Division of School Improvement - Model Curriculum Units

Students demonstrate a mastery of text features and text elements in drama, poetry, and fiction. The text elements include: making inferences, identifying cause and effect, and determining author’s purpose. Students create a narrative text that includes a logical sequence of events and demonstrates correct use of parts of speech.

This unit consists of a series of sequenced lessons. Each lesson begins with a listing of specific information including sources of literature, handouts, words to know, and formative assessments. Each lesson contains sequenced learning activities designed to provide scaffold instruction (building in previous knowledge) and practices 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
Locate, interpret and apply information in title, table of contents and glossary.	R2A Locate, interpret, and apply information in title, table of contents, and glossary.	Locate, interpret, and apply information in title, table of contents, and glossary.
Locate and recognize the text features of fiction, poetry and drama in grade-level text.	R2A Locate and recognize the text features of fiction, poetry, and drama in grade-level text.	Locate and recognize the text features of fiction, poetry, and drama in grade-level text.
Use details from the text to make inferences about setting, character traits, problem and solution and story events. Identify cause and effect Identify author’s purpose Make predictions and draw conclusions Compare and contrast various text elements	R2A Use details from the text to make inferences about setting, character traits, problem and solution and story events. Identify cause and effect Identify author’s purpose Make predictions and draw conclusions Compare and contrast various text elements	Use details from the 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 and problem-solving processes of characters and the effectiveness of solutions
Use parts of speech correctly in written text, including conjunctions and verbs that agree with compound subjects.	W2D Use parts of speech correctly in written text, including correct verb tense and adjective forms.	Use parts of speech correctly in written text, including prepositional phrases and appositives.
Write a narrative text that moves through a logical sequence of events and includes details to develop the plot, characters and setting.	W3A Write a personal narrative text that chronicles a sequence of events and focuses on the development of a single event.	Write a personal narrative that chronicles a sequence of three or more events and includes sensory details and dialogue.
Listen for enjoyment, information, directions, and to identify tone, mood, and emotion of verbal and nonverbal communication	L1A Listen for enjoyment, information, directions, and to identify and interpret tone, mood, and emotion of verbal and nonverbal communication.	Listen for enjoyment, information, directions, and to identify tone, mood, and emotion of verbal and nonverbal communication.

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 others 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 presentations.

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.

The Hidden One, Reader’s Theatre script on the Aaron Shephard website www.aaronshep.com

Lesson One	Recognize text features of fiction, poetry and drama § Literature: The Sign of the Beaver by Elizabeth George Speare § Supplies: Spiral notebook for each student § Handouts: Bookmark glossary, literature response log § Formative Assessment: provided
Lesson Two	Using details from the text to identify cause and effect § Literature: The Sign of the Beaver by Elizabeth George Speare, Rough-Faced Girl by Rafe Martin and David Shannon § Supplies: Chart paper, literature response journals, bookmark glossaries § Handouts: Cause and Effect T-chart § Formative Assessment: provided
Lesson Three	Text Features of Fiction, Poetry, Drama: Story Matrix § Literature: The Hidden One: A Native American Legend by Aaron Shepard § Supplies: Text features matrix, Venn diagram § Handouts: Text feature matrix, Venn diagram, The Hidden One: A Native American Legend § Formative Assessment: provided
Lesson Four	Native American poetry § Literature: Woodland Indians by Elaine Cleary, collection of different types of poems § Supplies: Bookmark glossary, literature response journal § Handouts: Making inferences graphic organizer § Formative Assessment: provided
Lesson Five	Using Details from Text to Make Inferences About Character Traits § Literature: The Sign of the Beaver by Elizabeth George Speare § Supplies: Bookmark glossary, literature response journal, character trait 4-square § Handouts: Character 4-square, blank character trait 4-square § Formative Assessment: provided
Lesson Six	Comparing and contrasting characters § Literature: The Sign of the Beaver by Elizabeth George Speare § Supplies: Piece of writing for student writing, teacher created paragraphs of inconsistent verb tense, literature response journals, bookmark glossary § Handouts: Verb tense chart, Venn diagram § Formative Assessment: provided
Lesson Seven	Writing with colorful adjectives § Literature: The Sign of the Beaver by Elizabeth George Speare, Many Luscious Lollipops by Ruth Heller § Supplies: Teacher created paragraph with boring adjectives for overhead, copy of Many Luscious Lollipops by Ruth Heller § Handouts: Teacher created paragraph with 10 incorrect adjective forms, writing samples § Formative Assessment: provided
Lesson Eight	Personal narrative § Literature: The Sign of the Beaver by Elizabeth George Speare § Supplies: Writing materials, writing workshop folders § Handouts: None § Formative Assessment: Personal narrative
Lesson Nine	Wrapping it up! § Literature: The Sign of the Beaver by Elizabeth George Speare § Supplies: Literature response journals, bookmark glossary § Handouts: Scoring guide for narrative writing § Formative Assessment: provided