Erica Arends, Brandi Coleman, Katie McCraren

Integrated Unit Assignment Erica Arends, Brandi Coleman, Katie McCraren University of Illinois at Urbana-Champaign | CI 406 December 2, 2013 Stephanie Cronenberg

Erica Arends, Brandi Coleman, Katie McCraren

UBD Unit Planning Template Stage 1 - Desired Results Enduring Understanding: There are many characteristics that make states unique. Essential Questions: What makes Illinois unique from other states? How can written text help me discover answer my questions? Common Core Standards: CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. Illinois State Standards: 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources. 17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water). 17.A.2a Compare the physical characteristics of places including soils, landforms, vegetation, wildlife, climate, and natural hazards Grade Level: 4th Content Areas Addressed: Social Studies Language Arts

Unit Objectives: Students will be able to accurately construct and describe at least five physical characteristics of Illinois through a diorama, given the text. (Diorama, #2) Students will be able to refer to text and accurately identify key concepts about Illinois, given the reading guide. (Reading Guide, #1) Students will be able to determine and write at least ten key characteristics of Illinois based on their research. (Brochure, #3)

Erica Arends, Brandi Coleman, Katie McCraren Stage 2 Assessment Evidence Assessment #1: Traditional (Completing a Reading Guide) Students will fill out a reading guide that aligns with the book From Sea to Shining SeaIllinois by writing. Assessment #2: Summative (Constructing a Diorama) Students will create a diorama encompassing the physical characteristics of Illinois using various materials. Assessment #3: Authentic (Making a Brochure) Students will create brochures that highlight the key characteristics of Illinois using a Web 2.0 application. Stage 3 Learning Plan How Many Lessons of What Length? 14 days, 12 lessons, 45 minutes each Lesson Plans: Introduction (KWL Chart)- Day 1 The Land of Lincoln- Day 2* (full lesson plan, see attached) Flat Lands and Fertile Soil-Day 3 Introduce Diorama Project-Day 4 From Ancient Times Until Today- Day 5 French Rule- Day 6 English Rule- Day 7 The Road to Statehood- Day 8 State Symbols, finish packet-Day 9 Introduce Brochure Project, talk about research strategies- Day 10 Presentation of dioramas- Day 11 Work on brochure in lab- Days 12, 13 Brochure due-Day 14

Erica Arends, Brandi Coleman, Katie McCraren Full Lesson Plan: The Land of Lincoln Day 2, Lesson 2 Grade Level: 4th Subjects: Language Arts/Social Studies Approximate Time: 45 minutes Prerequisite Knowledge: Students have written and discussed what they know and what they want to know about the state they live in (Illinois). Enduring Understanding: There are many characteristics that make states unique. Essential Questions: What makes Illinois unique from other states? How can written text help me discover answer my questions? Student Objective: Students will be able to refer to text and accurately identify key concepts about Illinois given the reading guide. Language Objective: Students will be able to write phrases or short sentences to complete the reading guide sections by utilizing the vocabulary found in the textbook. WIDA ELD Standards o 2: The Language of Language Arts o 5: The Language of Social Studies Common Core Standards: CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. Illinois State Standard: 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources. Materials/Resources/Technology: Reading guide packets From Sea to Shining Sea, Illinois Book Smartboard

Erica Arends, Brandi Coleman, Katie McCraren Implementation: Time 10 min. Opening of lesson: Say, Good morning class! Today we are going to talk more about Illinois, more specifically about the history of Illinois and how it got its name of Land of Lincoln. Ask, Why do you think Illinois is called the Land of Lincoln? Allow students to answer. What are some things you want to learn about Illinois? Think about the questions you wrote yesterday on the KWL chart Listen and take this time to informally access what your students are interested in and make sure that their interests are integrated in the future lessons. Today you all are going to get a chance to be researchers. I'm going to pass out a packet that is going to help you pick out the important facts of today's reading that focuses on the Land of Lincoln. Remember from our lesson yesterday we talked about right-there questions, can someone please raise their hand and tell me what a right-there question is? Allow students to answer. Good. So the types of answers that we are going to be finding today in order to complete our packets are right-there answers. Now I want you all to really pay attention to the history and the facts that you will be learning today because at the end of our lesson I will ask you all to share with the class some things you learned today that you didnt know before. If you need any help I be walking around to assist you. I hope you guys are excited to find out more about our state, I know I am! 25 min. Procedures: Pass out Sea to Shining Sea, Illinois texts to each student and give a brief introduction to the book, This book is one in a series of books about states. The text gives important information about Illinois, including state symbols, the history of Illinois, and its physical characteristics. The book contains interesting photos and facts. Choose 2 students to pass out packets to each student (The beginning of the packet has the assessment and rubric attached). Explain, Although the packet seems large, we will be filling it out throughout the next few weeks so you shouldnt be overwhelmed! Each day we will be filling out a particular section in the packet, please look at the reading guide guidelines on the first page of the packet, to see what were looking for. After we complete the reading guide in a couple of weeks, you will all be experts on Illinois. As you can see, today we will be reading The Land of Lincoln. Please open to page 5 of your books. Im going to read the section aloud first, then you will refer back to the text to complete the reading guide. You may follow along in your books or just listen quietly. Read Introduction to the Land of Lincoln aloud to the class. After reading aloud, tell the students to turn to page 2 of the reading guide packet. Say You

