FINAL PROJECT Multi-Genre Thematic Unit Plan Select one specific subject area for a particular grade level and create Unit Lesson Plan for one week. ?No matter what subject area you decid

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FINAL PROJECT: MULTI-GENRE THEMATIC UNIT

Final Project: Multi-Genre Thematic Unit

Table of Contents

Multi-Genre Thematic Unit Planning Guide 3

Multi-Genre Thematic Unit Plan 10

Daily Lesson Plans 16

Reflections 36

References 43

Appendices 41

Multi-Genre Thematic Social Studies & Literacy Unit Planning Guide

(Source – MPE Regional Training: Common Core and ELA)

NAME:

CONTENT AREA/SUBJECT: Social Studies GRADE LEVEL/COURSE: 5th Grade

The History of Space Exploration

What is the topic/big idea for this content area unit? The history of space exploration and its impact on our society.

What is the essential question for the unit (real-world connection)? Since the space exploration missions in the 1950s, men and women have put people in space and on the moon, uncovered life-like evidence on Mars, mapped new planets with the Hubble Telescope, and developed weather and communication satellites. What discoveries have been made through space exploration since that time, and what discoveries can be expected through space exploration in the future?

CONTENT AREA Standards selected for this unit:

2011 Mississippi Social Studies Framework: U.S. History

1. Time, Continuity, and Change: Students focus on how the world has changed in order to gain perspective on the present and the future.)

2. Individuals, Groups, and Institution: Students study interactions among individuals, groups, and institutions.

3. People, Places, and Environments: Students utilize technological advances to connect to the world beyond their personal locations. The study of people, places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of the world.

4. Power, Authority, and Governance: Students study how people create and change structures of power, authority, and governance.

5. Global Connections: Students analyze patterns and relationships within and among world cultures.

6. Science, Technology, and Society: Students study relationships among science, technology and society.

Standards listed from the Mississippi Department of Education’s website ( http://www.mde.k12.ms.us):

1. MSCCRS.RH.6-8.4 Students will be able to determine the meaning of words and phrases as they are used in a text, vocabulary specific to domains related to history/social studies.

2. MSCCRS.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical content relevant to grades 6-8 topics.

3. MSCCRS.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

4. MSCCRS.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 complexity band independently and proficiently.

5. MSCCRS.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

6. MSCCRS.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several resources and generating additional related, focused questions that allow for multiple avenues of exploration.

7. LITERACY [ELA] Standards selected for this unit:

2016 Mississippi English Language Arts Framework

Literacy (ELA) Standards:

1. MSCCRS.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. MSCCRS.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text based upon this determination.

3. MSCCRS.RL.6.4 Determine the meanings of words and phrases as they are used in a text, including figurative and meanings; analyze the impact of a specific word choice on meaning and tone.

4. MSCCRS.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

5. MSCCRS.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

6. MSCCRS.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the end of the range.

7. MSCCRS.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

8. MSCCRS.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated and elaborated in a text (e.g., through examples or anecdotes).

9. MSCCRS.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

10. MSCCRS.RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

11. MSCCRS.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

12. MSCCRS.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

13. MSCCRS.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

14. MSCCRS.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

15. MSCCRS.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., charts,), and when useful to aiding comprehension.

16. MSCCRS.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and example.

17. MSCCRS.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

18. MSCCRS.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

19. MSCCRS.W.6.9a Draw evidence from literary or information texts to support analysis, reflection, and research

20. MSCCRS.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

21. MSCCRS.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

22. MSCCRS.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

23. MSCCRS.SL.6.1c Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

24. MSCCRS.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

25. MSCCRS.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

26. MSCCRS.SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

27. MSCCRS.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

28. MSCCRS.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

29. MSCCRS.L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

30. MSCCRS.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

31. MSCCRS.L.6.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

32. MSCCRS.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

33. MSCCRS.L.6.4b Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

34. MSCCRS.L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

35. MSCCRS.L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

36. MSCCRS.L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

37. MSCCRS.L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

38. MSCCRS.L.6.6 Acquire and use accurately grade‐appropriate general academic and domain‐ specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ANCHOR TEXT Provide complete citation. Anchor text is used to model comprehension skills and strategies.

Donnelly, J. (1989). Moonwalk: The First Trip to the Moon. Random House Books for Young Readers (5th ed.). New York, NY.

Fictional selection(s):

Rhatigan, J. (2016). Space: Planets, Moons, Stars, and More! Random House Books for Young Readers, New York, NY.

