Olympics 1

Miss Dunns 5 grade Olympics Unit

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Olympics 2

Table of contents

Title page Table of contents Unit objective Content Specific Chart Big Idea Chart Pre-Requisite skills chart Summary of teaching strategies Lesson plan: Day 1 Lesson Plan: Day 2 Lesson Plan: Day 3 Lesson Plan :Day 4 Lesson Plan: Day 5 Summary of Assessment Assessment Matrix Pre-Assessment Formative Assessment Summative Evaluation Summative Assessment Data Summary Diverse Learners Multiple Intelligences Learning differences Literacy Strategies Limited Language Summary of Technology Technology Summary of Cross Curricular Chart of Cross Curricular Culminating Activity Unit Rationale Philosophy of Education Summary of Materials Materials Chart Additional Resources Reference Page

1 2 3 4 5 6 7 8 12 18 22 29 36 38 40 42 50 52 53 54 55 57 58 59 60 61 63 65 68 70 75 76 77 86

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Unit Objective When given a summative assessment about the Olympics, students will be able to identify the main idea and authors point of view in order to summarize the text. Grade level: Fifth Subject area: Language Arts Standard: 11.) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2]

Olympics 4 CONTENT SPECIFICATION CHART Unit Spring, 2012 Concepts Facts Vocabulary
Cooperation is the working together of people or cultures to accomplish something greater. Cooperation Summarizing Authors point of view

Skills

Cooperation within the Students will write a five sentence paragraph Olympics. based on a personal experience of what happens when they do not cooperate.

Students will read a passage about the history of the Olympics and summarize what they read graded off of a rubric. When given the text A Return to Russia, the students will summarize it in twenty words or less by using the main idea and key details. When given a text ,Twelve Events Will Make a Debut at the 2014 Olympics in Sochi, students will fill out an authors point of view chart and use key details to support the point of view. When give a biography of Shaun White, the students will write a summary that includes the authors point of view.

Tone Summarizing is the shortened retelling of a Gist text or story that includes the main idea.

Gist is a shortened version of a summary that highlights key details in order to tell what something is about.
Authors point of view is the intent or reason for writing a text. You find the authors point of view by looking for details, descriptions, and reasons within the text. In autobiographies and biographies the authors point of view is the attitude toward a person or subject the author is writing about.

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Cooperation

The history of the Olympics affects the venues of the Olympics..

Cooperation needs to happen in order to put on the olympics.

History of the Olympics

Venues of the olympics

The venues of the Olympics affects what sports can be played there.

Sports in the Olympics affect the players in the Olympics.

Sports in the olympics

Players in the olympics

Players in the Olympics affect the outcome.

Olympics 6 Pre-Requisite Skills Chart Cognitive

Students need to know that there are Olympics games. Students need to know how to read. Students need to know how to find information within a text. Students need to be somewhat familiar with a newspaper.

Social Students need to be able to work in a group setting. Students need to be able to communicate their ideas and thoughts to others. Students need to be able to openly make connections to text, each other, and the world to aid in their understanding. Motor/ Development Students need to be able to express their thoughts in writing by using proper handwriting skills. Students need to be able to appropriately move around the classroom for group work and activities. Students need to be able to use fine motor skill in cutting and gluing. Students need to be able to use fine motor skills to draw a picture. Students need to be able to use motor skills in order to participate in a relay race.

Olympics 7 Summary of Teaching Strategies I taught the content of my lessons by using texts in order to give examples. My unit is a thematic unit about the Olympics. I connected my content throughout each day by using a different aspect of the Olympics. The main skill I taught in my unit was main idea, summarizing, and authors point of view. I taught main idea and authors point of view to help them summarize when reading a text. For the first day, I am talking about the concept of cooperation and giving examples of modern day cooperation. For the second day, I am talking about main idea and summarizing by using a text about the history of the Olympics. I am having them find important key details within the text to aid with making summaries. On the third day, I am teaching gist and shortening summaries by using a text about Russia hosting the Olympics. I choose to do this for the third day because the students summaries were very lengthy and wordy and were not short, condensed, and to the point summaries. On the fourth day, I am teaching authors point of view and finding key details to support it by using texts about the dates and sports added to the Olympics. This will build skills that they can use to create summaries. On the last day, I am going to be teaching on authors point of view and autobiographies/ biographies by using a biography of a player in the Olympics. Each day a new text will be introduced so not only are they learning a skill for the week but also about the Olympics. New vocabulary was introduced by using a word wall that the students can refer to when reading the texts. I stated the new vocabulary words each day so my students would be able to comprehend the text better without getting caught up on words they do not know. Deeper level thinking happened throughout the lesson by the questions I asked. I provided multiple examples throughout the lessons as well as connected it to prior knowledge they had on the subject. For example, I talked about headlines of newspapers and brought in a newspaper to give them a hands-on model and example. Throughout my lessons, I progress monitored. I had them raise their thumbs in they understood, turned to their table to talk, asked questions that built off of each other, and assessed them everyday to make sure they were grasping the skill or where they were on their understanding. The students were actively engaged when teaching by having them underline important facts when reading, creating t-charts, group partner activities and turning to their table to talk. They also were learning in many different ways by doing strategies such as: creating headlines for newspapers, writing reports on a story, graphic organizers, underlining important details, higher level thinking, and drawing pictures. I closed the unit by connecting everything together and having the students identify main idea, authors point of view, and summarizing a biography so they were well prepared for their test. The culminating activity that I had planned was an Olympic day. I divided the class into two: the athletes and the reporters. For the first round, I had the athletes compete in a race and the reporters had to summarize what they saw and interview at least one athlete. For the second round, the students switched roles and did the same thing. This was a great way to pretend like they were competing in the Olympics as well as using the skill we learned all week. This connected both the Olympics and summarizing to an experience.

