Division of School Improvement - Model Curriculum Units

Students read fables and nonfiction passages about animals, focusing on text features, making connections, and text elements. Students apply the writing process and utilize listening and speaking skills. This unit integrates the study of science by asking student to classify the animals they read about.

§ How does making a personal connection with a piece of literature aid comprehension?

§ How does understanding a piece of literature aid us in succeeding in everyday life?

This unit consists of a series of sequenced lessons. Each lesson contains sequenced learning activities designed to provide scaffolded instruction and practice to develop student mastery of skills.

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.

PREVIOUS LEARNING	TARGETED LEARNING	FUTURE LEARNING
Identify and explain connections between text ideas, information and relationships in various fiction and nonfiction works, text ideas and own experiences, text ideas and the world by demonstrating an awareness that literature reflects a culture and historic timeframe.	R1I Compare, contrast and analyze connections between, information and relationships in various fiction and nonfiction works, text ideas and own experience, text ideas and the world by responding to literature that reflects a culture and historic timeframe.	Compare, contrast and analyze connections between information and relationships in various fiction and nonfiction works, text ideas and own experiences, text ideas and the world by identifying how literature reflects a culture and historic timeframe.
Locate, interpret and apply information in title, table of contents and glossary, and recognize the text features of fiction, poetry and drama in grade-level text.	R2A Locate, interpret and apply information in title, table of contents and glossary, and recognize the text features of fiction, poetry and drama in grade-level text.	Locate, interpret, and apply information in title, table of contents, and glossary. Recognize the text features of fiction, poetry and drama in grade-level text.
Use details from text to make inferences about setting, character traits, problem and solution and story events, make predictions, draw conclusions, identify cause and effect, compare and contrast various elements identify author’s purpose.	R2C Use details fro the text to make inferences about setting, character traits, problem and solution and story events, make predictions, draw conclusions, identify cause and effect, compare and contrast various elements, explain author’s purpose.	Use details from text to analyze the influence of setting on characters, plot, and resolution (conflict and climax), explain cause and effect, identify point of view and mood, identify the problem-solving processes of characters and the effectiveness of solutions.
Use details from text to retell main ideas, organize a sequence of events, identify cause and effect, draw conclusions, compare and contrast text, make predictions, make inferences, distinguish between fact and opinion, identify and explain author’s purpose, and make inferences about problems and solutions.	R3C Use details from text to restate main idea and supporting details, sequence of events, identify and explain cause and effect, compare and contrast, make predictions, make inferences, evaluate the accuracy of the information, identify and interpret author’s ideas and purpose, and make inferences about problems and solutions.	Use details from text to paraphrase author’s stated ideas, make predictions, make inferences, evaluate the accuracy of the information, identify and interpret author’s purpose, slant and bias, respond to two or more sources, sequence of events, compare and contrast details, identify and explain cause and effect, identify problem solving processes and explain the effectiveness of solutions.
Follow a writing process to independently use a simple graphic organizer in prewriting, generate a draft, routinely revise, edit and proofread, and independently publish writing.	W1A Follow a writing process to organize information in a graphic organizer, and apply writing process to write effectively in various forms and types of writing.	Follow the writing process to choose and use an appropriate graphic organizer, apply the writing process to write effectively in various forms and types of writing.
In discussions and presentations, present ideas in a logical sequence, identify and apply appropriate speaking techniques such as volume control, pace and eye contact.	LS2 In discussions and presentations, give organized presentations that demonstrate a clear viewpoint, select and use appropriate public speaking techniques such as rate, pace, and enunciation.	In discussions and presentations, speak clearly and stay on topic, use appropriate volume, tone of voice, rate of speech, fluency/inflections and eye contact.

Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze, and apply information and ideas.

1.4 use technological tools and other resources to locate, select, and organize information

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

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

Goal 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems

3.2 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.

Kagan, S. (1994). Cooperative Learning. San Clemente, CA: Resources for Teachers, Inc.

Lesson One	Co-Op Jigsaw Expert Report of Fables § Literature: Aesop’s Fables § Supplies: None § Handouts: Fable response sheet, fable response formative assessment, The Fox and the Grapes/The Crow and the Pitcher by Aesop § Formative Assessment: provided
Lesson Two	Researching animals portrayed in Fables § Literature: Aesop’s Fables § Supplies: Computer, smart board § Handouts: Research response sheets § Formative Assessment: provided
Lesson Three	Using a matrix to compare, contrast, and analyze text connections § Literature: Aesop’s Fables § Supplies: Wall-sized matrix divided into animal classifications § Handouts: Text connections chart § Formative Assessment:
Lesson Four	Writing and presenting a fable using research § Literature: Aesop’s fables § Supplies: § Handouts: Fable prewriting sheet, speaking scoring guide, writing process score guide, peer critique, writers checklist § Formative Assessment: provided
Lesson Five	Identifying text features of a self-written fable Literature: Aesop’s fables Supplies: Examples of a glossary and table of contents from a variety of nonfiction books Handouts: None Formative Assessment: provided
Summative Assessment