Berhane, G. “Dizzy Mice.” Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/dizzy-mice/

Non-fiction selection(s):

Fanning, K. (2006). Pluto Demoted: Solar system shrinks to eight planets. Retrieved from http://teacher.scholastic.com/scholasticnews/indepth/space/news/index.asp?article=pluto_demoted

Kennedy, J, & Johnson, L. (1961). “On the Outer Space Program.” Retrieved from https://www.jfklibrary.org/Asset-Viewer/DjiWpQJegkuIlX7WZAUCtQ.aspx

Let’s Explore the Solar System (Planets). (2015). Newark, DE: Speedy Publishing.

Text through pictures:

“Race to the Moon” Photos can be accessed through http://teacher.scholastic.com/space/apollo11/index.htm

Media text (audio/visual):

Space Exploration Media can be accessed by the following link: http://www.seasky.org/space-exploration.html

Scholastic’s “Challenging the Space Frontier.” Retrieved from http://teacher.scholastic.com/space/friendship7/astronaut_training.htm

“Space Exploration Timeline.” Retrieved from http://www.seasky.org/space-exploration/space-timeline-menu.html

Perkins, S. “Writing with Scientists.” Online interactive Retrieved from http://teacher.scholastic.com/activities/sciencewriting/

DEPARTMENT OF EDUCATION

Multi-Genre Thematic Social Studies & Literacy Unit Plan

Instructional Time: __ 14______ (# of days)

Learner Outcomes

Content Area Outcomes: Students will:

1. Reflect on what has been learned after reading by formulating ideas, opinions, and personal responses.

2. Use discussion with peers as a way of understanding information;

3. Perform online research;

4. Use text features such as charts, graphs, time lines, and diagrams to help understand the text.

Literacy Outcomes

1. Students will create a timeline using information and media from their own research.

2. Students will use text features such as charts, graphs, time lines, and diagrams to help them better understand the text.

3. Combine information from two or more texts and speak knowledgeably about the topic. Students will write and record information about the topic from multiple texts or sources.

4. Students will work with peers to collaborate and discuss ideas.

5. Students will create presentations and include visual displays to develop the main idea or theme.

6. Students will use the proper conventions of the English language when writing and speaking.

7. The students will write scientifically, through the aid of an interactive website, and submit their final products online for presentation to students at other schools.

From the MS College & Career Readiness Standards for ELA Scaffolding Document 5th Grade

Materials, Equipment, and Supplemental Resources:

Day 1

Vocabulary Recognition Pretest—Appendix 1

K-W-L Chart—Appendix 2

Space: Planets, Moons, Stars, and More!—Non-fiction text

“On the Outer Space Program”—Non-fiction text

Index Cards

Computers with Internet connection

Day 2

K-W-L Chart—Appendix 2

Space: Planets, Moons, Stars, and More!—Non-fiction text

Wordles—Appendix 39

Cluster Diagrams—Appendix 3

Computers with Internet connection

Day 3

Picture Book Let’s Explore Outer Space!

Space Journals

Computer with Internet connection

“Race to the Moon” Photos that can be accessed through http://teacher.scholastic.com/space/apollo11/index.htm –Appendices 4-13

Presentation Rubric—Appendix 14

Day 4

Web Quest—Appendix 15

Advanced Organizer for Web Quest—Appendix 16

Post-It Notes

Vocabulary Recognition Pretest—Appendix 17

Space Journals

Pluto Demoted: Solar system shrinks to eight planets—Non-Fiction Text

Computers with Internet Connection

Day 5

Moonwalk: The First Trip to the Moon—Non-Fiction Text

Chapter One Assessment—Appendix 18

Highlighters

Space Journals

Vocabulary Four Squares Activity—Appendix 19

Computers with Internet connection

Day 6

Space: Planets, Moons, Stars, and More!—Non-Fiction Text

Let’s Explore the Solar System (Planets)

Space Journals

Computers with Internet connection

Quizizz

Days 7-11

Vocabulary Crossword Puzzle—Appendices 20-21

Multi-Genre Research Project Handouts—Appendices 22-30

Computers with Internet connection

Space Journals

Day12

Power Point Presentation of significant people and events throughout the history of space exploration.