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Design for Learning

Instructor: Megan Dunn Lesson Title: Cooperation Curriculum Area: Language Arts Standards Connection: Learning Objective: Students will write a five sentence paragraph based on a personal experience of what happens when they do not cooperate. Evaluation of Learning Objective: The students will construct a five-sentence paragraph on what happens when they do not cooperate based on a personal experience. They will not be graded on grammar or spelling but yet they are told to use their best judgment. They will be graded based on if they used five sentences and if they stay on the topic of cooperation. Engagement: Teacher: Before we start our lesson we are going to play a fun game. Each of you has a blank sheet of paper in front of you. When I start the timer you will have thirty seconds to draw something. After the thirty seconds are up you are going to pass your paper to the right and you will add on to the persons drawling. Do not worry about finishing your drawing since your table friends are going to add to the picture. After everyone at the table has drawn something on someones paper we are going to look at them. The object of the game is to create a big picture so when you draw on your neighbors paper try to add to their picture. Does everyone understand? Wait for students to ask questions and answer them. Wait for students to draw and show their drawings. What do these pictures have in common? Wait for student response. Correct, they are all drawing shared by one another. What did we have to do in order to get these pictures? Wait for student response. Exactly! We had to use teamwork to create a big picture because if we did not we would get tiny individual drawings from each person. Does everyone see how we used teamwork to end up with a big picture? Wait for student response. Design for Learning: I. Teaching: Teacher: When we were drawing our pictures we saw how we had to work together to create a big picture. This is called cooperation. Cooperation is when you work together to so that you all are better off. In order to cooperate, you must be an active member. An example of cooperation is the Olympics. Does anyone think they could tell me why the Olympics is an example of cooperation? Wait for student response. Great thinking! The Olympics is an example of cooperation because every Grade Level: 5th Date: 2/19/14 Day 1 Estimated Time: 30

Olympics 9 country has to work together to put on the Olympics. Each country has to be a team player and follow the rules in order to participate in the games. Cooperation can look different than just the Olympics though. It is listening to each other without interrupting and encouraging everyone to participate. Can anyone think of other ways you can cooperate? Wait for student response. Correct! Taking responsibility and listening and accepting everyones ideas is a great example of cooperation. II. Opportunity for Practice: Teacher: Now that we have seen a couple of examples of cooperation we are going to work with our table and think of ways we could cooperate at school, home, and with our friends. Number off the tables one, two and three. Table one will be school. Table two is home and table three is friends. So each table is going to make a list of ways you would cooperate or what it would look like to cooperate for each scenario. Does anyone have any questions? Wait for student response. So work with your table and once you are finished you will present them to the class. Assessment: Teacher: Now that we have learned about cooperation and thought about different ways to cooperate in different scenarios, you are going to write a paragraph about a time you did not cooperate and what happened. In order to get full credit, you must write at least five sentences and stay on the topic. I will not be counting spelling or grammar so try your best but do not worry! Does anyone have any questions? Wait for student response. You may begin working. Closure:

III.

IV.

Differentiation Strategies: H- The students will have to write about a personal experience on when they did not cooperate and what happened as well as what decision they should have made and what would have happened if they did. L-The students will write a three-sentence paragraph instead of five sentences. Materials and Resources: Blank sheet of paper Notebook paper Pencils Reflection: This lesson went very well. The students loved the game and acted out the group chart on cooperation they made. The students seemed to really grasp the concept of

Olympics 10 cooperation. Sometimes it got silly when the groups were acting out. They also started to get a little loud and wile. The students were very talkative and participating. If I were to do this lesson again, I would address these problems in the beginning before they start. In order to receive full credit, the students had to stay on topic and write four sentences. All the students completed this and showed their understanding on the concept of cooperation.

Samford University Design for Learning

Name:_______________________________________

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Checklist for Cooperation

Directions: You must have all of these things included in your cooperation paragraph in order to get full credit.

______________ stayed on topic

______________ used four sentences

Total: _________/10

Design for Learning

Olympics 12 Instructor: Megan Dunn Lesson Title: History of the Olympics. Curriculum Area: Language Arts hour Grade Level: 5th Date: 2/25/14 Day 2 Estimated Time: 1

Standards Connection: 11.) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2] Learning Objective: Students will read a passage about the history of the Olympics and summarize what they read graded off of a rubric. Evaluation of Learning Objective: Students will read a passage called, The first Olympics and write a summary of it. The students must include two important facts from their chart that they will create and write it in their own words to get full credit. There will be a rubric used for grading, and grammar and spelling will not be counted. They must also turn in their chart of important versus interesting facts. Engagement: Teacher: Before we start our lesson, we are going to play a game. You all might have heard of the game, it is called telephone. I am going to give one student a sentence, and the goal of the game is to have the sentence make it around the room to the very last person. I am going to give a sentence to the first student. If you are the first student, you read it and whisper it to the person next to you. You continue to do this until we reach the very last student. But heres the catch! You only can whisper it once! If the sentence is given to you and you didnt hear it perfectly, you just have to try and guess at what the sentence was. By the time the sentence makes it all around the room, it might have changed, and the last person says the sentence out loud. Does anyone have any questions? Wait for student response. Ok, we are going to start. Whisper a sentence to a student to begin the game. What happened when we played that game? Wait for student to respond with the words got mixed up. Correct! The words changed from what the first person heard and said. That is because we had to put it in our own words. In order to keep the sentence the same or gist of the sentence what did you have to do? Wait for student response with the answer of find important details. Great thinking! Yes, you need to find the important words of the sentence in order to keep the sentence consistent. Design for Learning: V. Teaching: Teacher: Today we are going to be talking about summarizing. Does anyone know what summarizing means? Wait for student to respond. Yes, summarizing is retelling or making a shortened version of something you hear or read. When we summarize you need to make sure you use

Olympics 13 your own words. In the game telephone, we said what we heard and we saw how messed up or warped something can be when it is retold. In order to summarize correctly we need to find the most important details. When we read a story there are important facts and interesting facts. In order to summarize, you need to differentiate between the important and interesting facts. Can anyone tell me what types of facts you think we include when making a summary, important or interesting? Wait for student response. Correct! The important facts are the facts that help summarize the story. Your summary should help you understand the text as a whole and should have a specific idea. Also when writing a summary you find the necessary facts or details from the story. Does this make sense? Wait for student response. So there are four main steps for summarizing. Refer to the list on the board. The first one is: determine the important versus interesting facts. The second step is to find the necessary facts not opinions. Can anyone tell me what he or she thinks the third step is? Wait for student response. Great job! The third step is to use your own words and the last step is make sure it has a specific idea. Does that make sense? Wait for student response. VI. Opportunity for Practice: On the board, I will have a passage on the history of the Olympics as well as a T chart of important versus interesting facts. Teacher: Now that we have learned the four main steps to summarizing, we are going to try it out as a class. We are going to read an article together and determine the important and interesting facts. Once we have finished reading the article we will then fill out an important versus interesting chart together. Refer to the board that has a t chart of two columns: Important and interesting. Does anyone have questions? Wait for students to ask questions and respond appropriately. Pull up the article on the board and pass it out to the class. Now that each of you have the text, I am going to read as well as calling on students so make sure you are paying attention. If you find something interesting or important, underline it using different colors, while we are reading, so we can fill out the chart after. Begin reading the text and call on students until the text is read. Now that we have read the story, we are going to fill out the important versus interesting chart. I will do the first one. In the first sentence the story tells us that the Olympics was first held in Greece. Do you think this is important or interesting? Wait for student response. Correct! That is very important so I would put it under the important column. Put it under the important column. Can anyone tell me an important or interesting fact they found? Wait for student response. Correct! That is an important fact because we need to know that to understand the story. Underline it in the important fact color chosen and put it under the important column. Continue to do this will the rest of the

