Thematic units

University of Puerto Rico in Humacao Department of English

THEMATIC UNITS Shirlenne Peralta

PRACTICE TEACHING

Learning Goal 1 Learning Goal 2

Students will be able to answer the 5-W Questions after reading a text. (3.R.1) Students will be able to Identify the difference between an idea and an opinion (3.R.1)

Learning Goal 3

Students will be able to determine the meaning of words in an informational text. (3.R.4)

Learning Goal 4

Students will be able to use critical thinking to describe ideas and cultural identity.( 3.R.1)

Learning Goal 5

Students will be able to use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot.( 3.R.7) Describe how characters in a story respond to major events and challenges.

(3.R.3.L)

Learning Goals Learning Goal 1 After given a reading selection , the students will be able to answer 5-W questions with 85% accuracy.(3.R.1)

Assessments Pre-assessment

5-W Question Game with dice, each number represents a question.

Formative Assessment

After playing the 5-W question game, the student, the students had to formulate 5-w questions.

Post-Test

Learning Goal 2 After discussing a reading selection, the students will be able to Identify the difference between an idea and an opinion with 90 % accuracy.(3.R.1)

Format of Assessment

Pre-Test

Formative Assessment

Post-Test

Interview: The questions formulated in the class will be used to interview a family member and they have to write it down.

Diagnostic Test: Student will answer a multiple choice test to differentiate opinions from ideas.

Direct Instruction: Comparison and contrast discussion of a reading selection to differentiate between idea and opinion.

Worksheet where they have to cut out the phrases and classify as opinion or fact.

Learning Goal 3 After reading a selection The Talking Cloth, from the book Reading: English Language Learners Grade 3, page 42, the Students will be able to determine the meaning of words in an informational text with an 85% mastery. (3. R.4 I.)

Pre-Test

Formative Assessment

Text- to -self and answer open ended questions to verify students understanding Read story out loud with students

Adaptations Divide students into groups to play game.

Sentence starters to help the students formulate their 5-W questions.

Make a copy of the questions for the students to use as an interview form.

Have examples on the board to help student in the process of classifying.

A picture below opinion on the board, and below fact to help students remember their definitions to be able to classify.

Vocabulary Flash Cards Pictures of vocabulary words to help understand the words that could not be inferred by reading the text alone.

Visual Aids

Post-Test Power Point Presentation of word match for the students to answer.

Learning Goal 4 After reading the story “The Talking Cloth�, students will be able to use critical thinking to describe ideas and cultural identity by completing a diagram. ( 3.R.1)

Pre-Test

Formative Assessment

The student will make inferences of the text and mention what they know about the African Culture.

The students will learn about the African culture, including

Shelter: The teacher introduces new content by using visual aids, music, and other aids.

Making Connections: Making connections begins with activating prior knowledge in order

Post-Test

clothing, food, music and children games.

Following critical thinking questions as a guide, the students will complete a Venn diagram of the African culture and Puerto Rican culture.

for the reader to connect to the topic, theme, character, or situation. There are three types of connections: • Text-to-self • Text-to-text • Text-to-world

Based on the story’s content, the students will create their own Adrinka Cloths.

Learning Goal 5 After giving the selection summary ”The Talking Cloth”, the students will be able to use information gained from the illustrations and words in the text to demonstrate understanding of its characters, setting, or plot (3.R.7 L.)(3.R.3.L)

Pre-Test:

Formative Assessment: Post-Test:

Show a variety of pictures through a presentation. Students have will have an assessment paper and write who the character is, or what is happening from the story.

The students will hear and see the story on a video.

The students will have a test on “The Talking Cloth”, they will answer questions about the plot, characters, setting and sequence of events from the story.

Utilization of Visual Aids Visual aids such as photographs, drawings, posters, and videos provide an opportunity for students to explore known images as well as develop new mental images to discuss in the context of previewing text and setting the purpose for learning.

Extended time, oral exam, distraction removers for PEA students.

Day

Topic

Goal

Activities

1

The Keeping Quilt Vocabulary

Learning Goal 3

The students will be given the definitions of the vocabulary words of the story. The students will fill in the blanks of sentences from the story with the correct vocabulary words.

