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Liza Moreno Facts Design

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Saved by Liza Moreno
on October 21, 2008 at 2:46:36 am
 

 

Foundations

 

Literacy: Literacy: History and literacy have had a close relationship since the invention of writing. Types of Nouns: One of the basic elements in writing is the types of nouns. By definition, nouns can name four different things: person, place, thing, or idea. In addition, they can be common, proper, abstract, concrete, possessive, plural, collective, and compound. In this unit, students will be exposed to each type of noun in order to research their family background. Students will discover the each type of noun and how they can be used in phrases and sentences. Discourse: Students will use a variety of resources to locate family information. First, the class will discuss the meaning of a family tree and the relationship between family members. Second, students will interview family members to find specific information related to their family tree. Third, students will use the internet to research their family name and its meaning. The information gained will be used to construct a family tree, a family timeline, and a family coat of arms. Cognitive Process: Students will use problem-solving and decision-making skills to find information. Students will choose the direction of their family tree (mother’s or father’s family) and choose their interview subjects. Students will also analyze data and reorganize it in the form of a timeline. Students will also analyze abstract concepts to create a family coat of arms.
Problem-Solving: Strategies: Students will use a KWLH chart to help identify known and missing information. They will organize data in graphic organizers, such as a timeline and a family tree. Students will need to have basic problem solving skills to correctly complete activities. Authentic (Anchored) Problem: Students will be faced with the following problem: You are a young knight living in the Middle Ages. You, along with two other knights from your town, will be competing in a jousting tournament in three weeks. Before you or your team can compete, you are required to prove your lineage for three generations on either side of your family, and you will have to present your family coat of arms. Research your family ancestry and create a family tree before the beginning of the tournament. All the knights from your town will then collaborate on one a coat of arms that represents all your families. This will be used to identify your town in the tournament.
Knowledge: Structure: This unit will focus on the different kinds of nouns. The types are common, proper, concrete, abstract, compound, collective, plural, and possessive. Process: Students will learn how to organize information using graphic organizers, such as charts, timelines, and webs. Discourse: Students will learn how use the different types of nouns when researching their family background. They will learn how to organize nouns and family information. Students must locate sources of information and identify the relevance of the information.
Using Information: The three-week unit allows students to gather information, organize information, and create a presentation. Students will choose their topic (mother’s or father’s family), assess background knowledge, locate sources, evaluate information, and publish their findings. Students will use a variety of skills when working with information. They will use problem-solving skills to find sources of information, evaluate background knowledge, analyze information, and create a solution.
Community: This unit incorporates collaborative skills in the revising and editing sections of the project. Students will work together in groups of three and review each other’s work and progress. Students will suggest revisions according to a project rubric. They editing process will focus on the correct usage of nouns. In addition, student groups will create a multimedia presentation to display their team’s coat of arms.

Contents

Contents: Standards 2009-2010: Language Arts Reading/Vocabulary Development: 6.2 (E), 7.2 (E), 8.2(E) Use dictionary or thesaurus to identify meaning of parts of speech Writing/Expository and Procedural Texts: 6.17 (D), 7.17 (D), 8.17 (D) Produce a multimedia presentation involving text and graphics using available technology Oral and Written Conventions/Conventions: 6.19 (A), 7.19 (A), 8.19 (A) Use and understand the function of parts of speech in the context of writing Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them: 6.22 (B), 7.22 (B), 8.22 (B) Generate a research plan for gathering relevant information about the major research question Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language: 6.27, 7.27 (B), 8.27 (B) Social Studies Social Studies Skills: 6.21 (B), 7.21 (B), 6.30 (B) Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions Social Studies Skills: 6.22 (D), 6.22 (D), 6.31 (D) Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies Social Studies Skills: 6.23, 7.23, 8.32 (A) Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
 

 

 

 

 

 

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