Olympics 14 important and interesting facts found. Great job finding the important and interesting facts! Now in order to write a summary you would include the important facts and tell it in your own words. VII. Assessment: On the desk, there will be a copy of The First Olympics, an important versus interesting chart, and a rubric for the summary. Teacher: Now that we have learned about summarizing, we are going to summarize a text about the first Olympics. The story is on your desk as well as the chart that you need to fill out after you have read the story. You should have no problem filling out the chart since we just filled one out together. After you have filled out the chart you will include the important facts to write a summary. To get full credit for your summary, you will need to include at least two important facts, write them in your own words, and turn in your important versus interesting chart. I will use the rubric that is on your desk to grade your summaries. I will not be counting grammar or spelling so try your best but do not worry! Does everyone understand? Does anyone have questions? Wait for student response. You may now begin reading and working on your summaries. VIII. Closure:

Teacher: You all did so well today! I am so proud. Can anyone tell me the first step in summarizing? Wait for student to respond. Great job! I can tell you were listening today. Can someone tell me what the second step is? Wait for student to respond. Can someone tell me what the third step is? Wait for student to respond. Can someone tell me what the fourth step is? Wait for student to respond. You all are so smart! Thank you for listening and doing your work today so well!! Differentiation Strategies: H-The students will read the same text and will have to include at least four important facts from their chart as well as a five-sentence summary. L- The students will read the same story but will be allowed to summarize the story by telling it to their peer. This way they can still practice summarizing without the worry of writing. Materials and Resources: History of the Olympics http://teacher.scholastic.com/activities/athens_games/history.htm The First Olympics text Rubric for summary Important versus Interesting chart Elmo

Olympics 15 Sentence for telephone game

Reflection: This lesson went better than expected. Once I explicitly taught how to summarize the children could catch on and understand. I think it helped them that I laid out four main steps that they could follow when writing summaries. I also gave multiple examples on the board that really aided their learning. The students benefited from me walking through the steps with them and showing them hands on how to do it. I think this lesson went so well because I slowly eased them into the independent practice. I really modeled how to do it and gave them guidance throughout their practice. They seemed to really enjoy getting to do activities as a group. The data across the board showed their understanding of the concept. Out of 22 students, 20 got 5/5 (100%) and two students got 5/6 (83%). The only thing the two missed was not writing their summaries in their own words. I think the grades were so high for this assessment because I eased them into it and gave them multiple chances to practice.

Samford University Design for Learning

Name:____________________________________________________

Olympics 16 Directions: Write the important and interesting details of the story in each column.

Interesting

Important

Name:___________________________________________

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Rubric for History Category 2 1 0

Important details The student uses two important details in their summary. The student uses their own words to write the summary. The student uses one important detail in their summary. The student does not include important details in their summary. The The student student uses their does not own words write the as well as summary the words in their from the own story to words. write their summary. The The student student turns in does not their turn in important/ their Interesting important/ chart Interesting somewhat chart. filled out.

Own words

Chart

The student turns in their important/ interesting chart completely filled out.

Design for Learning

Olympics 18 Instructor: Megan Dunn Lesson Title: Russia Curriculum Area: Language Arts Grade Level: 5th grade Date: 2/26/14 Day 3 Estimated Time: I hour

Standards Connection: 11.) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2] Learning Objective: When given the text A Return to Russia, the students will summarize it in twenty words or less by using the main idea and key details. Evaluation of Learning Objective: Students will read a passage called, A return to Russia and write a twenty words or less summary. The students will pretend like they have two dollars and every word costs ten cents, therefore they cannot use more than twenty words. They will find out the main idea of the story and write it in twenty words or less by using key details. Engagement: Teacher: Can anyone remember what we have talked about this week? Wait for student response. Correct! We talked about cooperation. Can anyone else tell me something we learned yesterday? Wait for student response. Great job! I can tell you were paying attention. Yes, we talked about summarizing. Can anyone remember the first rule of summarizing? Wait for student response with find the important versus interesting facts. Fantastic! Can anyone tell me the second rule? Wait for student response. That is right! The second thing we need to do when we are summarizing is write the facts not opinions. What is the third and fourth step? Wait for student response. Correct, we need to make sure we write it in our own words and that it has a specific idea. Great job boys and girls! I can really tell that you were listening yesterday. Design for Learning: I. Teaching: Teacher: Yesterday we talked about summarizing and we are still going to talk about summarizing but focus on the main idea. Today we will be talking about the gist of the story. Does everyone know what the gist is? Wait for student respond. Correct, it is a shortened version of a summary that highlights key details in order to tell what something is about. Give me a thumbs up or down if you have been to a movie and someone after asked you what it was about? Wait for students to raise their thumbs. Well do you usually tell them every detail and explain the whole movie or give them the main idea? Wait for student response. Exactly! You give them the gist of the movie and what it was about. That what we do when

Olympics 19 we summarize. You give a little short snapshot of what the text, movie, etc. was about. Does that make sense? A good example of this is in newspapers. What is at the beginning of a newspaper? Wait for student response. Correct! There is a headline at the beginning of each story. Show the example newspaper articles online as well as pass out a newspaper. A headline is a great example of a gist or main idea of a story. In a headline you do not usually see a long explanation but yet a short sentence of what the story is about. The headline usually addresses who, what, where and when. It creates a small picture of what the story is about. Does that make sense? Does everyone see what I am talking about? Wait for student response. II. Opportunity for Practice:

