idea and relevant details of the piece you have read. Your purpose in writing the summary is to give the basic ideas of the original reading.


Essential Vocabulary

Supporting detail: help you better understand the main idea, they answer the questions of who, what, when and where.

Write: to express or communicate in writing.

Sequencing the Learning

MondayPretest“It/Not It” GameDiscussion of kid created definitions.

Journal reflection on the “It/Not It” Game

TuesdayWhole group instruction and guided practice

Journal reflection for whole group instruction

WednesdaySmall group instructionLevel C activity

ThursdaySmall group instructionLevel B activity

FridayLevel A activity

Whole group activity, “The Puzzling Main Idea”

MondaySmall group instruction

Level C activity

Journal reflection for small group instruction

TuesdaySmall group instruction

Level B activity


WednesdaySmall group activity – board games on main idea and supporting details

ThursdayIndividual activities in main idea centers.

FridayLevel A activity

Whole group activity, “I have… who has?”

MondaySmall group instruction

Level C activity


TuesdaySmall group instruction

Level B activity


WednesdayIndividual activities in main idea centers.

ThursdayLevel A activity

Individual activities in main idea centers.

FridayPosttest

Individual activities in main idea centers.

ACTIVITY CENTER IDEAS:

“Arrr! Finding Main Idea grades 1st-2nd” (Found on teachersnotebook.com)

“Main Idea and Supporting Detail Sort” (Found on teacherspayteachers.com)

“Main idea bags” (Found on teachersnotebook.com)

Main idea and supporting detail activity centers (Found on teacherspayteachers.com)

“Main idea cones” (found on teacherspayteachers.com)

“Main idea mayhem” (found on teacherspayteachers.com)

Differentiated activity - Main idea task cards (found on teacherspayteachers.com)


http://dictionary.reference.com/browse/writing

WHOLE GROUP ACTIVITIES:

“I have…who has?” (Found on teacherspayteachers.com )

“The Puzzling Main Idea” (Found on achocolatedudley.blogspot.com )


IT/NOT IT GAME


PURPOSE OF THE GAME: TO HELP YOU DETERMINE THE CHARACTERISTICS OF THE EXAMPLES SHOWN.


Directions: You will be in groups of 3 with a recorder, time keeper

and group reporter. Each group will be given a sheet of paper and a marker.

The teacher tells you what concept you will be looking for.

The teacher will show you an example of “IT” for one minute. Then an example of “Not IT” will be shown.

Your group will have 3 minutes to write down what you think are the special features or characteristics of “IT” are. Your group reporter will be giving your group’s results when called on.

After 3 minutes of discussion has occurred, the teacher will ask each group for ONE characteristic of “IT” and write down each group’s characteristic. (If another


group reports the characteristics you were going to report on, go to your next one on the list.)

After all the groups have reported out, the teacher will repeat the steps of showing the groups another example of IT and Not It. The groups will discussion any other possible characteristics that may not have been listed before.

The teacher will ask each group to report out and record their findings.

As a whole group, the class will decide which characteristics clearly define the concept. Some may be crossed off the list at this time. When the discussion has ended, the class will have created a detailed definition of the “IT” concept which will be posted in the class to be used as a reference.


LET’S TRY ONE AS A CLASS! THE CONCEPT: CHARACTERISTICS OF A MAMMAL.

“It”


“Not It”


Discuss what you have observed. What are some possible characteristics of the concept? Have your group recorder write down your answers on your paper. Write neatly please.

You have 3 minutes!UBD Unit Design Worksheet / Saginaw Valley State University 16

“It”


“Not It”



You have 3 minutes!


We have had a practice run so you know how to play, so now let’s get down to business.

Your teacher will break you into your groups of 3 now. Once you are in your group, you have ONE MINUTE to decide who is going to be the time keeper, group reporter and group recorder. Write the name and the job on the TOP RIGHT HAND CORNER of your paper.


The concept your group will be exploring is:

MAIN IDEAThe main example will be in GREEN. *Remember, as you are shown examples, look for special features or characteristics of a main idea.UBD Unit Design Worksheet / Saginaw Valley State University 21

“IT”A group of zebras is a herd. A group of fish is a school. A group of kangaroos is a mob. Some animals live in groups for protection.


“NOT IT”A group of orcas is known as a pod. They like to eat other animals. Monkeys travel in troops. Buffalo live together in great herds. Wolves live in packs with an Alpha male and female.



You have 3 minutes!


“IT”My little brother broke a lamp in the living room while we were watching TV. My mom yelled at me because I’m the oldest and I should have stopped him. I think mom was unfair because he won’t listen to me.UBD Unit Design Worksheet / Saginaw Valley State University 25

“NOT IT”My little brother got in trouble for throwing his ball in the house. I laughed so hard, my sides hurt. Then I got in trouble for laughing at him. In the end, we both ended up on punishment!



You have 3 minutes!


The concept your group will be exploring is:

Key Supporting Details

The main example will be in RED.

*Remember, as you are shown examples, look for special features or characteristics of a main idea.UBD Unit Design Worksheet / Saginaw Valley State University 28

“IT”My family helps my neighbor, and she helps us. Every morning, Mom drops us off at Mrs. Nelson’s house. Mrs. Nelson watches my sister and me until it is time for us to get on the bus for school. Mrs. Nelson waits for us to get off the school bus in the afternoon and then we go to her house. I walk her dog every afternoon.UBD Unit Design Worksheet / Saginaw Valley State University 29

“NOT IT”My family helps my neighbor, and she helps us. Mom and Mrs. Nelson both like gardening. Mrs. Nelson watches my sister and me until it is time for us to get on the bus for school. Mrs. Nelson plays cards with the other neighbors. I walk her dog every afternoon.UBD Unit Design Worksheet / Saginaw Valley State University 30


You have 3 minutes!


“IT”The large body of the humpback whale is black across the top and back, but it has a mix of black and white on its underside. It also has bumps on its head in which at least one stiff hair grows. Some scientists think that these hairs help the humpbacks detect movement in the water.UBD Unit Design Worksheet / Saginaw Valley State University 32

“NOT IT”Like some types of birds, humpback whales migrate to warmer climates during the winter months. Calves like to play on their mother’s backs by wiggling up one side and sliding down the other. During the summer months, they prefer to live in the cooler waters closer to the North and South Poles.UBD Unit Design Worksheet / Saginaw Valley State University 33


You have 3 minutes!


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