Donna R Osborn Thematic Unit

Thematic Unit Donna R Osborn March 16, 2013 Kristina Dziewuls i, M!"#!, $nstructor %outhwestern &olle'e (ro)essional %tu#ies

Donna R Osborn Thematic Unit

Table of Contents
Opening Pages...3-4 Purpose Pages....5-6 Day One....7-10 Day T o..11-14 Day T!ree...15-17 "or#s!eets.1$-%0 &nit 'ssess(ent..%1 "riting )ubri*...%% )eferen*es...%3

Donna R Osborn Thematic Unit

"!o+ "!at+ "!en+ ,o -

&om*are &om*arean# an#&ontrast &ontrast (unctuation (unctuation +uthor,s +uthor,s(ur*ose (ur*ose

Theme Theme

&once*ts &once*ts an# an# % % ills ills

&om*are &om*arean# an#&ontrast &ontrast (unctuation (unctuation +uthor,s +uthor,s(ur*ose (ur*ose

Donna R Osborn Thematic Unit

Pri(ary an. /upple(ental Te0ts

Donna R Osborn Thematic Unit

I Am Your Mother b/ &in#/ 0rac en Purpose Page

The *ur*ose o) this unit is to hel* stu#ents i#enti)/ correct usa'e o) *unctuation mar s, com*are an# contrast, an# #isco1er the author,s *ur*ose in writin'! %tu#ents will be able to #etermine what *unctuation mar to use when )ormin' their own sentence! %tu#ents will use com*are an# contrast to com*lete a writin' assi'nment! %tu#ents will be able to rea# a te2t an# #etermine what the author,s *ur*ose was in writin' the stor/! 3ithin our te2t, we rea# that *unctuation is a 'reat tool that hel*s a rea#er un#erstan# what the/ are rea#in' an# also assists a writer to turn somethin' that someone rea#s into somethin' that can be s*o en 4Roe 5 %mith, 2012, *! 2627! 3ithout un#erstan#in' *unctuation, stu#ents woul# stru''le with inter*rettin' what the/ are rea#in'! &om*are an# contrast 'i1es stu#ents a 'reat a**roach )or learnin' new wor#s or un#erstan#in' to*ics that are bein' #iscusse# in their rea#in's 4Roe 5 %mith, 2012 *! 2067! 3hen a stu#ent uses a t/*e o) web or 1enn #ia'ram, the/ are able to see

Donna R Osborn Thematic Unit #i))erences an# similarities to to*ics, there)ore e2*lan#in' their com*rehension o) what

the/ are rea#in' about 4Roe 5 %mith, 2012, *! 32.7! Determinin' the author,s *ur*ose is a maturin' ste* in the rea#in' *rocess! %tu#ents who are able to as themsel1es, 8wh/ #i# the author write this stor/9: ha1e mo1e# into a hi'her le1el o) rea#in'! Knowin' the author,s *ur*ose 'i1es 'reat insi'ht to the stu#ent an# what he;she is rea#in' 4Roe 5 %mith, 2012, *! 31. 5 3267! Ob<ecti1es which relate to this unit are= $#enti)/in' *unctuation mar s, ma in' *re#ictions, i#enti)/in' o**osites, com*are an# contrast, i#enti)/in' author,s *ur*ose, #eterminin' settin' o) the stor/, an# usin' *ro*er writin' techni>ues!

The &ommon &ore %tate %tan#ar#s which will s*an the entire unit are= &&%%!"?+@?iterac/!R?!1!1 +s an# answer >uestions about e/ #etails in a te2t! &&%%!"?+@?iterac/!R?!1!6 Use illustrations an# #etails in a stor/ to #escribe its characters, settin', or e1ents! &&%%!"?+@?iterac/!R?!1!A &om*are an# contrast the a#1entures an# e2*eriences o) characters in stories! &&%%!"?+@?iterac/!R$!1!1 +s an# answer >uestions about e/ #etails in a te2t! &&%%!"?+@?iterac/!R$!1!3 Describe the connection between two in#i1i#uals, e1ents, i#eas, or *ieces o) in)ormation in a te2t! &&%%!"?+@?iterac/!RB!1!1 Demonstrate un#erstan#in' o) the or'anization an# basic )eatures o) *rint! &&%%!"?+@?iterac/!RB!1!1a Reco'nize the #istin'uishin' )eatures o) a sentence 4e!'!, )irst wor#, ca*italization, en#in' *unctuation7! &&%%!"?+@?iterac/!?!1!2b Use en# *unctuation )or sentences!