Teacher: Now that we talked about gist, main idea, and headlines we are going to match headlines to headless stories. Pass out papers. There are three articles about Russia and the Olympics. In order to match up the headlines you are going to have to find specific words or key details. You will match those up with the main idea or the headline. Does that make sense? Does anyone have any questions? Wait for student response. Good! We need to remember that each of the articles are semi related so we need to make sure we read each article and pick the best one. Also, I want you to underline specific details or words that helped you make the connection to the correct headline. I left enough room on the paper for you to staple or glue the headline on top of the story. Does everyone understand what I am asking him or her to do? Wait for student response. III. Assessment:

I will pass out Sum it Up sheets before I give directions. Teacher: Great job matching headlines to the stories. Now you are going to read a story called, A Return to Russia. After you read the passage you are going to pretend you only have two dollars and each word costs ten cents, so how many words could you write? Wait for student response. Great job! Yes you can write twenty words or less. So you need to remember what we talked about for gist and main idea since you can only sum up the story in twenty words or less. I should understand what the story is about by reading your twenty words or less. Does this make sense? Wait for student response. IV. Closure:

Olympics 20 Teacher: Can someone tell me what a gist or main idea is? Wait for student response. Great job! I can tell you were listening. A gist or main idea is a shortened summary of something where it highlights key ideas in order to tell you what it is about. Thank you for listening and participating today! Differentiation Strategies: H- The students will read the same text but try to summarize it in less than twenty words and include key details from the story. L- The students will be read the same story aloud as well as summarize the story orally using thirty words. Modification/ accommodations: The students will be orally read the story as well as orally summarize the story in thirty words or less. They will also work in small groups with the help of the special education teacher, Mrs. Erbrick, or myself. Materials and Resources: Sum it up sheet Headlines and headless stories Elmo Pencil Glue sticks/ stapler Newspaper Online New York Times newspaper

Reflection: This lesson went extremely well the students connected to the material being presented and really ran with it. They loved and learned a lot from the connected and activating prior knowledge of newspapers since they have learned about them earlier on in the year. They understood what the gist was because I gave them a lot of real life examples of when they use it. For example, when they go to the movies and their friend asks them what it was about, they give them a short summary which is the gist. Once I related it to something they knew, they understood the concept. Out of 22 students, 18 students got 20/20 (100%). Two students got a 15/20 (75%) and that is because they did not use their own words. The other two students got a 10/20 (50%) and that is because they did not use their own words or include the main idea. They just copied a line from the story. I believe the data represents the growth and achievement of learners.

Samford University Design for Learning

Olympics 21 Name:_________________________________

Sum it up Checklist
Directions: You must have all of these things included in your Sum it Up sheet in order to get full credit.

______________ twenty words or less

______________ includes main idea

______________ stays on topic

______________ uses your own words

Total: __________/20

Design for Learning

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Instructor: Megan Dunn Lesson Title: Sports Curriculum Area: Language Arts hour

Grade Level: 5th grade Date: 2/27/14 Day 4 Estimated Time: I

Standards Connection: 11.) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2] Learning Objective: When given a article called, Twelve Events Will Make a Debut at the 2014 Olympics in Sochi, students will fill out an authors point of view chart and use three key details to support the point of view. Evaluation of Learning Objective: Students will read an article called, Twelve Events Will Make a Debut at the 2014 Olympics in Sochi, and fill out a authors point of view chart. The students will need to determine the authors point of view and support it by using three key details from the text. Engagement: Teacher: Today, we are going to sing our schools chant or song on the count of three. One, two, three. Wait for students to sing the schools song/ chant. Great job students! We are now going to listen to the schools song. When we listen to the song I want you to think about the main idea or what it is trying to tell us. Play and sing the song. Design for Learning: IX. Teaching: Teacher: Can anyone what they heard in the song. Wait for student response. Correct! It talked about having a safe school. Can anyone tell me what the song is about? Wait for student response. Awesome! Yes, you are right. The song is about Bryan Elementary, our school. How do you think the writer was feeling when she wrote this? Wait for student response. Good job! I think that the author is happy and likes Bryan. Can anyone remember what tone is? We talked about this last week. Wait for student response. Correct, it is the mood of a song or a written piece of work. Remember when we talked about the song Roar and how Katy Perry was feeling brave and revengeful when writing it? Give me a thumbs up if you remember. Students will raise their thumb. Today we are going to be talking about Authors point of view. Can anyone tell me what authors point of view is? Wait for student response. Good job, the authors point of view is the way an author feels about what he or she is writing about. It is the tone behind a story. This is different than point of

Olympics 23 view because point of view is the way something is written, either first or third person. The authors point of view is the attitude toward a person or subject they are writing about. Have you heard someone talk about something and you could tell they hated or loved it by the way they said it? Give me thumbs up or thumbs down. Wait for students to respond with their thumbs. This is something we see quite often and something you really cannot help since there are feelings involved when you write or tell something. This is how an author lets his or hers readers know how they feel about the subject like, the song Roar. This is usually seen in their word choice or how the way they say it. Does this make sense? Does anyone have any questions? Wait for student response. So we already talked about the song of Bryan being happy. Can anyone give me words or text evidence from the song that would make us think that? Wait for student response. Great job! The author talks about making Bryan a fun place. So does that tell us that the authors point of view is positive or negative? Wait for student response. Fantastic, it is positive! Does this make sense? Wait for student response. X. Opportunity for Practice: Teacher: Now, we are going to watch an interview with an Olympic hockey player and I want you to think of the authors point of view when watching it and we are going to discuss it after. Show the interview. Can someone tell me the authors point of view? Wait for student response. Correct! The author has a positive point of view and we can tell that from the words she uses and how she is so uplifting and exciting when she talks to her. Does that make sense? Wait for student response. XI. Assessment: I will pass out the text, Twelve Events Will Make a Debut at the 2014 Olympics in Sochi. Teacher: Now you are going to read a passage called, Twelve Events Will Make a Debut at the 2014 Olympics in Sochi, and fill out a authors point of view chart. In the chart you are going to have to identify the authors point of view and find three details from the text that support that point of view. Does anyone have any questions? Wait for student response. You may begin working. XII. Closure: Teacher: Can anyone tell me what the authors point of view is? Wait for student response. Correct! I can tell you were listening today. The

