Reading Enrichment Unit

Title: Shel Silverstein Reading Enrichment Topic: The Giving Tree Subject/Course: Reading Enrichment Designer(s): Emily Harn Grade: 4nd Grade Stage 1- Desired Results Understandings: The students will connect to Shel Silversteins story The Giving Tree. After reading the story, they will realize ways that people give to them and how they give to other people. They will organize their ideas into an idea web. Students will write a rough draft and final essay about how they can be more giving. Essential Questions: What is the meaning of giving? How does giving apply to the larger world? How do you help other people? How do other people help me? How do I organize my thoughts for my writing? How can I write an essay free of spelling and grammatical and punctuation errors? Is there a logical progression of ideas in my essay? Skills - Students will write about people that are giving to them. - Students will write about how they can be more giving. - Students will complete an idea web on their thoughts and ideas about giving. - Students will recognize ways to be a better person. - Write a rough draft essay on giving. - Edit, add to, and improve rough drafts. - Write and type a concise, well written essay on Microsoft Word.

Knowledge Students will know How they should help one another when in need. How people help them in different ways. The meaning of giving. How to organize their thoughts into an idea web. How to review, revise, and make sure an essay is free of grammatical errors and is organized and interesting.

Stage 2- Assessment Evidence Performance Tasks: Other Evidence: - Students will complete an idea web and share - Graphic Organizers their ideas with the class. - Rough drafts - Write a rough draft essay. - Edit and revise rough draft. - Type final draft on Microsoft Word.

Stage 3- Learning Plan

Day 1
Materials: The Giving Tree by Shel Silverstein, pencils, idea web worksheets, projector and computer to show The Giving Tree Video Objective: Student will listen to and view knowledgably while demonstrating appropriate audience behaviors in large group setting. Students will listen to comments of peers and respond on topic using a graphic organizer Timing: 45 minutes Structure: whole class shared reading experience, whole class discussion, individual writing, and individual sharing. Students Will: listen to literature, write their own ideas and share them Media Specialist Will: read, listen, demonstrate, conduct learning and monitor students Procedure 1. Introduce piece of literature to children. Show the front cover, title, and the author to the students. Complete a picture walk with predictions. 2. Read the story to the children. Ask them questions throughout the story and encourage them to be involved. 3. After reading the story, discuss several topics with the students. Ask them: why they think the author chose the title for the story, how the boy treated the tree, how the tree treated the boy, how the tree felt, and how the boy felt at the end of the story. 4. Give students the idea web worksheets. Explain to them that they should think of three people who are like the tree and who are giving to them. They should write down what the person does that is giving to them. After that, they should think of three ways that they can be a more giving person to the people that they know. 5. After the students complete their idea webs, they will share their ideas with the class. Assessment and Monitoring Media specialist will walk around and monitor students while they are working on their idea webs and assist with any questions they may have.

Day 2
Materials: Pencils, completed idea web worksheets Timing: One hour Structure: Individual writing Students Will: Write a rough draft essay on how they can be more giving. Media Specialist Will: Review the creative writing proves. Monitor and help students with essays. Procedure 1. Before students begin their rough drafts, I will explain to them the grading rubric and how I will evaluate

their work. 2. Review the writing process. Go over organization and sentence structure. Stress the importance of spelling, grammar, word choice, and fluency. 3. Students will use their completed idea webs to formulate their ideas for their essays. Stress that they should look in their idea web for what they will include in each paragraph. 4. Students will complete rough draft. Assessment and Monitoring Teacher will walk around and monitor and assist.

Day 3
Materials: Rough draft, pencils, paper, and computer Structure: Revise and improve rough draft and type essay on Microsoft Word Students will: Revise their essays and type their final copies on Microsoft Word Media Specialist will: Monitor and help students as needed Procedure 1. Students will edit and revise their rough drafts. This can be done with partners. 2. Students will evaluate their essay using the grading rubric. Assessment and Monitoring Using a rubric, the teacher will evaluate and score the student essays.