Donna R Osborn Thematic Unit

Day DayOne One5esson 5essonPlan Plan 're 1ou 2y 2ot!er3)'D4 546457 Birst T')34T4D /8955 :OC&/7 (unctuation, (re#iction, &om*are;&ontrast O;<4CT964/7 $#enti)/in' *unctuation mar 4*erio#, >uestion mar , e2clamation mar 7 Ma in' *re#ictions $#enti)/in' o**osites &om*are an# &ontrast

45' Co((on Core /tan.ar.s7

&&%%!"?+@?iterac/!R?!1!1 +s an# answer >uestions about e/ #etails in a te2t! &&%%!"?+@?iterac/!R?!1!6 Use illustrations an# #etails in a stor/ to #escribe its characters, settin', or e1ents! &&%%!"?+@?iterac/!R?!1!A &om*are an# contrast the a#1entures an# e2*eriences o) characters in stories! &&%%!"?+@?iterac/!R$!1!1 +s an# answer >uestions about e/ #etails in a te2t! &&%%!"?+@?iterac/!R$!1!3 Describe the connection between two in#i1i#uals, e1ents, i#eas, or *ieces o) in)ormation in a te2t! &&%%!"?+@?iterac/!RB!1!1 Demonstrate un#erstan#in' o) the or'anization an# basic )eatures o) *rint! &&%%!"?+@?iterac/!RB!1!1a Reco'nize the #istin'uishin' )eatures o) a sentence 4e!'!, )irst wor#, ca*italization, en#in' *unctuation7! &&%%!"?+@?iterac/!?!1!2b Use en# *unctuation )or sentences!

=P)4-)4'D9>3 P,'/4?7 Ca1e stu#ents come to the ru' in the )ront o) the classroom, as $ *la/ the son' 8Oh 3here Oh 3here Cas M/ ?ittle Do' Done9: +s them the >uestion, 8Ca1e /ou e1er been lost9: &hoose 3@- stu#ents, who ha1e been lost, to stan# u* in )ront o) the other stu#ents!

Donna R Osborn Thematic Unit

"2*lain what a *re#iction is= a 'uess such as= how /ou thin a stor/ will en# or what will the weather be li e tomorrow9 +s the stu#ents sittin' #own to *re#ict how these stu#ents )elt when the/ were lost! +s the stu#ents what t/*e o) *unctuation /ou use when as in' a >uestion!

Transition7
0e)ore rea#in' 8+re Fou M/ Mother:, tell stu#ents that the/ nee# to be thin in' about how the characters in the boo )eel as the bab/ bir#, who 'ets lost )rom his mother, is tr/in' to )in# her!
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=D&)9>3 )4'D9>3 P,'/4?

%how the class the )ront o) the boo co1er! Rea# the title an# author,s name! +s them who the/ thin is as in' the >uestion 8+re Fou M/ Mother9: 0e'in )irst rea#! (a'e 12 5 13 #iscuss o**osites (a'e 1.@ Ca1e the class ma e a *re#iction on what is 'oin' to ha**en to the bab/ bir#9 (a'e 3.@ Discuss the >uestion 8Di# he ha1e a mother9: 3e now )rom what we ha1e rea# that he #oes! "2*lain that this is com*rehension 4bein' able to answer a >uestion b/ what /ou ha1e rea#7! (a'e -2 +s the >uestion, 83h/ #i# the bab/ bir# thin the air*lane was his mother9: Ca1e the class *re#ict what will ha**en a)ter rea#in' *a'e .0!

Transition7
+s the stu#ents as the/ return to their seats to thin about how the bir# )elt once he was bac with his mother!
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=PO/T- )4'D9>3 P,'/4?