Olympics 24 authors point of view is their attitude toward a person or subject they are writing about. Great job today!! Differentiation Strategies: H- The students will read the same text but find four supporting details within the text and summarize the story. L- The students will be orally read the same story and be allowed to orally give the authors point of view and the support details. Modification/ accommodations: The students will be orally read the story as well as orally give the authors point of view and the supporting details. They will also work in small groups with the help of the special education teacher, Mrs. Erbrick, or myself. Materials and Resources: Paper Sports text- Twelve Events Will Make a Debut at the 2014 Olympics in Sochi o http://www.nbcbayarea.com/news/sports/NATL-Six-NewEvents-Make-Debut-At-Sochi-2014-Olympics-229719291.html Pencil Interview o http://www.timeforkids.com/photos-video/video/qa-olympianjulie-chu-137661 Computer Promethean board Reflection: This lesson was completely new to them. They had been introduced to the point of view but a few of them could not grasp the authors point of view. During the lesson they were actively engaged and wondering. They were very participating and seemed to understand. I graded the worksheet by, for finding the authors point of view they got ten points and then five points for every supporting detail. The data showed that eight students got a 25/25 (100%). These were my gifted and accelerated learners. Eight students got a 15/25 (60%) because they only gave me two supporting details. Three students got a 10/25 (40%) because they just gave me the authors point of view and no supporting details. The last three students got a 5/25 (20%) because they just gave me one detail from the story but no authors point of view. This data reflects that it was a new concept to them as well as there are things in my teaching I should change the second time around. I think my modeling and what we did together with the Bryan song was too easy and did not reiterate the concept. I think they were confused and lost during that part and that they just checked out. I think if I were to do it again I would do more examples of finding the authors point of view within the text along with supporting details so they can really see and grasp what I was looking for.

Olympics 25

Twelve Events Will Make Debut at 2014 Winter Olympics in Sochi

More flying, more spinning and more speeding. And an extra day of competition, too. When the 2014 Olympics kick off in Sochi, Russia on Feb. 6 it will be the largest version of the Winter Games to date. Twelve new events across eight disiplines will debut in Sochi: the ski halfpipe (men's and women's), ski slopestyle (men's and women's), snowboard slopestyle (men's and women's), snowboard parallel slalom, women's ski jumping, biathlon mixed relay, a new figure skating team event and luge team relay. The International Olympic Committee (IOC) added the events to provide a newer, fresher and youthful flare to the games, including many X-Games equivalent events for 2014. Here's a breakdown of each event: Ski Halfpipe Men and Women It's a halfpipe event on skis. Picture Shaun White doing flips, jumps, twists and turns on a snowboard; now picture him doing the same maneuvers on skis. Competitors go one at a time on two separate runs in the preliminaries in order to qualify for two final runs as the field is narrowed down to 12 skiers. Judges score on take off, height they reach above half-pipe, landing and difficulty of trick. Winners are ranked based on highest score taken out of the two final runs. Ski Slopestyle Men and Women In slopestyle, skiers perform tricks as they move through a downhill course with features such as rails, boxes, bumps and

Olympics 26

big jumps. The features are designed in a way that athletes can select their own line through the course. After each run, five judges give each athlete a score based on an overall impression of the run, which includes the sequences of tricks, the amount of risk in the routine, and how the rider uses the course. The judges also take falls, mistakes and stops into consideration. The Olympic slopestyle format consists of a qualification round and a final round. In the qualification round, 30 men and 24 women ski two runs and are ranked according to their best single run score. The top 12 skiers for both men and women advance to the final. Snowboard Slopestyle Men and Women Snowboard slopestyle is exactly like freeski slopestyle, but on a snowboard, and is competed on the same course. The tricks however, do differ between the two sports, with snowboard slopestyle being known for the triple corks that contestants attempt. Men's and women's snowboard slopestyle Snowboard slopestyle is exactly like freeski slopestyle, but on a snowboard, and is competed on the same course. The tricks however, do differ between the two sports, with snowboard slopestyle being known for the triple corks that contestants attempt. - See more at: http://www.nbcolympics.com/photos/12-newolympic-events-sochi#sthash.vHRzFszN.dpufSnowboard Slopestyle Men and Women Snowboard slopestyle is exactly like freeski slopestyle, but on a snowboard, and is competed on the same course. The tricks however, do differ between the two sports, with snowboard slopestyle being known for the triple corks that contestants attempt. Snowboard Parallel Slalom In the parallel slalom event, two snowboarders race side-by-side down identical courses. There are no judges scoring. First one down wins.

Olympics 27

Women's Ski Jumping No group lobbied harder for inclusion in the 2014 Olympics than women's ski jumpers. They were granted their request, and will compete on the same hill as the men's event. Each competitor gets two runs on the hill in the first and final rounds, and are scored based on distance and style. The athlete with the highest combined score from all four jumps is the winner. Biathlon Mixed Relay Already widely popular in Europe, the mixed ski relay event is designed for the National Olympic Committees (NOCs) to pay equal attention to both genders. There are two males and two females per team. Female athletes start the relay, each performing two six-kilometer kegs. The two male athletes follow by racing two 7.5-kilometer kegs. Each athlete shoots twice (one prone, one standing) and a 150 km penalty loop is added on for each miss. The team with the lowest combined time will be the winner. Figure Skating Team Event Teams of six skaters from each country perform under four separate categories: men's, women's, pairs and dance. There will be two skaters each for pairs and dance, and one male and one female skater for individual runs. The team with the highest aggregated score will be the winner. The event will be spread out over the course of three days. Luge Team Relay The new race format comprises three teams: a doubles sled, a woman's single sled and a men's single sled. Each sled slides one after the other as teams compete for the fastest combined time. A touch pad at the finish line must be activated by a teammate to open the gate for the next sled in line.

