Basal Unit Plan - suzannenelson.weebly.comsuzannenelson.weebly.com/uploads/2/8/4/3/2843901/nels… · Web viewBuild vocabulary by listening to literature, participating in discussions,

Suzanne Nelson #12EDU 323

9/30/09Basal Unit Plan

Course DataDate: 9/30/09Grade Level: 4Unit Topic: Mystery Genre

Materials Technology – Computers, CD playerTexts: Tennessee Treasures Grade 4 Reading Basal.Ancillary Materials: Leveled Readers, Interactive Read Aloud Anthology, blank game boards &

puzzle pieces, spelling word cards, text stories on CD, dice, newspapers, dictionaries, art paper & supplies, atlas, maps, globe, scotch tape, bingo chips, game pieces, rubber bands, detective word sort, index cards, work sheets

Lesson Objectives

TSWBAT define and illustrate vocabulary words MondayTSWBAT determine the problem in a story and recognize its solution MondayTSWBAT write a prediction of story ending TuesdayTSWBAT create a mystery riddle TuesdayTSWBAT create a recipe for a mystery card WednesdayTSWBAT summarize setting, plot, and list characters WednesdayTSWBAT create character chart WednesdayTSWBAT categorize vowel sounds and list on graphic organizer ThursdayTSWBAT know and apply the steps of the writing process (centers) TSWBAT illustrate idioms for class book (centers)TSWBAT conduct research on a planet (centers)

TN Standards- SPI 0401.1.16 Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries. 0401.2.7 Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations). GLE 0401.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, and publishing. GLE 0401.4.1 Conduct research to access and present information. GLE 0401.4.3 Present research results in a written report. 0401.5.4 Determine the problem in a story, discover its solution, and consider logical alternate solutions. GLE 0401.8.2 Experience various literary genres, including fiction/nonfiction, poetry, drama, short stories, folk tales, and myths. GLE 0401.8.3 Know and understand the basic characteristics of the genres studied. 0401.8.4 Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts. 0401.8.8 Determine the problem of a story, discover its solution, and consider alternate solutions. SPI 0401.8.2 Identify characters, setting, and plot in a passage.


9/30/09SPI 0401.8.3 Determine the problem in a story and recognize its solution.

Domain- Cognitive, PsychomotorType- Content and Process

Word Study – o Vocabulary – (from Basal) -allergies, assignments, suspicious, accuse, consideration,

consume, evidence, (story words)- alibi, succession, culprit, anxious, (from Chet Gecko)- Cliche, Idiom.

o Dictionary – Unfamiliar wordso Spelling Words – (Short Vowels) –band, bell, blot, bluff, build, cash, crunch, dock, flat,

grim, heavy, hint, left, mill, odd, oddball, past, plot, plum, pond, shelf, shovel, snack, step, sum, wealth.

Oral Language – o Teacher Read Aloud - Trouble is My Beeswax. (Chet Gecko Mystery)o The Case of the Muscle Maker (Read Aloud Anthology). o Play/Choral Reading - WHODUNIT? WOO KNOWS... (Fluency)o Author’s Chair – Fluency

Language Arts -o Writing Instruction – 5 W’s, Character, Plot, and Setting, Mystery Stories, & Riddle Poemso Comprehension – Context clues, text featureso Spelling Words – (short vowel sounds) sum, bluff, past, flat, dock, shelf, plum, blot, wealth,

bell, odd, crunch, grim, left, hint, plot, cash, build, band, mill, snack, step, pond, heavy, shovel, oddball

Anchor Activities – Always available for students who finish work quickly and need extra challenges. These will be in a file crate located near the pencil sharpener, accessible to all students. This week add Bee Riddle (rounding and estimating), Root for the Home Team (ordered pairs), and Triple Treasure Trivia (geometry game- add challenge for students to create a new game using another Math concept i.e. fractions).

Accommodations/Differentiated Learning Experiences

Ability level grouping will be used to assign each student to a color group at the beginning of the school year. Student will be given a color coded folder or binder at the beginning of the school year to represent his or her ability group color.Flexible grouping will be used in student seating / desk arrangements. No single ability level will be seated as a group unless it is for a limited project period. Groups will change every 5 weeks or a minimum of once per grading period. Teacher discretion will be used to determine changes other than those previously stated. High achievers are assigned to the blue group. There will be at least 1 high student in each group for centers.On grade level student will be assigned to the red group. There will be at least 2 on level students in each group for centers.