Ca1e a )ew stu#ents *re#ict how bir# )elt once he was with his mother! Ca1e stu#ent 8(a*er (asser: *ass out a Genn #ia'ram! Discuss o**osites! Ca1e stu#ents 'i1e e2am*les )rom boo or their own i#eas! Tell stu#ents that to#a/ we will be startin' our com*are an# contrast usin' a Genn #ia'ram! Teacher will be at the #r/ erase boar# where there is a mo#el o) a Genn #ia'ram on the boar#! $n)orm stu#ents the/ will choose two characters )rom the boo to com*are an# contrast! +s an e2am*le, teacher will use somethin' not relate# to the stor/ such as a sto1e an# re)ri'erator, an# com*are an# contrast these two items in the mo#el! Ca1e stu#ent come u* with the i#eas an# wor to'ether as a class! %tu#ents will be'in brainstormin' on what the/ woul# li e to contrast an# com*are!

Donna R Osborn Thematic Unit +)ter stu#ents ha1e #eci#e# on their two characters, ha1e them *ut their #ia'ram in their 8To Do: )ol#er, in their #es !

Transition7
Ca1e stu#ents stan# an# hol# one arm out in )rom o) them, )ormin' a )ist! +s them what *unctuation the/ thin the )ist coul# re*resent! Perio. Ca1e stu#ents hol# ri'ht arm u*, bent at elbow, with le)t han# )ormin' a )ist un#er ri'ht elbow! 3hat *unctuation #oes this loo li e9 40*la(ation point @@@ Ca1e stu#ents ee* ri'ht arm bent, #ro* )ist o1er to the le)t o) arm! 3hat *unctuation mar #oes this loo li e9 Auestion 2ar# ------------------------------------------------------------------------------------------------------------------------

9>D4P4>D4>TB3&9D4D P)'CT9C47 Ca1e stu#ents *air u* an# #iscuss how the/ are ali e an# #i))erent 42 minute increments7! Ca1e stu#ents rotate 3 times! Ma e sure an/ "?? stu#ents un#erstan# the conce*t o) com*are an# contrast b/ tellin' /ou how the/ are #i))erent an# ali e )rom one o) their classmates!
'//4//24>T/7 :or(atiCe 'ssess(ent=s? &se.7 1! $ will assess the stu#ents as the/ res*on# to >uestions in re'ar#s to *re#ictions an# *unctuation mar s!

)ationale for 'ssess(ent7 &lari)/in' that stu#ents are com*rehen#in' ma in' *re#ictions an# *ro*er use o) *unctuation mar s!
2! +s the stu#ents are brainstormin' their i#eas on their Genn #ia'ram, $ will wal aroun# an# ma e sure stu#ents un#erstan# the instructions to use two characters )rom our boo , 8+re Fou M/ Mother9:

)ationale for 'ssess(ent7 &hec )or accurac/ in com*are an# contrast!

3! $ will obser1e as the/ are in *airs an# usin' com*arin' an# contrast with another stu#ent!

)ationale for 'ssess(ent7 &hec )or com*rehension in com*arin' an# contrastin'! /u((atiCe 'ssess(ent &se.= 4Hot the en# o) the unit7

Closure7
Ca1e stu#ents return to their seats! Rea# I Am Your Mother b/ &in#/ 0rac en! +s stu#ents to com*are an# contrast a bab/ animal to its mother! Discuss #i))erences between the animals an# then #i))erences between the stu#ents= hair color, e/e color! Tal about how we are all #i))erent /et we share li enesses! Use #r/ erase boar# to write #own #i))erent i#eas, usin' Genn #ia'ram mo#el!

