UNIT OVERVIEW
Students read stories about food. Students utilize comprehension strategies during reading to decode unknown words and improve vocabulary skills. Students identify important information and the message being conveyed by each story. A connection is made to Health and Science Education.
During the assessment student read the story Gregory, the Terrible Eater, answer multiple choice and constructed response questions, and complete a performance event.
ESSENTIAL QUESTIONS
§ How is good communication practiced?
§ How does asking questions help us communicate?
§ Is the same health information important to everyone?
§ Must all people practice the same health habits to be healthy?
UNIT PLAN
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Lesson One |
Questioning the text. § Literature: The Hungry Thing by Slepian, Jan & Seidler, Ann (1967). The Hungry Thing. New York: Scholastic Inc. § Supplies: Questioning Chart Handout, overhead § Handouts: Questioning Chart § Formative Assessment: provided |
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Lesson Two |
Developing vocabulary using context clues (two sessions) § Literature: Poem or text about food from a book or internet site and copy on an overhead transparency Websites to locate a food poem, The Hungry Thing § Supplies: Various ads for food, overhead § Handouts: The Hungry Heart § Formative Assessment: provided |
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Lesson Three |
Digestion – Introduction to Digestion (What Happens to a Hamburger?) § Literature: What Happens to a Hamburger? by P. Showers § Supplies: Sugar cubes, wooden spoons, clear glasses, water § Handouts: Inquiry Method Activity GUide § Formative Assessment: provided |
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Lesson Four |
Digestion – Part 2 § Literature: What Happens to a Hamburger? § Supplies: Overhead, rivet overhad, Picture This Activity transparency, marker § Handouts: Rivet, Picture This § Formative Assessment: provided |
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Lesson Five |
Digestion – Part 3 § Literature: What Happens to a Hamburger? § Supplies: Skein of string, yarn or rope; ABC brainstorm activity sheet, vocabulary square activity sheet, overhead § Handouts: ABC Brainstorm Activity Sheet, Vocabulary Square Activity Sheet, Three Step Summary Sheet § Formative Assessment: Provided |
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Lesson Six |
Food Poems and Base Words § Literature: None § Supplies: What’s my Base Word grids overhead transparency, overhead with markers, food poem website § Handouts: What’s My Base Word grid § Formative Assessment: Provided |
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Lesson Seven |
Picky Eater – Part One § Literature: Picky Mrs. Pickle I or other selected text (session one of two) § Supplies: Jar of pickles or other text related item, chart paper, overead § Handouts: It Makes Me Think practice sheet § Formative Assessment: Provied |
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Lesson Eight |
Picky Eater – Part Two § Literature: Picky Mrs. Pickle I or other selected text (session one of two) § Supplies: Story map practice sheet, overhead project and marker, beginning/ending chart § Handouts: Story Map practice sheet, beginning/ending chart § Formative Assessment: Provided |
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.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Develop and apply decoding strategies to problem-solve regularly spelled one-or two-syllable words when reading.
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Apply decoding strategies to problem-solve unknown words when reading.
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Develop vocabulary through text using base words and classroom resources |
R1E Develop vocabulary through text, using base words, classroom resources, and context clues. |
Develop vocabulary through text using base words, synonyms and antonyms, context clues, glossary, and dictionary
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Use strategies to self-question and correct, infer, predict and check using cueing systems (meaning, structure, and visual) during reading and read aloud with assistance.
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R1G Develop and utilize comprehension strategies during reading. |
Utilize comprehension strategies during reading.
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Identify important information in text using teacher assistance. |
W3B Identify important information in text. |
Identify important information in text to complete an organizer |
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Identify, with teacher assistance, simple messages conveyed through oral and visual media. |
IL2 Identify intended messages conveyed through oral and visual media, with assistance. |
Identify intended messages conveyed through oral and visual media. |
SHOW-ME STANDARDS ALIGNMENT
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.
1.1. develop questions and ideas to initiate and refine research
1.4 use technological tools and other resources to locate, select, and organize information
1.5 comprehend and evaluate written, visual and oral presentations and works
1.6 discover and evaluate patterns and relationships in information, ideas, and structures
1.7 evaluate the accuracy of information and the reliability of its sources
1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis and presentation
Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively
within and beyond the classroom
2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
2.2 review and revise communications to improve accuracy and clarity
Goal 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems
3.1 identify problems and define their scope and elements
3.5 reason inductively from a set of specific facts and deductively from general premises
Goal 4: Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society.