9/30/09Lower achieving students will be assigned to the green group. There will be at least 1 low student in each group for centers.ELL students will be assigned to the purple group. There will be a minimum of 2 ELL students in each group. If there are an odd number of ELL students in the class, then they will be grouped by trios. There will never be a single ELL student in a group. It is important that these students always have a buddy to work with. Centers will be assigned using mixed ability grouping. Cool Timer on computer will be utilized for all transitions.

Differentiation of Centers Enrichment: Leveled Reader: The Trash Detectives

Newspaper / Writing Center – o Newspaper Know How – Complete all 12 tasks.o Newshound Bingo – Complete 5 across, down, or diagonal in 2 directions.o Wacky Want Ads: Create new ads from other fairy tale or cartoon characters.

Collect for individual assessment.o A Reporter’s Best Friend – use sentences to write a paragraph about a “Best Friend.”

Writer’s Workshop – o Students may choose to share during Author’s Chair, have classmates critique story, and

revise story over the weekend.)

Working with Words Center – o Detective Words: Sort by nouns, then list new verbs.o America’s Most Wanted Words: add 5 new most wanted words from your SSR book.o Idiomagic! Illustrate all idioms on the list. Collect for individual assessment & create a

class book.

Science & Social Studies – o Where in the World is ____?: students choose another interesting place from available

resources then, write about it in their Travel Journals. Collect for assessment.o Planetary Times: Students create comics and want ads, and design layout of class

newspaper.

Math – o Clue Me In: Complete all 8 cards in the set.o Decimal Detectives: Complete all 4 card sets.o Secret Agent Stan: Create the next day in Stan’s log.o Mix-ups and Mysteries: Create manipulatives to represent the clues in the mini books.

On Grade Level : Leveled Reader: Case of the Missing Scarf

Newspaper / Writing Center – o Newspaper Know How – Complete 8 tasks.


9/30/09o Newshound Bingo – Complete 5 across, down, or diagonal in 1 directions.o Wacky Want Ads: As directed on WS. Collect for individual assessment.o A Reporter’s Best Friend – As directed on WS.

Writer’s Workshop – o Students may choose to share during Author’s Chair, have classmates critique story, and

revise story over the weekend.)Working with Words Center –

o Detective Words: Sort by nouns only.o America’s Most Wanted Words: add 3 new most wanted words from your SSR book.o Idiomagic! Illustrate 5 idioms on the list. Collect for assessment & create a class book.

Science & Social Studies – o Where in the World is ____?: students choose another interesting place from teacher

prompt then, write about it in their Travel Journals. Collect for assessment.o Planetary Times: Students create comics or want ads.

Math – o Clue Me In: Complete 4 cards in the set.o Decimal Detectives: Complete 2 card sets.o Secret Agent Stan: Create a new entry in Stan’s log.o Mix-ups and Mysteries: Create manipulatives to represent the clues in the mini books.

Remediation : Leveled Reader: Mystery of the Lost Glasses

Newspaper / Writing Center – o Newspaper Know How – Complete 4 tasks.o Newshound Bingo – Complete 3 in a row across, down, or diagonal in 1 directions.o Wacky Want Ads: Complete # 5, 6, 7, & 8 onWS. Collect for individual assessment.o A Reporter’s Best Friend –Top questions only on WS.

Writer’s Workshop – o Students write a mystery story paragraph using 5 W’s.o Students may choose to share during Author’s Chair, have classmates critique story, and


Working with Words Center – o Detective Words: Match to definitions only, with a partner.o America’s Most Wanted Words: As directed on WS, with a partner or trio.o Idiomagic! Illustrate 2 idioms on the list. Collect for individual assessment & create a class

book.

Science & Social Studies – o Where in the World is ____?: students locate city then, write the continent in their Travel

Journals. Collect for assessment.


9/30/09o Planetary Times: As directed on WS.

Math –o Clue Me In: Complete 1 card in the set in small group.o Decimal Detectives: Complete 1 card sets in small group.o Secret Agent Stan: Complete with a partner.o Mix-ups and Mysteries: Make the mini books, *read with reading buddy.

English Language Learners : Leveled Reader: The Missing Scarf

Newspaper / Writing Center – o Newspaper Know How – Complete 4 tasks with a partner.o Newshound Bingo – Complete 3 in a row across, down, or diagonal in 1 direction with a

partner or trio.o Wacky Want Ads: Complete # 5, 6, 7, & 8 onWS. Collect for individual assessment.o A Reporter’s Best Friend –Top questions only on WS.