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2OD9:9C'T9O>/7

Donna R Osborn Thematic Unit

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3hen as in' >uestions, $ will ma e sure that the "?? stu#ents 42 o) them7 are answerin' an# un#erstan#in' an/ new conce*ts which $ am intro#ucin'! 3hen we are *airin' u* to com*are an# contrast one another, $ will ma e sure the "?? stu#ent is *aire# with a 'i)te# stu#ent or one who will be able to a#e>uatel/ hel* with an/ con)usion! Bor an/ stu#ents with $"(,s who ma/ nee# e2tra assistance, $ will ma e sure the/ are sittin' close to the )ront while we are on the ru' an# that the/ are *artici*atin' in all o) our #iscussions! $ will a##ress their i#eas when the stu#ents are brainstormin' an# 'i1e an/ 'ui#e# assistance i) nee#e#!
)efle*tion7 M/ re)lection will be e*t in a noteboo containin' a co*/ o) m/ lesson *lans! $ will e1aluate whether or not $ mo1e# at a *ace that was a#e>uate )or all stu#ents! $ will e1aluate the stu#ents an# how well the/ un#erstoo# *re#ictin'! $) nee# be we will use more e2am*les tomorrow! $ will e1aluate i) the arm mo1ements, showin' *unctuation mar s, was somethin' the stu#ents en<o/e# an# connecte# with! $ will e1aluate i) the stu#ents res*on#e# well when the/ were *aire# u* an# usin' com*arin' an# contrast to #escribe one another! 2y ObDe*tiCes ere (et. Bor an/ stu#ents who #i# not learn the conce*t o) com*are an# contrast $ will brin' them to the horseshoe table #urin' center time an# we will tal about what com*arin' an# contrast is usin' *icture car#s 4animals, 1ehicles, *eo*le7! Durin' center time, )or those who #i# learn $ will ha1e them write )our sentences about ob<ects that will be lai# out on the bac table! The/ will choose two ob<ects = 4roc , ballI stic , *encilI #o', cat7!

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Day T o 5esson Plan 're 1ou a ,orse3)'D4 546457 Birst T')34T4D /8955 :OC&/7 (unctuation, (re#ictions, +uthor,s (ur*ose,
&om*are;&ontrast, an# %ettin' o) the %tor/

ObDe*tiCes7 $#enti)/in' *unctuation mar 4*erio#, >uestion mar , e2clamation mar 7 Ma in' *re#ictions $#enti)/in' +uthors (ur*ose &om*are an# &ontrast The stu#ent i#enti)ies the settin' o) the stor/! 45' Co((on Core /tan.ar.s7
&&%%!"?+@?iterac/!R?!1!1 +s an# answer >uestions about e/ #etails in a te2t! &&%%!"?+@?iterac/!R?!1!6 Use illustrations an# #etails in a stor/ to #escribe its characters, settin', or e1ents! &&%%!"?+@?iterac/!R?!1!A &om*are an# contrast the a#1entures an# e2*eriences o) characters in stories! &&%%!"?+@?iterac/!R$!1!1 +s an# answer >uestions about e/ #etails in a te2t! &&%%!"?+@?iterac/!R$!1!3 Describe the connection between two in#i1i#uals, e1ents, i#eas, or *ieces o) in)ormation in a te2t! &&%%!"?+@?iterac/!RB!1!1 Demonstrate un#erstan#in' o) the or'anization an# basic )eatures o) *rint! &&%%!"?+@?iterac/!RB!1!1a Reco'nize the #istin'uishin' )eatures o) a sentence 4e!'!, )irst wor#, ca*italization, en#in' *unctuation7! &&%%!"?+@?iterac/!?!1!2b Use en# *unctuation )or sentences!

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=P)4-)4'D9>3 P,'/4?7
Ca1e stu#ents come to the ru' in the )ront o) the classroom, as $ *la/ the soun#s o) horses 'allo*in' an#:na/in':! +s stu#ents what that noise is an# where is it

Donna R Osborn Thematic Unit

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comin' )rom9 ?oo aroun# the room, un#er #es s, behin# rea#in' center, an# in the closet! 3hen $ come out o) the closet, $ will ha1e a cowbo/ hat on! +s the stu#ents to thin )or a moment what the/ now about a horse! Remin# stu#ents what a *re#iction is= a 'uess such as= how /ou thin a stor/ will en# or what will the weather be li e tomorrow9 Do aroun# the circle, on the ru', an# allow stu#ents to 'i1e #escri*tions or comments about a horse! +s the stu#ents ma e statements or *re#ictions as them what *unctuation the/ woul# use i) the/ were writin' these statements! 4(erio#7 Ca1e stu#ents turn to the *erson on their ri'ht an# as them a >uestion about a horse! +s the stu#ents what t/*e o) *unctuation /ou use when as in' a >uestion!

Transition7
9ntro.u*e stu.ents to 'ut!orEs Purpose F P94 Tell stu#ents that an author has a *ur*ose 4a reason7 )or writin' a stor/! The author wants to Persua#e the rea#er about an i#ea, 9n)orm the rea#er about a to*ic, or sim*l/ 4ntertain the rea#er! 0e)ore rea#in' 8+re Fou a Corse9: tell stu#ents that the/ nee# to be thin in' wh/ the author wrote this stor/! $s the author tr/in' to Persua.e+ 9nfor(+ or 4ntertain9
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=D&)9>3 )4'D9>3 P,'/4?