Erica Arends, Brandi Coleman, Katie McCraren

must fill out this section by answering the question asked or filling in the blanks provided. You will be given time to work on this in class now. Please use your time wisely. Students will work on the packet for the remaining time. Walk around the room to make sure that students are on task and are filling out the packet correctly. Remind them that they have the text to refer to if they need it. Critical Thinking Questions: As you are reading, think about the KWL chart we filled out yesterday. o What do you want to learn about Illinois? (Students will list some of the questions we came up with yesterday) o How can the text help us answer our classs questions? (Answers may vary, some answers may include: The text is all about Illinois, we can find the answers to our questions by looking for information in the text) o Why is it important, as readers, to look for specific information in a text? (Answers may vary, some answers may include: To find key information, not all information in a text is related) Why is it important for us to learn about Illinois? (Some answers may include: we are citizens of Illinois, we want to know what makes our state special, to build pride in our home state, to know where we came from) Accommodations for Individuals: Student A (has difficulty reading independently) Provide the text through mp3 and have child listen to the text with headphones while filling out the reading guide. Student B (has difficulty with information processing) Reduce the number of reading guide questions from 10* to 7* 5-7 min. Summary/Closing: As students are filling out their packets, project the KWL chart on the Smartboard. Say, stop working and close your books. Please look at the Smartboard. Based on todays reading, can we answer one or more of your questions that we wrote in What we want to know? Wait for student responses. Ask, where did you find the answer, what page number was the information on? (Students will say page number or that they found it while filling out the reading guide. Write the student answer(s) in what we learned column. Depending on time, answers as many questions as possible. If students cannot think of questions to answers, point out the questions on the board or highlight the question, and ask for the answer.

Erica Arends, Brandi Coleman, Katie McCraren

Shutdown the Smartboard, have the students put away their books and collect their reading guides. Student Assessment: We will be assessing this lesson through the student responses in the reading guide. We will be assessing the section Land of Lincoln based on the assessment criteria for the reading guide assessment below. Answer key attached.

Erica Arends, Brandi Coleman, Katie McCraren Assessment 1 Traditional, Reading Guide

Reading Packet Guidelines

Throughout the unit, you will be assigned to fill out sections of the reading guide based on the text, Sea to Shining Sea, Illinois. The questions from the reading guide are taken directly from the text. Each heading in the packet has a page number that indicates where the answers can be found in the text and where the daily topic starts. I will be grading for accuracy and completeness. You will have the chance to correct the answers, once we go over each section as a class. I will also be watching your use of time. Please stay on task and use your time responsibly! Topics/Dates The Land of Lincoln- Tuesday, 19th Flat Lands and Fertile Soil-Wednesday, 20th From Ancient Times Until Today- Friday, 22st French Rule- Monday, 25th English Rule- Tuesday, 26th The Road to Statehood- Wednesday, 27th State Symbols-Thursday, 28th Rubric:
CATEGORY Use of Time Exceeds Requirements (4) Used time well during each class period. Focused on getting the reading guide done. Never distracted others. Meets Requirements (3) Used time well during each class period. Usually focused on getting the reading guide done and never distracted others. 6-7 questions or fill-in-the blanks are correct. 10 questions or fillin-the blanks are completed. Needs Improvement (2) Used some of the time well during each class period. There was some focus on getting the reading guide done but occasionally distracted others. 3-5 questions or fill-in-the blanks are correct. 7-9 questions or fill-in-the blanks are completed. Not Acceptable (1) Did not use class rime to focus on the reading guide OR often distracted others.