Writer’s Workshop – o Students write a mystery story outline of 5 W’s.o Students may choose to share during Author’s Chair, have classmates critique story, and


Working with Words Center – o Detective Words: Match to definitions only, with a partner.o America’s Most Wanted Words: As directed on WS, with a partner or trio.o Idiomagic! Illustrate 1 idiom on the list. Collect for individual assessment & create a

class book.

Science & Social Studies – o Where in the World is ____?: students locate city then, write the continent in their Travel

Journals. Collect for assessment.o Planetary Times: As directed on WS, with a partner.

Math – o Clue Me In: Complete 1 card in the set, with a partner or trio.o Decimal Detectives: Complete 1 card sets, with a partner or trio.o Secret Agent Stan: Complete with a partner.o Mix-ups and Mysteries: Make the mini books, *read with reading buddy.


9/30/09

7:45-8:00 SSR daily.

Monday Daily plan

TSWBAT define and illustrate vocabulary words TSWBAT determine the problem in a story and recognize its solution

SPI 0401.1.16 Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries.SPI 0401.8.3 Determine the problem in a story and recognize its solution.0401.8.4 Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.

8:00-8:05Anticipatory Set/Focus: ABK, RRL: Did you ever lose something and not be able to find it? Have you ever had to solve a mystery?IAS: Put your thumbs up if you have solved a mystery.LL: Today we are starting a unit on the Mystery Genre.EQ: Why do we need to know how to solve a mystery? (Life is a mystery; we need to be critical thinkers). How do we solve a mystery? (Look for phonics clues in unfamiliar words, context clues in the sentences, and clues in the story).

8:05-8:20Instruction: Lecture: Be a reading detective KWL. Complete K and W in whole group. Set purpose for reading. Guided reading- Read vocabulary story, The Case of the Blurry Board. (15 min.)

8:20-8:50 Pairs- Students define and illustrate vocabulary words in pairs. (30 min.)

8:50-9:00 Modeling: Everyone read to ... WS. As a class, determine what we are reading to find out in the main story (what is the mystery, what are the clues, how do we solve the mystery).

9:00-9:15 Students finish WS as they listen to The Mystery of the Missing Lunch on the CD.Strategy Description: Looking for context clues.

9:15-9:30 Whole groupClosure: Learning Verbalized: Students tell their neighbor to the North one new word that they learned today using a context clue or a dictionary.


9/30/09Objectives Assessed: Students write three sentences: What was the mystery in today’s story. What were the clues in today’s story? How was the mystery solved? Students turn in vocabulary definitions and illustrations.

9:30-9:45Mini lesson: Mysterious words (unfamiliar words; phonics, context clues, & dictionaries). (15 min.) Students brainstorm examples of clues. Scribes write clues on whiteboard.

9:45-10:00 We Like To Move It! Move It! Rhythm & Movement activity to refresh tired brains.

10:00-10:30 & 10:30-11:00Centers: Rotations #1 & #2 (60 min.) Cool Timer on Computer will be set for 30 minutes to initiate transitions. Student will earn or lose a point on the scoreboard for quick & quiet transitions. During center times, a predetermined signal will notify students whether they may interrupt for assistance or if they must hold questions until transition times. While working with low ability groups, the Do Not Disturb signal will be displayed. While working with On level groups, the quietly ask 3 before me signal will be displayed. While working with the high achievers group, the ask a question signal will be displayed.

Newspaper / Writing CenterWriter’s WorkshopWorking with WordsScience and Social Studies Math Small group with Mrs. Nelson

10:00-10:30 & 10:30-11:00Small group with Mrs. Nelson- Read leveled readers and discuss Mystery Genre.

Set: We just finished talking about clues in Mystery stories. Take a picture walk through the leveled reader. Are there any picture clues in the story? Have students write one clue or prediction about the story. Add that text features like pictures can also be clues to figuring out word meanings and aid in reading comprehension.

Low group- read leveled readers Mystery of the Lost Glasses. Reteach phonics mini lesson and context clues if needed. Medium group- read leveled readers Case of the Missing Scarf.High group- read leveled readers The Trash Detectives.ELL group- read leveled readers The Missing Scarf. Reteach phonics mini lesson and context clues if needed.

Closure:Learning Verbalized: Thumbs up if a picture clue helped you understand something about the story.Objectives Assessed: Students write (or tell-differentiation) the problem (mystery) in the leveled reader and explain how it was solved.

11:00-11:15


9/30/09Whole Group - Teacher Read Aloud – Trouble is My Beeswax. (Chet Gecko Mystery). (30 min.)