%how the class the )ront o) the boo co1er! Rea# the title an# author,s name! The author is also the illustrator 4artist who #rew the *ictures7! +s them who the/ thin is as in' the >uestion 8+re Fou + Corse9: $ will not rea# the insi#e co1er o) the boo where the author 'i1es an intro#uction o) the boo , since $ want the stu#ents to *re#ict what Ro/ is 'oin' to 'et )or his birth#a/! 0e'in )irst rea#! +)ter rea#in' the )irst *a'e an# showin' the stu#ents the *icture, as stu#ents to *re#ict what the/ thin is in the 'i)t wra**e# bo2! 3rite their 'uesses on the white boar#! +)ter rea#in' *a'e 2 see i) an/one *re#icte# the ri'ht answer, a sa##le! Rea# *a'es 6 5 6! %how stu#ents the *ictures an# as them what the settin' o) the stor/ is! Remin# stu#ents that the settin' is where the stor/ ta es *lace! 4&ountr/7 &ontinue rea#in' the stor/! %to**in' occasionall/ to #iscuss what other animals Ro/ came u*on an# how the/ were not li e a horse! +)ter rea#in' the last *a'e, show stu#ents the *icture an# as them what is wron' with this *icture9 Ro/ has the sa##le on an# the horse is ri#in' Ro/! Discuss i) this coul# be real or )antas/9

Donna R Osborn Thematic Unit

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Transition7
+s the stu#ents to return to their seats actin' out 4res*onsibl/7 one o) the animals that Ro/ met alon' his <ourne/ in )in#in' a horse!
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=PO/T-)4'D9>3 P,'/4?
Ca1e stu#ent 8(a*er (asser: *ass out a T &hart! "2*lain what a T &hart is on the white boar#! Un#er the Cea#in's= 3hat + Corse $s an# 3hat + Corse $s Hot= ha1e stu#ents recall in the stor/ #i))erent animals an# how the/ were not li e a horse! The animals also hel*e# Ro/ b/ tellin' him a )ew #escri*tions o) what a horse is! %ee i) stu#ents can recall this content! Ca1e boo mar e# with *ost it notes an# be rea#/ to turn to a *a'e, re@rea# the *a'e, an# allow stu#ents to then )ill in the T &hart! +)ter the T &hart is )ille# out, ha1e stu#ents *ut it in their 8To DoJ )ol#er with their Genn Dia'ram that the/ wor e# on in Da/ One ?esson (lan! Ca1e stu#ents recall what +uthor,s (ur*ose is! Draw a *ie on the white boar# an# )ill in Persua.e+ 9nfor(+ an. 4ntertain. +s stu#ents i) the author was tr/in' to *ersua#e them or ha1e them #o somethin' or belie1e somethin'! +s i) the author was in)ormin' them o) somethin'! +s i) the author was entertainin' them! This is a stor/ o) entertain(ent. There was humor an# a se>uence o) stor/tellin'! Ca1e stu#ents recall stor/ 8+re Fou M/ Mother9: 3hat was author,s *ur*ose9 4ntertain! Ca1e stu#ents recall stor/ 8Fou are M/ Mother:! 3hat is author,s *ur*ose9 This stor/ is infor(ing stu#ents o) bab/ animals an# their mother!

Transition7 =repeat lesson one+ #inest!eti* learning of pun*tuation (ar#s?

Ca1e stu#ents stan# an# hol# one arm out in )ront o) them, )ormin' a )ist! +s them what *unctuation the/ thin the )ist coul# re*resent! Perio. Ca1e stu#ents hol# ri'ht arm u*, bent at elbow, with le)t han# )ormin' a )ist un#er ri'ht elbow! 3hat *unctuation #oes this loo li e9 40*la(ation point @@@ Ca1e stu#ents ee* ri'ht arm bent, #ro* )ist o1er to the le)t o) arm! 3hat *unctuation mar #oes this loo li e9 Auestion 2ar# --- Ca1e stu#ents return to their seats! ---------------------------------------------------------------------------------------------------------------------

9>D4P4>D4>TB3&9D4D P)'CT9C47
Ca1e 8*a*er *asser: hel* *ass out *unctuation wor sheet!
Usin' the %mart 0oar#, ha1e *unctuation wor sheet *ortra/e# onto %mart 0oar# an# 'o throu'h )irst three e2am*les be)ore stu#ents be'in assi'nment! This is to be #one on their own so $ can assess their com*rehension o) *unctuation!

