OVERVIEW
Students identify attributes of those who make a difference in the world. Students research, evaluate, compare, and contrast, before making a judgment about individuals they research. Students learn to evaluate multiple non-fiction texts, develop guiding research questions, organize ideas and information, and discover patterns, structures, and relationships. Using the writing process, students paraphrase, summarize, reflect on beliefs and discoveries, and practice formal and informal writing.
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 GOALS
To promote higher-order thinking skills (e.g., information processing, communicating, and decision making), this unit incorporates the Missouri Show-Me Goal/Performance Standards. The Show-Me content standards are reflected in grade-level expectations addressed. Below are listed goals for the unit and related grade-level expectations.
Show-Me Standard Goal Communication Arts 1: Speaking and writing Standard English (including grammar, usage, punctuation, spelling, capitalization).
1.1 Develop questions and ideas to initiate and define research
1.2 Conduct research to answer questions and evaluate information and ideas
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 words
1.6 Discover and evaluate patterns and relationships in information, ideas and structure
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 or presentation
Show-Me Standard Goal Communication Arts 3: Reading and evaluating nonfiction works and materials (such as biographies, newspapers, and technical manuals)
3.3 Develop and apply strategies based on one’s own experience in preventing or solving problems
Show-Me Standard Goal Communication Arts 4: Writing formally (such as reports and essays) and informally (such as outlines and notes)
4.1 Explain reasoning and identify information used to support decisions
4.4 Recognize and practice honesty and integrity in academic work and in the workplace
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Lesson One |
Identifying and categorizing worthy attributes § Literature: None § Supplies: Large sheet of paper to keep track of student responses; overhead § Handouts provided: People who make a difference § Formative Assessment: provided |
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Lesson Two |
Use various sources to locate names of people who embody various attributes § Literature: None § Supplies: Computers with internet access, pen or pencil § Handouts provided: Find someone who § Formative Assessment: provided |
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Lesson Three |
Evaluate the accuracy of information and choose a research topic § Literature: None § Supplies: Sticky notes, index cards, construction paper § Handouts provided: None § Formative Assessment: provided |
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Lesson Four |
Learn the definition of plagiarism and practice documenting research sources § Literature: None § Supplies: Variety of books, magazines, etc., for student use § Handouts provided: Bibliography key examples; plagiarism activity self-check § Formative Assessment: provided |
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Lesson Five |
Locate and use multiple sources in an attempt to understand how to check sources for accuracy § Literature: None § Supplies: Pen or pencil § Handouts: Checking for accuracy for electronic sources and magazines; checking for accuracy for books; note-taking organizer § Formative Assessment: provided |
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Lesson Six |
Identify author’s purpose, practice paraphrasing and summarizing, and receive the instructions for research § Literature: None § Supplies: Magazines and newspapers for text; highlighters § Handouts: Project overview; paraphrasing and summarizing; paragraphs to summarize § Formative Assessment: provided |
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Lesson Seven |
Focus question summary and choose the person who makes the most difference § Literature: None § Supplies: Pen or pencil § Handouts: Note-taking organizer; who to choose § Formative Assessment: provided |
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Lesson Eight |
Summarize information gathered and create a plaque to put on the Hall of Fame § Literature: Classroom Instruction that Works by Marzano; Nonfiction Matters by Harvey § Supplies: Construction paper and other supplies needed to create and decorate a plaque; typed summary of a book; overhead and transparency § Handouts: None § Formative Assessment: provided |
GRADE-LEVEL EXPECTATIONS
In this unit, students develop the following communication arts skills (targeted learning) as they investigate the concept of worthy attributes. While supporting students in the development of these skills, consider students’ previous learning and keep in mind their future learning. Although the following chart lists each grade-level expectation in its entirety, the bold type denotes the specific parts of a grade-level expectation addressed in the unit.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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R3C Use details from text to · Restate main idea and supporting details · Sequence 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 · Make inferences about problems and solutions |
R3C Use details form text to · Paraphrase author’s 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 events · Compare and contrast details · Identify and explain cause and effect · Identify problem solving process and explain the effectiveness of solutions |
R3C Use details from text to · Summarize author’s ideas · Make predictions · Make inferences · Evaluate the accuracy of the information · Analyze propaganda techniques · Analyze two or more nonfiction texts · Sequence events · Compare and contrast · Identify and explain cause and effect · Compare author’s viewpoint and provide support · Identify problem solving processes and explain the effectiveness of solutions. |
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W3D Write a summary/retell the main ideas of written text |
W3D Write summaries of text from magazines, newspapers, and/or informational articles |
W3D Write a multi-paragraph summary of a newspaper/magazine article, editorial or news program that includes supporting evidence from text |
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IL1A Develop research questions in order to establish a focus and purpose for a project |
IL1A Develop questions and statements of purpose to guide research |
IL1A Develop a research plan, with assistance, to guide investigation and research of focus questions |
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IL1B Locate and use various resources to acquire information to answer questions |
IL1B Locate and use multiple resources to · Acquire information · Answer questions · Support purpose |
IL1B Locate and use multiple resources to · Acquire relevant information · Evaluate reliability of information · Fulfill research plan |
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IL1C Use a specified note-taking format to record relevant information |
IL1C Record relevant information using a variety of note-taking and organizational strategies |
IL1C Record relevant information using a variety of note-taking and organizational strategies |
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IL1D Give credit for others’ ideas, images and information by listing sources used in research |
IL1D Define “plagiarism” and document research sources |
IL1D Document sources using a given citation format |