Nonfiction Picture Books, Day 9

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will finish drafting their books. Note: At this point any student who is not almost finished drafting is falling behind.
2. Students will turn in their research worksheets today.

Resources:

• Book Ideas
• Picture Book Tips
• Story Map 1
• Story Map 2
• Story Map 3
• Scoring Guide

Nonfiction Picture Books, Day 7

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will continue story mapping their books.

Resources:

• Book Ideas
• Picture Book Tips
• Story Map 1
• Story Map 2
• Story Map 3
• Scoring Guide

Nonfiction Picture Books, Day 3

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Bell Work: Students will practice completing analogies using synonyms and antonyms.
2. Students will take notes on nonfiction narrative text features.
3. Students will practice identifying n.f. narrative text features.
4. Students will  sign-up for their project topic. Note: All students must be signed up for a topic by the end of class today!

Winter Holiday Research Unit, Day 4

Objectives:

1. Students will be able to recognize and correct inappropriate shift in verb tense.
2. Students will conduct research.
3. Students will record and organize information.
4. Students will be able to write an unbiased summary of a text.
5. Students will be able to record source information using MLA format.
6. Students will present a multimedia presentation to the class.

Essential Skills: 

1. Students will be able to conduct research.
2. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
3. Students will record source information using MLA format.
4. Students will be able to use the information gathered during research to organize a powerpoint presentation.

I Can Statements:

• I can recognize and correct inappropriate shift in verb tense.
• I can conduct research.
• I can record and organize notes.
• I can write an unbiased summary.

IPI: Level 4
Bloom's: Level 4

Task List:

1. Bell work: Students will take a quiz on inapproriate shifts in verb tenses.
2. Students will continue conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Winter Holiday Research Unit, Day 3

Objectives:

1. Students will be able to recognize and correct inappropriate shift in verb tense.
2. Students will conduct research.
3. Students will record and organize information.
4. Students will be able to write an unbiased summary of a text.
5. Students will be able to record source information using MLA format.
6. Students will present a multimedia presentation to the class.

Essential Skills: 

1. Students will be able to conduct research.
2. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
3. Students will record source information using MLA format.
4. Students will be able to use the information gathered during research to organize a powerpoint presentation.

I Can Statements:

• I can recognize and correct inappropriate shift in verb tense.
• I can conduct research.
• I can record and organize notes.
• I can write an unbiased summary.

IPI: Level 4
Bloom's: Level 4

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Winter Holiday Research Unit, Day 2

Objectives:

1. Students will be able to recognize and correct inappropriate shift in verb tense.
2. Students will conduct research.
3. Students will record and organize information.
4. Students will be able to write an unbiased summary of a text.
5. Students will present a multimedia presentation to the class.

Essential Skills: 

1. Students will be able to conduct research.
2. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
3. Students will be able to use the information gathered during research to organize a powerpoint presentation.

I Can Statements:

• I can recognize and correct inappropriate shift in verb tense.
• I can conduct research.
• I can record and organize notes.
• I can write an unbiased summary.

IPI: Level 4
Bloom's: Level 4

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Teacher Resources

• Procedures
  

Winter Holiday Research Unit, Day 1

Objectives:

1. Students will be able to recognize and correct inappropriate shift in verb tense.
2. Students will conduct research.
3. Students will record and organize information.
4. Students will be able to write an unbiased summary of a text.
5. Students will present a multimedia presentation to the class.

Essential Skills: 

1. Students will be able to conduct research.
2. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
3. Students will be able to use the information gathered during research to organize a powerpoint presentation.

I Can Statements:

• I can recognize and correct inappropriate shift in verb tense.
• I can conduct research.
• I can record and organize notes.
• I can write an unbiased summary.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will take notes on plagiarism.
3. As a class we will review MLA handout.
4. Students will choose a research topic (a winter holiday from around the world).
5. Students will begin conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Mini Research Activity, Day 3

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. Students will be able to summarize a text.

I Can Statements:

• I can identify the central idea of a text.
• I can explain how the central idea develops (is supported).
• I can write an unbiased summary.
• I can recognize and correct inappropriate shift in verb tense.

IPI: Level 4
Bloom's: Level 3

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
3. Students will complete the “Qualities of Newspaper Articles” worksheet for the newspaper article and then use any of the graphic organizers introduced to them to take notes on the other 2 sources. 
4. Time permitting, students will take notes on plagiarism.

Mini Research Activity, Day 2

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. Students will be able to summarize a text.

I Can Statements:

• I can identify the central idea of a text.
• I can explain how the central idea develops (is supported).
• I can write an unbiased summary.
• I can recognize and correct inappropriate shift in verb tense.

IPI: Level 4
Bloom's: Level 3

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
3. Students will complete the “Qualities of Newspaper Articles” worksheet for the newspaper article and then use any of the graphic organizers introduced to them to take notes on the other 2 sources. 

Mini Research Activity, Day 1

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. Students will be able to summarize a text.

I Can Statements:

• I can identify the central idea of a text.
• I can explain how the central idea develops (is supported).
• I can write an unbiased summary.
• I can recognize and correct inappropriate shift in verb tense.

IPI: Level 4
Bloom's: Level 3

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will take notes as we review techniques for online searches using search engines.
3. Students will choose a research topic from the teacher provided list.
4. Students will  begin researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
5. Students will complete the “Qualities of Newspaper Articles” worksheet for the newspaper article and then use any of the graphic organizers introduced to them to take notes on the other 2 sources. 

Note Taking Strategies, Day Two

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. Students will be able to summarize a text.

I Can Statements:

• I can identify the central idea of a text.
• I can explain how the central idea develops (is supported).
• I can write an unbiased summary.
• I can recognize and correct inappropriate shift in verb tense.

IPI: Level 4/5
Bloom's: Level 3

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will take notes as we review summarizing and different graphic organizers for note-taking.
3. In small groups, the students will read one of two sample articles and take notes by completing one of the note charts presented in class.
4. Students will then pair with someone who read the other sample article and share what they learned. Each student should be taking notes over the other article. They should NOT simply be copying the other's notes.  
5. Time permitting,  we will come back together as a class and fill out the chars on the smartboard. Students will correct any errors they have on their charts during this time. 

Note Taking Strategies, Day 1

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. Students will be able to summarize a text.

I Can Statements:

• I can identify the central idea of a text.
• I can explain how the central idea develops (is supported).
• I can write an unbiased summary.
• I can recognize and correct inappropriate shift in verb tense.

IPI: Level 4/5
Bloom's: Level 3

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will take notes as we review main ideas, topic sentences, and supporting details.
3. As a class, we will read a sample article.
4. In small groups, the students will complete a note chart by identifying the main idea and supporting details for the article.
5. Once the small groups have completed their charts, approximately ten minutes, we will come back together as a class and fill out the chart on the smartboard. Students will correct any errors they have on their charts during this time.