Donna R Osborn Thematic Unit

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'//4//24>T/7
:or(atiCe 'ssess(ent=s? &se.7 1. $ will assess the stu#ents as the/ res*on# to >uestions in re'ar#s to *re#ictions an# )illin' in their T &hart! )ationale for 'ssess(ent7 &lari)/ that stu#ents un#erstan# how to ma e *re#ictions! %. $ will assess their abilit/ to use *unctuation mar s b/ their *unctuation wor sheet! )ationale for 'ssess(ent7 &hec )or accurac/ in usin' *unctuation mar s! 3. $ will assess the stu#ents to see i) the/ un#erstoo# author,s *ur*ose an# settin' b/ >uestions as e#! )ationale for 'ssess(ent7 &lari)/ that stu#ents un#erstan# author,s *ur*ose an# are able to #escribe the settin' o) a stor/! /u((atiCe 'ssess(ent &se.7 4Hot the en# o) the Unit7

C5O/&)47
%tu#ents will *ass their *a*ers to the ri'ht an# $ will collect the wor sheets! %tu#ents will then 'o to their centers an# be'in wor in' on the two centers!

2OD9:9C'T9O>/7
3hen as in' >uestions, $ will ma e sure that the "?? stu#ents 42 o) them7 are answerin' an# un#erstan#in' an/ new conce*ts which $ am intro#ucin'! 3hen wor in' on the *unctuation wor sheet, $ will call a stu#ent 4one at a time7 bac to the horseshoe table an# ha1e each stu#ent #o a cou*le o) sentences with me obser1in' them! $ will also #o this with two o) m/ stu#ents who ha1e $"(s! Bor an/ stu#ents with $"(,s who ma/ nee# e2tra assistance, $ will ma e sure the/ are sittin' close to the )ront while we are on the ru' an# that the/ are *artici*atin' in all o) our #iscussions! $ will a##ress their i#eas when the stu#ents are brainstormin' an# 'i1e an/ 'ui#e# assistance i) nee#e#!

)4:54CT9O>
M/ re)lection will be e*t in a noteboo containin' a co*/ o) m/ lesson *lans! $ will e1aluate whether or not $ mo1e# at a *ace that was a#e>uate )or all stu#ents! $ will e1aluate the stu#ents an# how well the/ un#erstoo# usin' a T &hart! $ will e1aluate an# ma e sure stu#ents un#erstoo# author,s *ur*ose an# what the settin' o) a stor/ is! 2y ObDe*tiCes ere (et.

Donna R Osborn Thematic Unit

1.

Day T!ree 5esson Plan Are You My Mother an. Are You a Horse3)'D4 546457 Birst T')34T4D /8955 :OC&/7 (unctuation Mar s, &om*are;&ontrast, 3ritin' con1entions

ObDe*tiCes7 $#enti)/in' *unctuation mar 4*erio#, >uestion mar , e2clamation mar 7 &om*are an# &ontrast %tu#ent will write usin' ca*italization, correct *unctuation mar s, an# in#ent new *ara'ra*hs! 45' Co((on Core /tan.ar.s7
&&%%!"?+@?iterac/!RB!1!1a Reco'nize the #istin'uishin' )eatures o) a sentence 4e!'!, )irst wor#, ca*italization, en#in' *unctuation7! &&%%!"?+@?iterac/!?!1!2b Use en# *unctuation )or sentences &&%%!"?+@?iterac/!?!1!2 Demonstrate comman# o) the con1entions o) %tan#ar# "n'lish ca*italization, *unctuation, an# s*ellin' when writin'! &&%%!"?+@?iterac/!R?!1!A &om*are an# contrast the a#1entures an# e2*eriences o) characters in stories! &&%%!"?+@?iterac/!RB!1!1 Demonstrate un#erstan#in' o) the or'anization an# basic )eatures o) *rint!