Accuracy

At least 8 questions or fill-in-the blanks are correct. N/A

Completeness

0-2 questions or fill-in-the blanks are correct. Less than 7 questions or fill-inthe blanks are completed.

Erica Arends, Brandi Coleman, Katie McCraren Assessment 2 Summative, Diorama

Shoe Box Diorama Project

Now that you are experts on the lay of the land, it is time to make something that is truly grand! Using a shoebox you have lying around, you will be making a landscape of Illinois ground. Please include at least five physical characteristics. You may use clay, markers, or even sticks! Turn your shoebox into a work of art, but make sure it doesnt fall apart!
Your shoebox diorama will be due Monday, the 2nd. On that day, our class will be turned into a shoebox museum. Each shoebox will be displayed and we will walk through the classroom as if we were in a museum (NO TOUCHING!). Please include a note card, with your name, a title for your shoebox, and the physical characteristics you included, so that the museumgoers will know what your shoebox is all about. Remember, use your book and reading guide to help you find the physical characteristics of Illinois. Please list the page number you found the characteristics on. If you have any questions or need materials for your shoebox feel free to ask. Rubric:
CATEGORY Physical Characteristics Exceeds Requirements (4) Student constructs 5 or more physical characteristics of Illinois Student lists (on the notecard) over 5 accurate physical characteristics of Illinois from the text. Includes page numbers. The diorama is exceptionally attractive in terms of design, layout, and neatness. Meets Requirements (3) Student constructs 5 physical characteristics of Illinois. Student lists 5 accurate physical characteristics of Illinois from the text. Includes page numbers. The diorama is attractive in terms of design, layout, and neatness. Needs Improvement (2) Student constructs 2-4 physical characteristics of Illinois. Student lists 2-4 accurate physical characteristics of Illinois from the text. Not Acceptable (1) Student constructs 0-2 physical characteristics of Illinois. Student lists less than 2 accurate characteristics of Illinois from the text.

Accuracy

Attractiveness

The diorama is acceptably attractive though it may be a bit messy.

The diorama is distractingly messy or very poorly designed. It is not attractive.

Assessment 3

Erica Arends, Brandi Coleman, Katie McCraren Authentic, Brochure

Dear Students, The Illinois State Historic Preservation Agency likes to utilize brochures to inform people about the history, symbols, and geography of Illinois. They find that using brochures to distribute this information is most effective. However, they lost all of the brochures that they normally distribute to people and need your help! They need you to make new brochures to replace the ones that they lost! Can you help them? Here is the criterion that they will use to determine whether or not it can be used in their office:
CATEGORY Key Characteristics Exceeds Requirements (4) Students identified at least 10 key characteristics about the history, symbols, and geography of Illinois Each section in the brochure is dedicated to the same topic and is neatly organized No grammatical errors in the brochure. Meets Requirements (3) Needs Improvement (2) Students identified at least 7 key characteristics about the history, symbols, and geography of Illinois. Almost all sections of the brochure contain the same topic of information and/or are somewhat organized. Students identified at least 4 key characteristics about the history, symbols, and geography of Illinois. Not Acceptable (1) Students identified 3 or fewer characteristics about the history, symbols, and geography of Illinois. Information is not at all organized and/or information is not organized by topic.

Writing Organization

Only 2-3 sections of the brochure contain information about the same topic and/or is not at all organized

Writing Mechanics

There are 1-2 There are 3-5 grammatical There are more than 5 grammatical errors errors found throughout the grammatical errors throughout the brochure. brochure. found throughout the brochure. 2 pictures are used throughout the brochure to go with the information presented. Students find outside information using sources but do not list them on the brochure. 1 picture is used in the No pictures are used brochure and/or pictures do in the brochure. not go with the information presented. Students do not make it There is no outside obvious that they used research done. research on the brochures, but they seemed to include more information than what was discussed in class.

Graphics/Pictures At least 3 pictures are used throughout the brochure to go with the information presented. Sources Students utilize sources to find more outside information and clearly list them on the back of the brochure.

Thanks for your help! Sincerely, Miss Teacher