“Dizzy Mouse”—Appendix 31

“Astro-Animals—Appendix 32

Computers with Internet connection

Space Journals

Days 13 & 14

Computers with Internet connection

Access to the following link: http://www.teacher.scholastic.com/activities/sciencewriting/

Graphic Organizers for Scientific Writing—Appendices 33-38

Folders for each student

Teacher Student Reading Conference Forms—Appendix 32

LESSON PHASES	DAY 1 CONTENT FOCUS: Intro to Multi-Genre Research Project—History of Space Exploration
1. Introductory – Before Learning/Reading Phase	· The teacher will begin the unit by having a whole class discussion about space exploration and the impact past missions has had on the technology we currently have. · Students will get into groups and fill out a concept/event graphic organizer, using the words they can recall that are related to space and exploration. (See Appendix 1.) · The teacher will post a K-W-L chart at the front of the room. The students will contribute adding facts they already know about space exploration, what they would like learn about space exploration, and while working through the unit, when the unit is finished, we will add facts to the “what we learned” column. (See Appendix 2.)
2. Developmental – During Learning/Reading Phase Teacher Facilitation	· The teacher will begin reading the book Space: Planets, Moons, Stars, and More! · While the teacher is reading, the following words will be added to the space exploration word wall: force, gravity, asteroids, meteorite, galaxy, and constellation. · The teacher will discuss the book with the class. · Students will have the opportunity to add any words to the word wall they heard while reading that are related to space exploration. · The teacher will read “On the Outer Space Program,” which is a memorandum or correspondence between President Kennedy and President Johnson in which they discuss the upcoming space exploration mission. · The teacher will add the following words to the word wall: circumnavigation, civilian, exploration, examination, satellite, acceleration.
3. Developmental – During or After Learning/Reading Phase Student Engagement and Response	· Using index cards, students will participate in a word sort, placing all of the 12 words into categories. · After the students have sorted the words, the teacher will give students groups of cards with the word parts written on them for the following six words: civilian, exploration examination, circumnavigation, satellite, and acceleration. · Students will stand up, holding the cards with the affixes and the root words, reordering themselves in the correct order to make the correct words.
4. Concluding – After Learning/Reading Phase	· Students will make logographic cue cards for each of the space exploration vocabulary words. One side of the card will depict a drawing of the vocabulary word. The other side of the card will be the vocabulary word’s definition, written in the students’ own words.

LESSON PHASES	DAY 2 CONTENT FOCUS: Intro to Multi-Genre Research Project—History of Space Exploration
1. Introductory – Before Learning/Reading Phase	· To activate background knowledge so students are able to make connections to the topic of space exploration, the teacher will place the students in groups of four or five. · Students will independently read Space: Planets, Moons, Stars, and More! And “On the Outer Space Program.”
2. Developmental – During Learning/Reading Phase Teacher Facilitation	· While students are in their groups, they will discuss the meanings of the six vocabulary words they used in the morphemic analysis activity yesterday. Students will discuss how they identified the word parts, as well as how the words were used in the article. Students will also discuss whether or not they were able to determine the words meanings by using context clues. · While students are holding their discussions, the teacher will facilitate and provide support to students who seem to be struggling. The teacher made notes while conducting observations of students working in groups. For students who seemed to struggle the most, their folders were flagged so that scaffolding will be provided, appropriately.
3. Developmental – During or After Learning/Reading Phase Student Engagement and Response	· After the students have finished their discussion, they will write down their vocabulary words in their Space Journals. · The teacher will instruct students to access the website wordle.net so they can create their own personalized Wordle (formative assessment). (See Appendix 39.) Students will print their work whe Collepals.com Plagiarism Free Papers Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers. Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS Why Hire Collepals.com writers to do your paper? Quality- We are experienced and have access to ample research materials. We write plagiarism Free Content Confidential- We never share or sell your personal information to third parties. Support-Chat with us today! We are always waiting to answer all your questions. candidates submit?two complete and original lesson plans for feedback and final evaluation.? The parts of the lesson plan form that will be scored include Differentiation (Reteach and Ext follow the assignment rubrics attached and answer the questions below: ? 6.2 Module 6 Case Study Analysis Attached Files: ?Case Study 6.docx (14.16 KB) ?ELSE 6053 Case Study Rubric F Related Posts Education Social Climate and Behavior (Case Study) Education Imagine you are a third-grade general education teacher trying to support the needs of specific students in your classroom. Using the ELM-500 Case Education Discuss the characteristics of students who have severe disabilities.? How might understanding the characteristics and/or causes of a student’s dis All Rights Reserved Terms and Conditions College pals.com Privacy Policy 2010-2018