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=P)4-)4'D9>3 P,'/4?7
Ca1e stu#ents come to the ru' in the )ront o) the classroom an# sit #own! Tell stu#ents /ou are 'oin' to #raw their number )rom the star <ar! There will be si2 'rou*s with three stu#ents *er 'rou*! "ach 'rou* will rea# the stor/ 8+re Fou M/ Mother9: an# then rotate to rea# 8+re Fou + Corse9: $ will *ass out the boo to each 'rou* lea#er!

Donna R Osborn Thematic Unit

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Transition7
Ca1e stu#ents 'o to their #esi'nate# s*ot! Drou* 1 in rea#in' area, Drou* 2 o1er b/ cubbies, Drou* 3 in &alen#ar area, Drou*s - in )ront o) com*uter area, Drou* . in )ront o) teacher,s #es , an# Drou* 6 will sta/ on ru'!
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=D&)9>3 )4'D9>3 P,'/4?

Ca1e each stu#ent ta e turns rea#in' a *a'e until boo has been rea#! 3hen each 'rou* is )inishe# with their )irst boo , ha1e them switch with a 'rou* who ha# the other boo ! Rea# secon# boo ta in' turns also!

Transition7
3hen stu#ents )inish rea#in' both stories, ha1e them 'o to the horseshoe table an# *ic u* the *a*er the/ will use )or their rou'h #ra)t!
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=PO/T-)4'D9>3 P,'/4?
+)ter the 'rou*s are )inishe# rea#in', tell stu#ents that to#a/ we are 'oin' to )ocus on writin'! Ca1e stu#ents 'et the Genn #ia'ram or the T &hart out o) their 8To Do: )ol#er! %tu#ents will #eci#e what stor/ the/ want to write about! %tu#ents ma/ choose either 8+re Fou + Corse9: or 8+re Fou M/ Mother9: $nstruct stu#ents that the/ will use either their Genn #ia'ram or their T &hart to write two three *ara'ra*hs! Tell stu#ents that this writin' assi'nment will be use# )or a writin' 'ra#e! The/ nee# to remember all the writin' con1entions we ha1e been #iscussin'! $nstruct stu#ents who use the Genn #ia'ram, 8+re Fou M/ Mother:, the/ will ha1e two se*arate *ara'ra*hs tellin' the characteristics o) each animal the/ chose an# then one *ara'ra*h tellin' how the two animals are similar! $nstruct stu#ents who use their T &hart, 8+re Fou + Corse9: the/ will nee# to ha1e at least two *ara'ra*hs! One *ara'ra*h will tell what a horse is an# the other *ara'ra*h will tell what a horse is not or #oes not ha1e!

Transition7
%tu#ents will *lace their writin' in the )ile mar e# 3ritten 0/ Me! %tu#ents ma/ silent rea# when the/ are )inishe#!

9n.epen.ent Pra*ti*e7
There will be no e2tra in#e*en#ent *ractice since stu#ents are wor in' in#e*en#entl/ on their writin' assi'nment!

Donna R Osborn Thematic Unit

16

:or(atiCe 'ssess(ent=s? &se.7 1. $ will assess stu#ents as the/ are rea#in' in 'rou*s! $ will loo )or )luenc/ an# coo*eration s ills! /u((atiCe 'ssess(ent &se.7 The writin' assi'nment will be an en# o) the Unit assessment!

Closure7
%tu#ents will *re*are )or #ail/ centers where the/ will be wor in' on com*are;contrast, s*ellin' wor#s, com*uter time where the/ wor on com*rehension, an# a center title# 8Ma e Four Own %entence: 4usin' whate1er *unctuation mar /ou want7! %tu#ents will ha1e time )or one center to#a/!