Olympics 28 Name:__________________________________________________

Supporting detail from text

Supporting detail from text

Supporting detail from text

Authors Point of View

Olympics 29

Design for Learning

Instructor: Megan Dunn Lesson Title: Players/Biographies Curriculum Area: Language Arts Grade Level: 5th grade Date: 2/28/14 Day 5 Estimated Time: I hour

Standards Connection: 11.) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2] Learning Objective: The students will read a biography of Shaun White and identify the authors point of view and include it in their summary of the text. Evaluation of Learning Objective: The students will be given a biography of Shaun White and write a summary. In order to get full credit, the students will need to identify the authors point of view and include it in their summary. Engagement: Teacher: Today, we are going to play a game so I need you to get out a piece of paper and something to write with. When you are done give me a quite thumb. Wait for the class to be ready. You are going to get with a partner and whoever is the oldest is going to tell the story and write down their version while the other person writes down the story they hear. Does this make sense? Does anyone have any questions? Wait for student response. You may begin. Does anyone want to read his or her stories? Wait for student response. Good job! Can anyone tell me any similarities or differences between the two stories? Wait for student response. Correct! The way they are written is different one is in first person while the other is in third. Design for Learning: I. Teaching: Teacher: Can anyone tell me any similarities or differences between the stories. Wait for student response. Correct! The way they are written is different one is in first person while the other is in third. Does anyone know what type of stories these are? Wait for student response. Awesome! Yes, you are right. The two types of stories we just wrote are autobiographies and biographies. Can someone tell me what a autobiography is? Wait for student response. Good job! It is when the author writing the story is about them or something they went through.

Olympics 30 Can anyone tell me what a biography is? Wait for student response. Correct, it is when the author is writing about a certain person and an experience they went through but that person is not them. I know we have talked a lot about summarizing and the Olympics this week but today we are going to talk about authors point of view, autobiographies, and biographies . Can anyone remind me what authors point of view is? Wait for student response. Good job, the authors point of view is the way an author feels about what he or she is writing about. It is the tone behind a story. We talked about this yesterday and we read an expository text and found the point of view. Can anyone remind me what an expository text is? Wait for student response. Correct, it is a text that informs you about something. Well since we are talking about autobiographies and biographies and the authors point of view, you can tell the authors point of view in autobiographies and biographies by the details, descriptions, and reasons within the text. For example, in an autobiography you are going to tell the point of view by descriptions and details from emotion or feelings within the text because the author really went through the experience while as in an autobiography you would tell the point of view from reasons and details given to support the text. Does this make sense? Wait for student response. II. Opportunity for Practice: Teacher: Now, we are going to watch an interview with an Olympic snowboarder and I want you to think of the authors point of view when watching it and we are going to discuss it after. Show the interview. Can someone tell me the authors point of view? Wait for student response. Correct! The author has a positive point of view and we can tell that from the words she uses and how she is so uplifting and exciting when she talks to her. Does that make sense? Wait for student response. Can anyone find something specific that the interviewer says that makes us believe its a positive point of view? Wait for student response. Can anyone tell me what type of story this is? Wait for student response. Correct! It is an autobiography since Jamie, is talking about herself and her own experiences. III. Assessment:

I will pass out the text, Shaun White Biography. Teacher: Now you are going to read a passage called, Shaun White Biography and write a summary of it. We need to remember to include the main idea in our summary. Also, I want you to figure out the authors point of view and include it in your summary to get full credit. Does anyone have any questions? Wait for student response. You may begin working.

Olympics 31

IV.

Closure: Teacher: Can someone tell me what an autobiography is? Wait for student response. Good job! It is when the author writing the story is about them or something they went through. Can anyone tell me what a biography is? Wait for student response. Fantastic, it is when the author is writing about a certain person and an experience they went through but that person is not them. Can anyone tell me what the authors point of view is? Wait for student response. Correct! I can tell you were listening today. The authors point of view is their attitude toward a person or subject they are writing about.

Differentiation Strategies: H- The students will read the same text but write a summary of the story as well as a summary of the authors point of view including three supporting details. L- The students will be orally read the same story and be allowed to orally give the summary with the authors point of view. Modification/ accommodations: The students will be orally read the story as well as orally give the authors point of view and the supporting details. They will also work in small groups with the help of the special education teacher, Mrs. Erbrick, or myself. Materials and Resources: Shaun White biography o http://www.biography.com/people/shaun-white-201311?page=2 Paper Pencil Interview on Jamie Anderson o http://www.timeforkids.com/photos-video/video/qa-snowboarderjamie-anderson-137651 Computer Promethean board Reflection: This lesson went really well. I decided to still touch on authors point of view due to the extremely low grades the day before. The students enjoyed the video interview so much from yesterday that I decided to show another one today. They really liked hearing from the athlete and seeing what she had to say. They were extremely engaged throughout the lesson and really seemed to feel knowledgeable about authors point of view. They seemed to have good background knowledge about

Olympics 32 biographies and autobiographies and felt extremely comfortable with them. Their assessment grades showed that there was a few that were still struggling on finding the authors point of view. The summary of the assessment was ten points and the authors point of view was worth five points. If they gave me a summary without the point of view I gave them half credit. I had eighteen students get all 20 points. I had two students get a 15/20 because they did not include the authors point of view within their summary. My lowest scores were a 10/20 and that was two students that did not find the authors point of view therefore, they could not answer question one or include it in their summary. This reflected the knowledge and grasping of the content pretty accurately.

Olympics 33

Shaun White biography

SYNOPSIS
Born in San Diego, California, on September 3, 1986, Shaun White had two cardiac surgeries before the age of 5 due to a congenital heart defect. He began skateboarding after following his older brother to the nearby YMCA, and took up snowboarding at the age of 6. Known as the "Flying Tomato," White is a two-time Olympic gold medalist, and has won several medals at the Winter and Summer X Games. While participating in the 2014 Winter Olympics in Sochi, White placed fourth in the halfpipe, an event that he had previously dominated.

EARLY LIFE
Professional snowboarder and skateboarder Shaun Roger White was born on September 3, 1986, in San Diego, California. Born with a congenital heart defect, White had two cardiac surgeries before the age of 5. He first got into skateboarding after following his older brother, Jesse, to the nearby Encinitas YMCA. After he took up snowboarding at the age of 6, his mother ordered him to slow down by telling him he could only board backward, or switch, a skill that would help further his career.

