UNIT OVERVIEW

Ralph Waldo Emerson said, “The only way to have a friend is to be one.” To have a good friend one must be a good listener, be slow to hurt the other one’s feelings, be understanding, complimentary, be able to disagree without being hurtful, be dependable, respectful, trustworthy, encouraging, and caring, friendship comes in all shapes and forms, but a good friend is hard to find. In this unit, students investigate the meaning of friendship by focusing on fiction and nonfiction stories and articles. Exploring friendship helps students understand how to be good friend.

ESSENTIAL QUESTIONS

§         As you review various media pertaining to friendship, why is it important for you to identify and explain media-directed viewpoints?

§         Why is it important to be able to read and follow directions?

§         Why is it important to be able to give oral directions?

§         What are the essential elements of expository writing?

§         Why should you be able to evaluate information accurately from a nonfiction text?

UNIT PLAN

GRADE-LEVEL EXPECTATION CONTINUUM

TARGETED LEARNING represents the specific Grade-Level Expectations (GLEs) that are taught and assessed in this unit.  Student mastery of these skills is expected at this grade level.  PREVIOUS LEARNING indicates student’s probable beginning skill level.  FUTURE LEARNING provides the “next step” for instruction or student application of communication arts skills and concepts. Bolded terms are glossary items.

SHOW-ME STANDARDS ALIGNMENT

Goal 1:  Speaking and writing standard English.

1.5     Comprehend and evaluate written, visual, and oral presentations

1.6     Discover and evaluate patterns and relationships in information, ideas , and structures

1.10 Apply acquired information, ideas, and skills to different contexts as students, workers, citizens, and consumers.

Goal 2:    Reading and evaluating fiction

2.4   Present perceptions and ideas regarding works of the arts, humanities, and sciences.          

Goal 3:    Reading and evaluating nonfiction

3.5     Reason inductively from a set of specific facts and deductively from general premises

3.6     Examine problems and proposed solutions from multiple perspectives

3.7     Evaluate the extent to which a strategy addresses the problem

 Teacher Reflection

1. As I reflect on this unit, to what extent were students productively engaged in the work? How do I know?

2. Did the unit allow students to engage in activities and learning situations consistent with the district’s curriculum guide? How?

3. What feedback did I receive from students indicating they achieved understanding and that the objectives were met for this unit?

4. Did I adjust my goals or my work as I taught the lesson? Why? How?

5. What specific elements of the assessments did students have the most difficulty with? What could be done to enhance student learning for these specific skills?

6. If I had the opportunity to teach this unit again to this same group of students, what would I do differently?

7. If there were one thing from this lesson that I could share with a colleague, what would it be?

BIBLIOGRAPHY

Bennett, Barrie, and Ralhusen, Carol.  Beyond Monet.  The Artful Science of Instructional Integration.  Canada:  Bookation, Inc. 2001

Kagan, Spencer, Cooperative Learning.  CA:  Kagan Cooperative Learning.

Marzaro, R., Pickering, D., and Pollock, J.  Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement .  Alexandria, VA:  Association for Supervision of Curriculum Development, 2001.

Viorst, Judith.  If I Were in Charge of the World and Other Worries. “Since Hanna Moved Away.”  NY:  Macmillan, 1986.

Lesson 2:  Directions for making friendship bracelets can be retrieved at:  www.amazingmoms.com/htm/artfriendshipbracelet.htm http://www.mediamessage.com/kayton/GirlScouts/bracelet.htm

Lesson 4:  Aesop’s fables “The Dog and the Hare,” “The Bat, The Bear and The Beasts,” and “The Lion and the Mouse” can be retrieved

Lesson 5:  The article “How to be a Dog’s Best Friend” can be retrieved at http://www.bhg.com

The article “Making Friends” can be retrieved at http://www.EBSCOhost.com

The article “Kids Who Care Program” can be retrieved at http://www.paws.org

Lesson 6:   Artwork showing friends can be found at

Summative Assessment 1:  The poem “Since Hanna Moved Away” by Judith Viorst can be retrieved at

Summative Assessment 3:  Directions for making a pop-up greeting card can be retrieved at http://www.azcentral.com/home/crafty/articles/0731craftyideas31.html http://www.makersgallery.com/joanirvine/howto.html

http://www.essdack.org/tips/thankyou.html

Credits:  Unit written by Margie Spradley, Kathy Berkbuegler, Debbie Rowles, Dena Branstetter, MAP Plus Communication Arts Content Leaders,

              South Central Regional MAP Center/University of Missouri, Rolla.

              “Decipher It” activity and “Help Sally Find Her Craft Supplies” map were created by Kathy Berkbuegler, Rolla School District.

Additional Resources

Brown, John L.  Making the Most of Understanding by Design.  Alexandria, VA:  Association for Supervision and Curriculum Development, 2004.

Burmark, Lynell.  Visual Literacy:  Learn to See, See to Learn.  Alexandria, VA:  Association for Supervision and Curriculum Development, 2002.

Costa, Arthur, editor.  Developing Minds:  A Resource Book for Teaching Thinking.  Alexandria, VA:  Association for Supervision and Curriculum Development, 2001.

Doty, Jane et al.  Teaching Reading in the Content Areas:  If Not Me, Then Who? Blackline Masters. Supplements from Teaching Reading in the Content Areas, Teaching Reading in Mathematics, Teaching Reading in Science, and Teaching Reading in Social Studies.  Aurora, CO:  McRel, 2005

Glatthorn, Allan, editor.  Content of the Curriculum. 2^nd edition.  Alexandria, VA:  Association for Supervision and Curriculum Development, 1995.

Marzano, Robert J.  Building Background Knowledge for Academic Achievement: Research on What Works in Schools.  Alexandria, VA:  Association for Supervision and Curriculum Development, 2004.

Marzano, Robert J. et al.  Handbook for Classroom Instruction that Works.  Alexandria, VA:  Association for Supervision and Curriculum Development, 2001.

Robb, Laura.  Reading Strategies that Work:  Teaching your Students to Become Better Readers.  New York:  Scholastic Professional Books.  1996.

Robb, Laura.  Teaching Reading in Middle School.  New York:  Scholastic Professional Books.  2000.

Robb, Laura.  35 Must-Have Assessment and Record-Keeping Forms for Reading.  New York:  Scholastic Professional Books.  2001.

Rogers, Spence and the Peak Learning Systems’ Team.  Teaching tips: 105 Ways to Increase Motivation & Learning.  Evergreen, CO:  Peak Learning Systems, Inc. 2001.

Warsham, Sandra.  Essential Ingredients:  Recipes for Teaching Writing.  Alexandria, VA:  Association for Supervision and Curriculum Development, 2001.

Wilhelm, Jeffrey D.  Action Strategies for Deepening Comprehension.  New York:  Scholastic Professional Books, 2002.

Wormeli, Rick.  Summarization in any Subject:  50 Techniques to Improve Student Learning.  Alexandria, VA:  Association for Supervision and Curriculum Development, 2005.

Wilhelm, Jeffrey D.  Improving Comprehension with Think-Aloud Strategies.  New York:  Scholastic Professional Books.  2001.