'.aptations7
3hen as in' >uestions, $ will ma e sure that the "?? stu#ents 42 o) them7 an# stu#ents with $"(s are answerin' an# un#erstan#in' an/ new conce*ts which $ am intro#ucin'! Bor an/ stu#ents with $"(,s who ma/ nee# e2tra assistance, $ will ma e sure the/ are sittin' close to the )ront while we are on the ru' an# that the/ are *artici*atin' in all o) our #iscussions! $ will wal aroun# the room as stu#ents are #oin' their rea#in's an# listen to as man/ stu#ents as *ossible! 3hen stu#ents be'in writin', $ will ma e sure stu#ents who nee# accommo#ations ha1e them in *laceI )or instance, m/ two stu#ents with $"(s will onl/ nee# to write three sentences *er *ara'ra*h! One stu#ents who has trouble with )ine motor s ills is usin' the com*uter to t/*e an/ *a*ers that we write! Ce will #ictate his sentences to me an# then he will trans)er his *a*er to a 3or# #ocument! M/ "?? stu#ents are both #oin' 'reat in writin' an# i) there is a wor# the/ nee# hel* with the/ will come bac to the horseshoe table!

)efle*tion7
M/ re)lection will be e*t in a noteboo containin' a co*/ o) m/ lesson *lans! $ will e1aluate to ma e sure stu#ents com*rehen#e# the use o) Genn #ia'rams an# T &harts! $ will e1aluate stu#ents in their rea#in' out lou# an# tr/ to recor# an/ stu#ent that seems to be stru''lin'! $ will e1aluate the writin' *rocess an# recor# an/ stu#ents who are ha1in' #i))icult/ with an/ )orm o) writin'! 2y ObDe*tiCes ere (et.

Donna R Osborn Thematic Unit

1E

>a(eGGGGGGGGGGGGGGGGGGGGGGGGG DateGGGGGGGGGGGGGGGG

6enn Diagra(

Donna R Osborn Thematic Unit

1A

>a(eGGGGGGGGGGGGGGGGGGGGG DateGGGGGGGGGGGG
"!at ' ,orse 9s "!at ' ,orse 9s >ot

Donna R Osborn Thematic Unit

20

>a(eGGGGGGGGGGGGGGGGGGGGG DateGGGGGGGGGGG

Donna R Osborn Thematic Unit

21

)ea. ea*! senten*e. Pla*e t!e *orre*t pun*tuation (ar# at t!e en. of ea*! senten*e. &se a =.? or =-? (ar#. 1. Clean out t!e tub %. Ta#e t!e .og on a al# 3. "!ere is t!e ball 4. "ipe your feet on t!e rug 5. "!o is going to t!e Hoo 6. "!y are t!e flo ers bloo(ing 7. Da. is in t!e garage $. Put your *lot!es in t!e laun.ry roo( I. "!en are e eating .inner 10. "!y is eCeryone loo#ing out t!e in.o 11. "e are going to t!e *ar as! 1%. Di. 2o( leaCe !er #eys on t!e table 13. "!ere .i. you put t!e boo# 14. 2i#e !as a baseball ga(e at $700 15. T!e tea*!er is prou. of (e 16. "!en ill you leaCe for s*!ool 17. Par# your bi#e un.er t!e por*! 1$. Dogs loCe to eat treats 1I. "!at ill you .o after s*!ool %0. Turn off t!e lig!t !en you leaCe t!e roo(

>a(eGGGGGGGGGGGGGGGG

Donna R Osborn Thematic Unit

22

DateGGGGGGGGGGGGGGGGG &nit "riting 'ssess(ent

)ubri* for "riting 'ssess(ent

Donna R Osborn Thematic Unit

23

/tu.ent use. proper riting *onCentions !en riting t!eir *o(pareB*ontrast paper. /tu.ents ere to use t!eir 6enn .iagra( or T C!art to gui.e t!e( in t!eir riting assess(ent. 5
Student used proper punctuation , indention, capitalizatio n, and had at least five sentences per paragraph.

1
Student had 1! or less writing convention mistakes and at least five sentences.

Student Student Student had 4 or had 6 or had or less less less writing writing writing convention convention convention mistakes mistakes mistakes and at and at and at least 4 least 3 least 5 sentences sentences sentences. per per paragraph. paragraph.

Donna R Osborn Thematic Unit Re)erences 0rac en, &! 420127! I Am Your Mother. Hew For ! "astman, (! 41A607! Are You My Mother? Hew For = Ran#om Couse! Rash, +! 4200A7! Are You a Horse. Hew For = %cholastic $nc!

2-

Roe, 0! D!, 5 %mith, %! C! 420127! Teaching Reading in Today's Elemetary Schools 412 e#!7! 0elmont, &ali)ornia= 3a#sworth!