PROFESSIONAL BOARDER
White has competed in the Winter X-Games since 2002, amassing eight medals, including the first four-peat by a male athlete in one discipline: The slopestyle. In 2006, he won the gold medal in the men's halfpipe at the Winter Olympic Games in Torino, Italy. He went on to win another gold in the men's halfpipe in 2012, at the Winter Olympics in Vancouver. White is also a professional skateboarder, gaining inspiration from legend Tony Hawk, whom White met at age 9. In 2006, he won first place at the Dew Action Sports Tour's Right Guard Open in skateboard vert. He is the only skater to land the bodyvarial frontside 540. Known for his shock of red hair, he is often called the "Flying Tomato," or Il Pomodoro Volante in Italy, where he is also popular. White signed his first sponsorship at age 6 with Burton snowboards. He has had a full roster of sponsors throughout his career, including T-mobile, Target, Mountain Dew and HP. His career has also spurred several promotional projects, including a snowboarding video game, a clothing line and several snowboarding DVDs.

SOCHI 2014 OLYMPICS

On February 5, 2014just one day before 29 snowboarders competed in the qualifying round for the slopestyle in the 2014 Winter Olympics in Sochi, RussiaWhite drew the media's attention after announcing that he would not be competing in the course. One of the top contenders in 2014's Winter Olympics, White made the decision not to compete after discussing it with his teammates and calling the new course "intimidating."

Olympics 34 The announcement also came after two snowboarders, Torstein Horgmo and Marika Enne, suffered injuries practicing on the daunting new course, which has been criticized as being too hazardous. With the remaining three American snowboarders failing to qualify for the slopestyle, there is no representation from the U.S. in the event. White instead decided to focus his attention on the halfpipe. While participating in the halfpipe event, White was expected to take home the gold. However, the snowboarder placed lower than anticipated, bring coming in fourth place for the United States. Russian competitor Iouri Podladtchikov took home the gold and Japanese snowboarders Ayumu Hirano and Taku Hiraoka took won the silver and bronze metals, respectively.

Name:_____________________________________________

Olympics 35

1. Authors Point of view

2. Summary including the authors point of view

Summary of Assessment

Olympics 36

I have multiple assessments for my students throughout my unit. I will not only have a summative assessment at the end of the unit but formative assessments after each lesson as well. This let me gauge where the students were preforming and what they understood after each lesson. This guided my instruction for the next days to come so I knew what I needed to review and still teach explicitly. I also used informal assessments throughout my teaching to see if I needed to slow down or repeat something. I did this by having them raise their thumbs, give them time to ask questions, and asked deeper questions that built off the knowledge already taught. This let me see whether or not they were paying attention as well as grasping the material. Each day the students did activities in a group as well as independent activity as a form of assessment. For example, one day as a group they had to match headlines to headless stories to show them that a headline to a story is the gist or a short summary of the story to come. After they had practice with groups, they had to read a familiar story on the same topic and summarize it in twenty words or less. Both of these assessments informed me on their understanding of the concept, gist and short summarizing. I graded the students based off the rubrics and completion of each task. Each student was given a rubric for the assessments so they knew what was expected of them and what I was looking for. This helped guide them and keep them on task while doing their assignments. I assessed my students by using the pre assessment I gave them in the beginning of the week as their summative assessment at the end of the week. This way they became familiar with the text as well as they knew what I was looking for. I only assessed them the on the skills I taught throughout the week so they prepared

Olympics 37 for the summative assessment. I did not give homework throughout the week either since I wanted to do more examples and hands on practicing within the classroom with the support and guidance of me.

Lesson Objective

Formative Assessment

Summative Assessment

Olympics 38 Students will write a five sentence paragraph based on a personal experience of what happens when they do not cooperate. Students will construct a #3 five-sentence paragraph on what happens when they do not cooperate based on a personal experience. They will not be graded on grammar or spelling but yet they are told to use their best judgment. They will be graded based on if they used five sentences and if they stay on the topic of cooperation.

Students will #3 Students will read underline the interesting and a passage about the history of the important facts, fill in the Tchart, and summarize the Olympics and facts from the text. summarize what they read graded off of a rubric.

When given the Students will read a passage #1 text A Return to called and write a twenty words or less summary. Russia, the The students will pretend students will summarize it in like they have two dollars and every word costs ten twenty words or cents, therefore they cannot less by using the use more than twenty main idea and key words. They will find out details. the main idea of the story
and write it in twenty words or less by using key details.

Olympics 39 #2 When given a text Students will read a ,Twelve Events passage called, Twelve Will Make a Debut Events Will Make a Debut at the 2014 at the 2014 Olympics in Olympics in Sochi, and fill out a Sochi, students authors point of view will fill out an chart. The students will authors point of need to determine the view chart and authors point of view use key details to and support it by using support the point three key details from the of view. text.
When give a Students will read a #2 #3 biography of Shaun biography of Shaun White White, the students and identify the authors will write a summary point of view and include it in that includes the their final summary of the authors point of text. view.

Olympics 40 Name:__________________________________________________ Directions: Read the following passage on the Olympics and identify the main idea, authors point of view, and summarize the text on the lines below. So Long Sochi The Olympic torchs flame has gone out. Sunday night marked the conclusion of the 2014 Winter Games in Sochi, Russia. The host country came out on top, with 13 gold medals and 33 medals overall. The United States took home nine gold medals, and a total of 28 medals overall. A Colorful Closing The 17-day competition ended with a festive closing ceremony at Fisht Olympic Stadium. The performances celebrated the talent and dedication of the hundreds of athletes from around the world who took part, as well as Russias rich history of music, art and literature. Faces of famous Russian authors were projected onto large screens. Performers wearing puffy white wigs pushed 62 pianos in a dance around the stadium floor. Dancers moved across the stage in a traditional Russian ballet. And a giant mechanical bear, one of Sochis mascots for the past two weeks, lumbered onto the stage to put out the torchs flame. It even shed a tear as it bid Sochi goodbye. Medal Count While 2014 was not a spectacular year for American athletes, Team USA had good reason to celebrate. The U.S. placed fourth in gold medals, and second place in overall medals. Though that was fewer than the U.S. took home at the 2010 Vancouver Winter Games, there were plenty of performances that made this years Olympics memorable for Americans. Mikaela Shiffrin was responsible for one of those memorable moments. On February 21, the 18-year-old became the youngest athlete to ever win an Olympic slalom gold medal. Today was one of the most special days of my life, she said following her win. Partners Meryl Davis and Charlie White became the first Americans to win gold in the ice dancing event, after skating together for 17 years. And snowboarders Sage Kostenburg and Jamie Anderson each won gold in the Olympic debuts of, respectively, mens and womens slopestyle. Though the 2014 Winter Olympics are over, Sochi is preparing to welcome a whole new wave of athletes. The Paralympic Winter Games will run from March 7 to 16, giving athletes with disabilities a chance to compete.