Tuesday Daily Plan

TSWBAT write a prediction of story ending TSWBAT create a mystery riddle

0401.2.7 Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations).

GLE 0401.4.1 Conduct research to access and present information.GLE 0401.8.2 Experience various literary genres, including fiction/nonfiction, poetry,

drama, short stories, folk tales, and myths.0401.8.8 Determine the problem of a story, discover its solution, and consider alternate

solutions.

8:00-8:05 Anticipatory Set/Focus:ABK, RRL: IAS: Yesterday we began our unit on the Mystery Genre. In 10 words or less tell your neighbor to the South what do you need to know to solve a mystery. If your neighbor told you a good strategy for solving a mystery, scoop your ear like this. If your first name has the letter M in it, come up and write your strategy on the board. Talk about strategies listed on the board.LL: Today I am going to read a mini mystery aloud to you. I would like everyone to write down any clues or vocabulary words that they hear during the story. Give students Follow the clues WS.EQ: Why do we need to know how to solve a mystery? (Life is a mystery; we need to be critical thinkers). How do we solve a mystery? (Look for clues in the story, context clues in the sentences, phonics clues in unfamiliar words).

8:05-8:20 Instruction:Lecture: Whole Group- Teacher Read Aloud The Case of the Muscle Maker (Read Aloud Anthology). (15 min.) Modeling: Pause frequently to think aloud. Did I hear any clue words? Did I hear any vocabulary words? This makes me think..., I wonder if this means... Pause near end of story and have students write a prediction. At end of story, have students silently write clues and vocabulary words on the white board. (Use tally marks for repeated words and graph frequency.) Strategy Description: Teacher think aloud.

8:20-8:25 Closure:Learning Verbalized: Students tell neighbor to the East what strategy they used today in solving The Case of the Muscle Maker.Objectives Assessed: Student papers with clues, vocabulary words heard, and predictions will be collected.

8:25-8:40 Mini lesson:


9/30/09Set: What is black and white and read all over? (Students answer, Newspaper)Stories are not the only mysteries to be solved. Mysteries come in all different shapes and sizes. They can be short or long, written or spoken. Here is another example. Project the poem onto the white board, using the overhead. Have students read along as riddle poem, What Am I? is read aloud. Have student scribes use dry erase markers to circle all the clues to the riddle that they can find. Have students guess the answer. Give pairs of students the WS, Plan your riddle. (15 min.)Closure Learning Verbalized: Students tell their riddle to another pair of classmates.Objectives Assessed: Riddles will be turned in to the finished work tray.

8:40-8:50 We Like To Move It! Move It! Rhythm & Movement activity to refresh tired brains.

8:50-9:05Pairs- Students buddy read The Mystery of the Missing Lunch. (15 min.)

9:05-9:30Whole Group- Teacher Read Aloud – Trouble is My Beeswax. (Chet Gecko Mystery). (25 min.)

9:30-10:00 & 10:00-10:30Centers- Rotations #3 & #4 (60 min.) Cool Timer on Computer will be set for 30 minutes to initiate transitions. Student will earn or lose a point on the scoreboard for quick & quiet transitions.


9:30-10:00 & 10:00-10:30Small group with Mrs. Nelson- Read leveled readers and discuss riddle poems and useful clues.Set: We just finished talking about riddle poems. What kinds of words or ideas did we need to think about when we were writing our riddles? (Who or what the riddle is about, where or when it is, and what does it do or how does it smell, feel, sound.) 5 W’s.

Low group- read leveled readers Mystery of the Lost Glasses. Allow students time to finish planning their riddle, if needed.Medium group- read leveled readers Case of the Missing Scarf. Students revise and edit riddles. High group- read leveled readers The Trash Detectives. Students revise and edit riddles. ELL group- read leveled readers The Missing Scarf. Allow students time to finish planning

their riddle, if needed.

Closure:Learning Verbalized: Students list 5 W’s, and give an example of each from their writing.Objectives Assessed: Riddles will be turned in to the finished work tray.

10:30-11:00


9/30/09Whole Group - Teacher Read Aloud – Trouble is My Beeswax. (Chet Gecko Mystery). (30 min.)

Wednesday Daily Plan

TSWBAT create recipe for a mystery cards TSWBAT summarize setting, plot, and list characters TSWBAT create character chart

0401.2.7 Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations).

GLE 0401.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, and publishing.

GLE 0401.8.3 Know and understand the basic characteristics of the genres studied.SPI 0401.8.2 Identify characters, setting, and plot in a passage.

