OVERVIEW

 

UNIT PLAN

Students learn to identify and explain grade level appropriate figurative language through reading a number of fiction, nonfiction and poetry selections. They use conventions of capitalization for proper nouns and proper adjectives, use apostrophes in irregular and plural possessives, and quotation marks in dialogue. To connect all the skills and knowledge students work on a project throughout the unit known as “We Built This City”. The end product is a script for a commercial encouraging people to visit or to live in the student’s city. The work from each of the first five lessons provides the prewriting/writing for the dialogue or script that is the culminating activity of this unit. Some of the activities in this unit provide opportunities for cross-curricular studies, especially with art and technology/computer classes.

 

ESSENTIAL QUESTIONS

How does the use of Standard English affect overall communication?

How do figurative language/literary devices contribute to the understanding of written and spoken communication?

What organizations, businesses and institutions will a student include in an ideal city?

How will students describe their ideal cities?

 

                                                                                                                                               

Lesson One

Pretest and Present Project

§         Literature:   None

§         Supplies:  Pre-test from grammar textbook, writing handbook or other grammar/usage resource

§         Handouts:   City Planner;  Formative Assessment for Lesson One

§         Formative Assessment:  provided

Lesson Two

What’s Proper

§         Literature:   None

§         Supplies:  Grammar books or worksheets, index cards, markers, sample sentences/paragraphs

§         Handouts:    Sample paragraph;  Formative Assessment for Lesson Two

§         Formative Assessment:   provided

Lesson Three

Does This Belong to You?

§         Literature:   None

§         Supplies:  Grammar book; butcher paper or poster board; magazines; magic markers

§         Handouts:   City Planner;  Formative Assessment for Lesson Three

§         Formative Assessment:  provided

Lesson Four

Snappy Solutions, Sizzling Sentences: understanding figurative language in poems, prose, fiction, and nonfiction

§         Literature:   To Young Readers by Gwendolyn Brooks

§         Supplies:  Newspaper selection Time for Kids or other periodicals

§         Handouts:   Figurative Language Detectives;  Formative Assessment for Lesson Four

§         Formative Assessment:  provided

Lesson Five

Dazzling Dialogue

§         Literature:  None

§         Supplies:  Newspapers, magic markers/paper, dictionaries, chalkboard, stick figures on chalkboard

§         Handouts:  Model Description: Examples of Dialogue;  Model Description Checklist;  My City description checklist

§         Formative Assessment:  provided

Lesson Six

Come to my City

§         Literature:  None

§         Supplies:  Poster board, overhead

§         Handouts:  None

§         Formative Assessment:  provided

Summative Assessment

 

 

 

 

GRADE LEVEL EXPECTATIONS

 

In this unit, students develop the following communication-arts skills (targeted learning) as they investigate the concept of using figurative language, sound devices, and imagery to enhance written communication.  While supporting students in the development of these skills, teachers should consider students’ previous learning. 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.

 

PREVIOUS LEARNING

TARGETED LEARNING

FUTURE LEARNING

R2B:  Identify and explain figurative language in poetry and prose, including metaphor, simile personification and sensory details.

R2B:  Identify and explain figurative language in poetry, prose, and nonfiction with an emphasis on onomatopoeia and alliteration.

R2B:  Identify and explain figurative language in poetry, prose, and nonfiction with an emphasis on imagery, hyperbole, and symbolism.

W2B:  Use conventions of capitalization in written text in titles and proper nouns (departments of government, school subjects)

W2B:  Use conventions of capitalization in written text focusing on proper nouns (team names, companies, school, and institutions), proper adjectives, and the first word of direct quotations.

 

W2B:   Use conventions of capitalizations in written text in titles (magazines, songs, newspapers, and work of art) and proper nouns (brand names of products, and nationalities).

W2C: Compose text using commas in compound sentences and apostrophes in singular possessives.

W2C: In composing text, use apostrophe in irregular and plural possessives and use quotation marks in dialogue, with assistance.

W2C: In composing text, use comma rules for punctuating various sentence structures, correct format in writing titles, quotation marks in dialogue, and colons I business letters salutations.

W2E: In writing, correctly spell grade-level frequently used words, use spelling strategies and patterns, and classroom resources and dictionaries to verify correct spelling.

W2E: In writing, use correct spelling of grade-level frequently used words, and classroom resources and dictionary to verify correct spelling.

W2E: In writing, use dictionaries, spell check, and other resources to spell correctly.

 

 

Teacher Reflection

 

  1. What is the level of student mastery in capitalization and possessives? Did I adjust my instruction to meet the needs of this specific class?

 

  1. Can students clearly identify what is required of them for the successful completion of the We Build This City unit?

 

  1. What is the level of student mastery in onomatopoeia and alliteration?

 

  1. What is the level of student mastery in using dialogue effectively?

 

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

 

  1. What would I share with a colleague about this unit?

 

 

 

Bibliography

 

Adams, M. J., Beiter, C., Campione, J., Caruthers, I. (2002).  A picture book of jesse owens. (pp. 76-89).  SRA: McGraw Hill.

 

Brooks, G.  (1983).  To Young Readers.  In B. A. Chin,  D. Wolfe, J. Copeland,  M.A. Dudzinski,  W. Ray, J.J. Royster, & J. Wilhelm (Eds.).  Glencoe Literature: The Reader’s Choice (p. 33).  New York:McGraw Hill Company. 

 

Burleigh, R. (1997) Hoops. In B. A. Chin,  D. Wolfe, J. Copeland,  M.A. Dudzinski,  W. Ray, J.J. Royster, & J. Wilhelm (Eds.).  Glencoe Literature: The Reader’s Choice (p. ????).  New York : McGraw Hill Company.

 

James, C.  (1990) Digging up the past.  In Dig up the past: the story of an archeological adventure. (pp. 114-135). 

 

Kagan S. (1995). Cooperative learning.  CA:Kagan.  Cooperative Learning.

 

Merrium, E.  (1964). The clock ticks.  In E.M. Aoki, V. Arnold, J. Flood, J.V. Hoffman, D.Lapp, M. Martinez, A. S. Palincsar, M. Priestley, C. B. Smith, W. H. Teale, J. V. Tinajero, A. W. Webb, & K. D. Wood.  Spotlight on literacy.(pp. 312-313).  New York : Macmillan McGraw-Hill. 

 

Prelutsky, J.  (1988). Anklyosaurus.  In B. A. Chin, D., Wolfe, J., Copeland,  M.A., Dudzinski,  W. Ray, J.J. Royster, & J. Wilhelm (Eds.).  Glencoe Literature: The Reader’s Choice (p. 185).  New York:McGraw Hill Companies, Inc. 

 

Rogasky, B.  (1995). Winter poems.  New York: Scholastic Inc.

 

Sandburg, C. (1920)  “Jazz Fantasia.” In F. S. Bolin (Ed.). Poetry for young people. (p. 43).