Beruflich Dokumente
Kultur Dokumente
Stage 3,
Understanding by
Design
Fall 2009
Sarah Wiggins
11/30/2009
Title of Unit Understandin Grade Level 5th
g
Informational
text
Standard:
Grade: 5
ELA5R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and
informational texts.
ELA5LSV2 The student listens to and views various forms of text and media in
order to gather and share information, persuade others, and express and
understand ideas.
Understandings:
• Facts are the foundation of informational text. (Explanation)
• Readers can apply the ideas found in informational text, using the
research process, to create their own connections and form their own
opinions. (Application)
Day 1:
• Provide the students with a pretest to determine prior knowledge and
understandings regarding facts, opinions, different genres (fiction,
nonfiction) and terminology. (T, W)
• Have students begin a notebook that will hold all the important
information and any notes or definitions they will need for the unit.
Provide assignment checklist to be used as a Table of Contents within
the notebook. (O, E)
• Using the ACTIV board and handouts introduce the Performance Task in
which the students will participate. Rubrics will also be given out during
this time to be placed in notebooks and reviewed at a later time.(W, H,
E, O)
• Allow students to choose their groups. Since the students have already
taken the Multiple Intelligence Assessment on line, they can use this
information to help guide them in creating their groups. The teacher
will instruct them to find only one type of intelligence when making
their groups. The teacher will also provide guidance to make sure that
the ELL students and the Special Education students are spread
throughout the groups and not combined in one group. (H, T)
• Allow them to decide if they will be persuading the neutral states to join
the north or the south.(Understanding: interpretation, Perspective &
Self – knowledge) (H,W, R)
Day 2:
• Use the social studies text book to discuss locating information.
Students will create a KWL chart about their prior knowledge of the Civil
War. Then using the parts of the text book, they will locate the answers
to their “L” section. ** Note that the Social Studies book will not be able
to answer all of the things they Want to Learn. This will open a
conversation as to what other sources could be used to find
information. Hand out a graphic organizer that explains the types of
books and how each can be used. Additionally, discuss with students
the use of the internet to help identify facts that answer questions.
ELA5R1 Where can we find information? (Understanding: Explanation,
Interpretation & Application) (W, H, E, T, O)
• Using the prior conversation… teach a mini lesson that refreshes their
memory of research skills and using the Internet to access information
remind students about Internet Usage Policies) ELA5W3 Where can we
find information? What sources or reference materials can be used to
find facts about a specific topic? (W)
Day 3:
• Fact vs Opinion: Use For Home and Country: A Civil War Scrapbook as a
response to literature. Have the students identify opinions and facts
that are seen within the pages of the book. ELA5R1 How can you
identify facts within an informational text? (Understanding: Explanation
& Interpretation) (H, E)
• Work with the students to identify the qualities of fact vs. the qualities
of an opinion. For instance, notice that facts are dependent upon
specific nouns and verbs where opinions are often accompanied by
descriptive words and phrases. ELA5R1 How can you identify facts
within an informational text? (Understanding: Interpretation) (E)
• Then, use the ACTIV votes to assess students knowledge of facts and
opinions with general statements about the Civil War. ELA5R1
(Understanding: Application) (W, H, E, E)
Week 2
Day 8:
• Review the different genres of writing and the purpose for each.
Remind the students of the elements of a persuasive piece of writing.
ELA5W2 What writing structure can be used to create a news report
about a specific topic? (Understanding: Application) (E,R)
• After writing the article, work in the cooperative groups to revise and
edit so that they can begin their news show. ELA5W2 (E, R, T)
Day 9:
• Work in groups to plan how they will film their news show. (O)
• Provide students with a Job Chart so that all students will have equal
parts when creating the show. During the production, the students will
utilize their Multiple Intelligences to make sure they are helping in their
best way. Students who are logical can guide the plan, the
interpersonal students can be the anchor positions, and the musical can
help provide the effects. The Visual Spatial students can create the
backdrops, and the Bodily Kinesthetic can be the videographers. (T, O)
• Turn in the plan along with the Student Self Assessment and Inventory.
The teacher will use this as a formative assessment along with the
written articles. (W, E, O)
Day 11 – 12: Continue to film news show (IT will assist students in editing
during these days)
• If students finish, they should review the film and edit according to the
instructions of the IT. (R, E)
Day 13:
• All students should be editing and self assessing their work. (R, E)
• If finished, students will read a variety of texts about the Civil War
(fictional as well as non-fiction) independently to identify the facts,
opinions, and information within the text. Students will demonstrate
their understandings be completing a graphic organizer in which they
show what type of literature the text is and what facts and opinions
they identify. (Understanding: Interpretation & Application) ELA5R1
How can we use information? What helps us shape our opinions? (E, R)
Day 14:
• Students will present their news shows. ELA5LSV2 (E, E)
Day 15:
• Finish presentations if time is needed.
I chose not to apply the additional standards, but there are many
more 5th grade standards that are applied through this lesson.