8:00-8:05Anticipatory Set/Focus:ABK, RRL: IAS: Everyone tell your neighbor to the West what the 5 W’s are. LL: Today we are going to add a little spice to our stories by writing a recipe for a mystery.EQ: Why do we need to know how to solve a mystery? (Life is a mystery; we need to be critical thinkers). How do we solve a mystery? (Look for clues in the story, context clues in the sentences, phonics clues in unfamiliar words).

8:05-8:45Instruction:Lecture: Everyone take out three index cards. Write your answers to these questions on the unlined side of separate index cards. When we talk about stories, what do we call the person that the story is about? (character) What do we call the time or place where a story happens? (setting)What do we call the action that happens in the story? (plot). Show your cards to your neighbor to the North. If you agree with your neighbors cards, hold one card to your forehead. Project Ingredients for a Mystery: character, setting, plot onto the whiteboard, keeping everything but the title covered. Uncover ‘Character.’ We have read several mystery stories this week. Raise your hand if you would like to write on the board the name of a character that we have read about. (Allow students to create a list of characters.) Uncover ‘Suspects.’ Have students circle the names of suspects. Continue working through the WS of detectives, witnesses, setting, plot, clues... Modeling: On your ‘recipe’ card for characters, turn to the lined side and write on different lines detectives, suspects, witnesses. Students write character information from Trouble is My Beeswax. Do the same for setting, and plot. Strategy Description: Analysis: Students analyze, categorize, and differentiate characters and events.

8:45-9:00Whole Group- Play/Choral Reading - WHODUNIT? WOO KNOWS...

9:00-9:05 Closure:


9/30/09Learning Verbalized: Students summarize setting, plot, and list characters from our choral reading of the play WHODUNIT? WOO KNOWS...Objectives Assessed: Recipe cards and summaries are collected for assessment.9:05-9:15 We Like To Move It! Move It! Rhythm & Movement activity to refresh tired brains.

9:15-9:30Whole Group- Listen to The Mystery of the Missing Lunch on CD.

9:30-10:00 & 10:00-10:30Centers- Rotations #5 & #6. (60 min.) Cool Timer on Computer will be set for 30 minutes to initiate transitions. Student will earn or lose a point on the scoreboard for quick & quiet transitions.


9:30-10:00 & 10:00-10:30Small group with Mrs. Nelson- Make Think- about- theme Pyramids and character charts. Knowledge: Students arrange characters and events in the mystery. Comprehension: Students classify events, describe characters, and explain precisely what has occurred.Set: We have written our recipe for a good mystery, so now we need to make sure we put in the proper measure of ingredients. We are going to make Theme Pyramids that will help us analyze the interactions between the characters, setting, and plot of the story. Then we will use that information to create character charts.

Low group- Create character chart using leveled reader story. Reteach character, setting, plot, and clues if necessary.Medium group- Create character chart using leveled reader story.High group- Create character chart using leveled reader story. Complete Book ‘Em!ELL group- Create character chart using leveled reader story. Reteach character, setting, plot, and clues if necessary.

Closure Learning Verbalized: Students will roll a die and will describe or explain character (1or 3), setting (2 or 5), or plot (4 or 6) from any mystery we have read this week.Objectives Assessed: Character charts are collected for assessment.

10:30-11:00Whole Group- Teacher Read Aloud – Trouble is My Beeswax. (Chet Gecko Mystery).


9/30/09

Thursday Daily Plan

0401.2.7 Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations). GLE 0401.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, and publishing. GLE 0401.4.1 Conduct research to access and present information. 0401.5.4 Determine the problem in a story, discover its solution, and consider logical alternate solutions. 0401.8.4 Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.

8:00-8:05Anticipatory Set/Focus: Vocabulary & Spelling Lesson / working with wordsABK, RRL, IAS: Our vocabulary words for this week are: allergies, assignments, suspicious, accuse, consideration, consume, evidence, alibi, succession, culprit, anxious, Cliche, Idiom. Put your hand on your head when you can answer this question. How many of our vocabulary words have short vowel sounds?LL: Today we are going to sort our spelling words by short vowel sounds.EQ: Why do we need to know how to solve a mystery? (Life is a mystery; we need to be critical thinkers). How do we solve a mystery? (Look for clues in the story, context clues in the sentences, phonics clues in unfamiliar words).

Spelling Words – (Short Vowels) –band, bell, blot, bluff, build, cash, crunch, dock, flat, grim, heavy, hint, left, mill, odd, oddball, past, plot, plum, pond, shelf, shovel, snack, step, sum, wealth.