Materials: Sentence Strips, Chalkboard, projector, Ipad.

Fill in the blanks on board. Copy to notebook and answer.

leadership

2

The Keeping Quilt class discussion

Learning Goal 4

While reading, students will be answering open ended questions to discuss the story, the questions will be questions where students can infer meaning and connect to the cultural aspect of the story and the meaning of the quilt.

Story The Keeping Quilt, Quilt worksheet Copies of Picture of a square form the quilt. Retrieved from: http://www.pinterest.com/pin/132363 676523177159/

Students will chose four values that represents their families.

They will write it in their quilt.

Social transformation

After reading a selection, the Students will be able to determine the meaning of words in an informational text.

Students will be able to use critical thinking to describe ideas and cultural identity.

Materials

Assessments

Core Dispositions

Day

Topic

Goal Learning Goal 5

3 Elements of the story

Students will be able to use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot.

Students will be able to describe how characters in a story respond to major events and challenges

Activities

After discussing the elements of the story, the students will complete a Diagram of the beginning, middle and end.

Materials

Copies: Elements of the story Worksheet

Assessments

Students will choose the pumpkins that correspond to the elements of a fable and color it.

Core Dispositions

Creativity

Day

Topic

Goal

Activities

4

Family Tree

Learning Goal 3

The students will see a family tree about the story The Keeping Quilt, and then they will complete their own family tree as homework.

Scholastic’s Family tree worksheet

Students will write their family’s name on the tree

Creativity, diversity

5

Fable Introductio n

Learning Goal 1:

The teacher will explain the students the definition of Fable, they will have examples and pictures of a fable. They will also learn that a fable has a main idea. In the classroom we will collectively do an activity for them to classify between nonfiction and fable.

Pictures, chalkboard, Fishing pond.

classification of fiction and nonfiction

Creativity, diversity

After reading a selection, the Students will be able to determine the meaning of words in an informational text

After given a reading selection, the students will be able to answer 5-W questions with 85% accuracy.

Materials

Assessments

Core Dispositions

Day

Topic

6

Fable

7

Fable The

8

9

Goal

Activities

Materials

Assessments

Learning Goal 5

The students will look at a picture of Juan Bobo’s pig and predict why the pig looks that way. The students will do a guided reading of Juan Bobo’s pig. Then they will answer comprehension questions contained at the end of the story.

Juan Bobo’s Pig retold by Joseph Sobol retrived form: http://en.wikipedia.org/wiki/Juan_Bob o_(comic_book)

6 comprehension questions that have to do with the 5-W questions as well.

Social transformation, diversity.

The students will see a video of the fable The little red Hen, and will discuss the main idea and moral of the story.

YouTube Video http://www.youtube.com/watch?v=smspKuK qt5c

Write definitions in notebook

Social transformation

The students will see a video of a trickster tale “Anansi tries to steal all the wisdom in the world” and answer 5-W Questions about the video they saw.

YouTube Video http://www.youtube.com/watch?v=zG9eknk 6mqw

Writing on the board

Social transformation

As an introduction to the story, the students will volunteer to come to the front and try to break a pack of sticks together and will be asked to break it.

A copy Aesop’s Book page 47

Answering questions on notebook

Leadership, diversity, social transformation

Students will be able to use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot.

little red Hen

Fable

Learning Goal 5 Students will be able to describe how characters in a story respond to major events and challenges Learning Goal 1:

“Anansi Tries to Steal all the Wisdom in the World”

After given a reading selection, the students will be able to answer 5-W questions with 85% accuracy.

Aesop’s Fables “The Bundle of Sticks”

Learning Goal 1: After given a reading selection, the students will be able to answer 5-W questions with 85% accuracy.

Core Dispositions

Day

Topic

10

Fact and Opinion

Goal

Activities

Learning Goal 2

The students will see examples on the board of fact and opinions.

Then they will be divided in groups and classify a series of sentences into fact or opinion. They will also fill out a group worksheet to evaluate their work as a group.

After discussing a reading selection, the students will be able to Identify the difference between a fact and an opinion with a 90% accuracy.

Materials

Scissors, glue, paper, board.

Assessments

Group cooperation, worksheet

Core Dispositions

Creativity, diversity, leadership