8:05-8:25Instruction:Lecture: I would like you to fold this sheet of paper in a taco fold like this. Modeling: Then open it up and fold the two sides in until the edges of the paper touch the crease in the middle. When you open it up again you should have three sections like this. Then fold your paper in half using a hotdog fold. Now you should have six sections on your paper. Label each section with the phonetic spelling of the short vowels /a/, /e/, /i/, /o/, /u/. Don’t forget to put the diacritical mark (like a flat u) over the vowel. Students categorize spelling words and complete graphic organizer. While students are categorizing words, teacher is drawing a graph on the board.Strategy Description: Using graphic organizers

8:25-8:30Closure: As students finish graphic organizers they come to the board to graph number of vocabulary words listed in each short vowel sound category, as well as number of words that contained both short and long vowel sounds.

8:30-9:00


9/30/09Whole Group- Play/Choral Reading - WHODUNIT? WOO KNOWS...

9:00-9:15Whole Group- Teacher Read Aloud – Trouble is My Beeswax. (Chet Gecko Mystery). (15 min.)

9:15-9:30Pairs- Students buddy read The Mystery of the Missing Lunch.

9:30-10:00 & 10:00-10:30Centers- Continue working on unfinished projects (writing story, researching planets, newspaper know how.)

Newspaper / Writing CenterWriter’s WorkshopWorking with WordsScience and Social Studies Math

9:30-10:00 & 10:00-10:30Mini lesson: Another Day, Another Story (WS). Writing a news story.

Set: What kinds of words or ideas did we need to think about when we were writing our riddles? (Who or what the riddle is about, where or when it is, and what does it do or how does it smell, feel, sound...) 5 W’s. When we are writing a story, we also need to think about and include the 5 W’s. Give students Another Day, Another Story WS. Read together.

9:30-10:00 Low group & ELL group combined - Complete WS with teacher, and discuss alternate perspectives of leveled reader.

9:30-10:00 Independent work- Medium group- Complete WS including an illustration and a caption, then outline different perspective for leveled reader.High group- Complete WS including an illustration and a caption, then rewrite leveled reader story from an alternate perspective.

Closure: Learning Verbalized: Students will tell a friend which W they most enjoy writing about.Objectives Assessed: During the writing workshop center, the student will brainstorm and develop specific elements that demonstrate their knowledge of the mystery genre. On Friday all prewriting, drafting, revisions, editing, and final copy papers will be turned in for assessment of improvement.

10:00-10:30 Students are given time to work on center activities and unfinished projects.Teacher is monitoring all activity in the classroom and conferencing with students as needed.


9/30/09

Friday Daily Plan

0401.2.7 Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations). GLE 0401.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, and publishing. GLE 0401.4.3 Present research results in a written report. GLE 0401.8.2 Experience various literary genres, including fiction/nonfiction, poetry, drama, short stories, folk tales, and myths. 0401.8.8 Determine the problem of a story, discover its solution, and consider alternate solutions.

8:00-9:30 Today is a working day. All center activities need to be completed and turned in. Students are given the choice of which activities to complete and in which order they choose. Students who are repeatedly off task will lose the freedom to choose.

Centers- Continue working on unfinished projects (writing story, researching planets, newspaper know how.) Teacher monitors all activity in the room and conferences with students on writing process. Opportunity exists for one on one instruction.

Newspaper / Writing CenterWriter’s WorkshopWorking with WordsScience and Social Studies Math

9:30-10:00Whole Group- Performs Play/Choral Reading WHODUNIT? WOO KNOWS...for 1st grade Buddy Class

10:00-11:00Comprehension Test on - The Mystery of the Missing Lunch. Vocabulary test on - allergies, assignments, suspicious, accuse, consideration,

consume, evidence, alibi, succession, culprit, anxious, Cliche, Idiom.Differentiation- High achievers write definitions to given words. On level students, write words to match definitions. Low students are both given words and definitions to match.

11:00-12:00Closure Learning Verbalized: Students share work during Author’s Chair. With teacher approval, some activities will be published during this time.


9/30/09Objectives Assessed: All work turned in will be assessed for accuracy, improvement of skills, and completeness. Each student’s personal best activity will be included in his or her student portfolio.

All center information is included in hardcopy notebook.

Newspaper / Writing Center-1. Newspaper Know How- (cross curricular research & review- 1 hr.?)2. News Hound Bingo- (group of 4- newspaper Scavenger hunt 15-30 min.)3. Wacky Want Ads- (math word problems- 15 min.) (collect for assessment)4. A Reporters Best Friends- (5w’s- 15 min.)

Writer’s Workshop5. There’s an element of surprise here- (prewriting- 15 min.)6. The Case of the Crime-Ridden Hotel- (create a story-45 min.?) (Collect for assessment on

Friday, students may choose to share during Author’s Chair and have classmates critique story.)

7. On a Note of Suspense- (Writing Process and checklist- writing workshop 30 min. x 5 days)

Working with Words8. Tracking Down Word Meanings- (dictionary- 30 min.)9. Detective Words- (Matching word to definition- 30 min.) 10. America’s Most Wanted Words- (vocabulary- 30 min.) 11. Idiomagic! - (Illustrate 3 idioms for class book- 30 min.) (collect illustrations for a class

book & individual assessment)

Science and Social Studies 12. Around the World in Twenty Bites- (World Capitals- 30 min.)13. Where in the World is ______? – (Map skills- 30 min.) (students write in travel journals-

collect for formative assessment)14. Planetary Times- (research & write newspaper- 45 min.) (collect for class newspaper).15. Window Watch- (observations & writing class book- 15 min.)

Math 16. Pencil & Tape Thumb prints- (compare & contrast, graph – 15 min.)17. Clue Me In – (pairs or trio, Place value- 30 min.)18. Decimal Detectives – (pairs or trio, decimal place value- 15 min.)19. Secret Agent Stan- (Word problems- 15 min.)20. Mix-Ups and Mysteries- (word problems-money & elapsed time-45 min.)

Anchor Activities added to the file this week.Bee Riddle- (rounding & estimation- 15 min.)Root for the Home Team Riddle- (ordered pairs- 15 min.)Triple Treasure Trivia- (geometry game, group of 4- 15-30 min.)

Challenge students to create a new game using a different mathematics concept that we have studied this year.


9/30/09

Assessments

Any assessment with less than 80% accuracy will require verbal modification. If student is unable to verbalize learning, then additional instructional time with teaching assistant or reading specialist will be scheduled prior to Friday afternoon.

Monday- Formative assessments: Students write three sentences: What was the mystery in today’s story? What were the clues in today’s story? How was the mystery solved? Assessed for 90% accuracy.Students turn in vocabulary definitions and illustrations. Assessed for completion and reasonableness of illustration.

Tuesday- Formative assessments: Student papers with clues, vocabulary words heard, and predictions will be collected and assessed for 90% accuracy in number of clues, vocabulary words heard, and reasonableness of prediction.

Wednesday- Formative assessments: ‘recipe’ cards for characters, setting, and plot will be assessed for 90% accuracy. Character charts will be assessed for ability to analyze the interactions between the characters, setting, and plot of the story. Is information placed in correct column or row on the character chart?

Friday- Summative assessments: Reading comprehension test for The Mystery of the Missing Lunch will be assessed for 90% accuracy. Vocabulary test assessed for 90% accuracy.


9/30/09

Differentiation- Low students will receive printed spelling to cut and paste.Spelling words for students to cut apart and sort by vowel sound


9/30/09

Annotated Bibliography


9/30/09Buckley, Michael. (2007). The Fairy-Tale Detectives. The Sisters Grimm. New York:

Scholastic.

This book is on a high fourth grade reading level and has literature circle questions in the back. This makes it easy to use this trade book as a small group activity for high students to work on during teacher time with lower students.

Hale, Bruce. (2003). Trouble is My Beeswax. A Chet Gecko Mystery. Orlando, FL: Harcourt.

This easy chapter book uses detective vocabulary, idioms, and figurative language. This is a good whole group read aloud introduction to idioms and word play.

Lerangis, Peter. (2004). Spy X: The Code. New York: Scholastic.

This book is at a fifth grade reading level.

Miranda, Anne M. (2008). Whodunit? Woo Knows... Treasures Interactive Read Aloud Anthology with Plays. (p.132). New York: MacMillan/McGraw Hill.

This anthology is a component of the current reading series adopted by Blount County Schools. There are five reading selections for each unit in the basal reading program and one play or choral reading selection for the unit. Each selection is annotated with Before, During, and After reading notes, as well as suggestions for Think Aloud, and three Think and Respond questions.

Piemme, Edizioni. (2007). Geronimo Stilton, Secret Agent. New York: Scholastic.

This is a third grade reading level. It has colorful text that often resembles the shape or direction of the action being described. (i.e “The wind blows,” and the text swirls around and across the page as if it were being blown by the wind). This novel approach adds a small degree of concreteness to the vocabulary that may be helpful to students having difficulty reading.

Rodda, Emily. (1994). The Ghost of Raven Hill. The Raven Hill Mysteries. New York: Scholastic.

This is a fourth grade reading level. A group of young friends start a club to earn extra money and discover a mystery that they must solve.

Roy, Ron. (1997). The Absent Author. A to Z Mysteries. New York: Scholastic.

This is a 2.5 grade reading level.


9/30/09

Santopolo, Jill. (2008). Alec Flint Super Sleuth: The Nina, the Pinta, and the Vanishing Treasure. New York: Orchard.

This is on a third or fourth grade reading level. The story is historical fiction having information about Christopher Columbus.

Sobol, Donald J. (1968). Encyclopedia Brown Solves Them ALL: The Case of the Muscle Maker. Treasures Interactive Read Aloud Anthology with Plays. (p.9). New York: MacMillan/McGraw Hill.

This anthology is a component of the current reading series adopted by Blount County Schools. There are five reading selections for each unit in the basal reading program and one play or choral reading selection for the unit. Each selection is annotated with Before, During, and After reading notes, as well as suggestions for Think Aloud, and three Think and Respond questions.


9/30/09

Schedule for Centers

GroupRotation

#1Rotation

#2Rotation

#3Rotation

#4Rotation

#5Rotation

#6Super Sleuths Newspaper/

writing centerSmall Group Mrs. Nelson

Writer’s Workshop

Math Science & Soc. St.

Working with Words

Dynamo Detectives

Working with Words

Newspaper/writing center

Small group Mrs. Nelson

Writer’s Workshop


Problem- solving Private Eyes

Science & Soc. St.

Working with Words



Writer’s Workshop

Math

Invincible Investigators


Working with Words


Small Group Mrs. Nelson

Writer’s Workshop

Go-getter Gumshoes

Writer’s Workshop


Working with Words


Small Group Mrs. Nelson

Spectacular Secret Agents


Writer’s Workshop


Working with Words



9/30/09Students create root words and prefixes/suffixes for independent working with words activity.


9/30/09

Choice #1 of game board to make a History Mystery Game during centers.


9/30/09

Choice #2 of game board to make a History Mystery Game during centers.


9/30/09

Sustained Silent Reading Book Choices

A to Z Mysteries: The Absent Author

Geronimo Stilton, Secret Agent

Encyclopedia Brown Solves Them All

Raven Hill Mysteries: The Ghost of Raven Hill

Alec Flint Super Sleuth: The Nina, The Pinta, and the Vanishing Treasure

The Sisters Grimm: The Fairy Tale Detectives

Spy X: The Code

Partner Readers This Week

Mary B. James C.

Allison M. Marcus A.

Sally G. Thomas D.


9/30/09

Author Share This Week

Billy C. Grayson

Jamie K. Melissa D.

Jason M. David F.

Group Activities This Week

Newshound Bingo (4)

Triple Treasure Trivia (4)

Clue Me In (3)

Decimal Detectives (3)

Writer’s Workshop, Riddles Only (2)

Planetary Times Newspaper / Research (2)

Be A Newspaper Detective! (2)


9/30/09

Journal Topics If You Need Ideas

I wonder why... A Poem for the season

What would happen If I never ... I do not understand...

Something happened yesterday... I would like to...

I wish school were like... My best friend...

My favorite smell is ... Brown paper packages...

I got a letter from my cousin ... Grandma always says...

I always wanted to go to... I do not like...

_______ is fun because ... If only kids could...

Happy Birthday, Uncle Louie! I love...

All I want for Christmas... Mary had a little...

Wouldn’t it be wonderful...? One my way to the park...

My little sister... Popcorn is...


9/30/09

Where in the World is Timbuktu ?

It is located in the country of

__________________________________________________.

It is on the continent of _______________________________.

Latitude ________________ Longitude__________________

The population was ___________________________________ in the year ___________________.

The official language is ____________________________________________________________.

Major exports are _________________________________________________________________.

Major imports are ________________________________________________________________.

Some interesting things about the culture there are________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Interesting facts about __Timbuktu__ are ___________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

It would be fascinating to see ________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


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A E

I O U

A E

I O U

Documents

Basal Unit Plan - suzannenelson.weebly.comsuzannenelson.weebly.com/uploads/2/8/4/3/2843901/nels… · Web viewBuild vocabulary by listening to literature, participating in discussions,