Olympics 41 1. What is the main idea? (5 Points)

2. What is the authors point of view? (5 points)

3. Summarize the text in three sentences or more. (10 points)

Olympics 42 Name:_______________________________________

Checklist for Cooperation

Directions: You must have all of these things included in your cooperation paragraph in order to get full credit.

______________ stayed on topic

______________ used four sentences

Total: _________/10

Olympics 43 Name:____________________________________________________ Directions: Write the important and interesting details of the story in each column.

Interesting

Important

Olympics 44

Name:___________________________________________

Rubric for History Category 2 1 0

Important details The student uses two important details in their summary. The student uses their own words to write the summary. The student uses one important detail in their summary. The student does not include important details in their summary. The The student student uses their does not own words write the as well as summary the words in their from the own story to words. write their summary. The The student student turns in does not their turn in important/ their Interesting important/ chart Interesting somewhat chart. filled out.

Own words

Chart

The student turns in their important/ interesting chart completely filled out.

Olympics 45 Name:_________________________________

Sum it up Checklist
Directions: You must have all of these things included in your Sum it Up sheet in order to get full credit.

______________ twenty words or less

______________ includes main idea

______________ stays on topic

______________ uses your own words

Total: __________/20

Olympics 46

Name:__________________________________________________

Supporting detail from text

Supporting detail from text

Supporting detail from text

Authors Point of View

Olympics 47

Shaun White biography

SYNOPSIS
Born in San Diego, California, on September 3, 1986, Shaun White had two cardiac surgeries before the age of 5 due to a congenital heart defect. He began skateboarding after following his older brother to the nearby YMCA, and took up snowboarding at the age of 6. Known as the "Flying Tomato," White is a two-time Olympic gold medalist, and has won several medals at the Winter and Summer X Games. While participating in the 2014 Winter Olympics in Sochi, White placed fourth in the halfpipe, an event that he had previously dominated.

EARLY LIFE
Professional snowboarder and skateboarder Shaun Roger White was born on September 3, 1986, in San Diego, California. Born with a congenital heart defect, White had two cardiac surgeries before the age of 5. He first got into skateboarding after following his older brother, Jesse, to the nearby Encinitas YMCA. After he took up snowboarding at the age of 6, his mother ordered him to slow down by telling him he could only board backward, or switch, a skill that would help further his career.

PROFESSIONAL BOARDER
White has competed in the Winter X-Games since 2002, amassing eight medals, including the first four-peat by a male athlete in one discipline: The slopestyle. In 2006, he won the gold medal in the men's halfpipe at the Winter Olympic Games in Torino, Italy. He went on to win another gold in the men's halfpipe in 2012, at the Winter Olympics in Vancouver. White is also a professional skateboarder, gaining inspiration from legend Tony Hawk, whom White met at age 9. In 2006, he won first place at the Dew Action Sports Tour's Right Guard Open in skateboard vert. He is the only skater to land the bodyvarial frontside 540. Known for his shock of red hair, he is often called the "Flying Tomato," or Il Pomodoro Volante in Italy, where he is also popular. White signed his first sponsorship at age 6 with Burton snowboards. He has had a full roster of sponsors throughout his career, including T-mobile, Target, Mountain Dew and HP. His career has also spurred several promotional projects, including a snowboarding video game, a clothing line and several snowboarding DVDs.

SOCHI 2014 OLYMPICS

On February 5, 2014just one day before 29 snowboarders competed in the qualifying round for the slopestyle in the 2014 Winter Olympics in Sochi, RussiaWhite drew the media's attention after announcing that he would not be competing in the course. One of the top contenders in 2014's Winter Olympics, White made the decision not to compete after discussing it with his teammates and calling the new course "intimidating."

Olympics 48 The announcement also came after two snowboarders, Torstein Horgmo and Marika Enne, suffered injuries practicing on the daunting new course, which has been criticized as being too hazardous. With the remaining three American snowboarders failing to qualify for the slopestyle, there is no representation from the U.S. in the event. White instead decided to focus his attention on the halfpipe. While participating in the halfpipe event, White was expected to take home the gold. However, the snowboarder placed lower than anticipated, bring coming in fourth place for the United States. Russian competitor Iouri Podladtchikov took home the gold and Japanese snowboarders Ayumu Hirano and Taku Hiraoka took won the silver and bronze metals, respectively. Name:_____________________________________________

1. Authors Point of view

2. Summary including the authors point of view

_______________________________________________________________________

Olympics 49

Olympic Day Rubric

Category Notes Summary 1 The student turned in notes of the Olympic games. The students summary included the main idea and was at least three sentences long. The student included a quote from the athlete in their summary. 0 The student did not turn in notes of they Olympic games. The summary did not include the main idea and was less than three sentences. The student did not include a quote from the athlete in their summary.

Quote

Total:_______________/3

Olympics 50 Name:__________________________________________________ Directions: Read the following passage on the Olympics and identify the main idea, authors point of view, and summarize the text on the lines below. So Long Sochi The Olympic torchs flame has gone out. Sunday night marked the conclusion of the 2014 Winter Games in Sochi, Russia. The host country came out on top, with 13 gold medals and 33 medals overall. The United States took home nine gold medals, and a total of 28 medals overall. A Colorful Closing The 17-day competition ended with a festive closing ceremony at Fisht Olympic Stadium. The performances celebrated the talent and dedication of the hundreds of athletes from around the world who took part, as well as Russias rich history of music, art and literature. Faces of famous Russian authors were projected onto large screens. Performers wearing puffy white wigs pushed 62 pianos in a dance around the stadium floor. Dancers moved across the stage in a traditional Russian ballet. And a giant mechanical bear, one of Sochis mascots for the past two weeks, lumbered onto the stage to put out the torchs flame. It even shed a tear as it bid Sochi goodbye. Medal Count While 2014 was not a spectacular year for American athletes, Team USA had good reason to celebrate. The U.S. placed fourth in gold medals, and second place in overall medals. Though that was fewer than the U.S. took home at the 2010 Vancouver Winter Games, there were plenty of performances that made this years Olympics memorable for Americans. Mikaela Shiffrin was responsible for one of those memorable moments. On February 21, the 18-year-old became the youngest athlete to ever win an Olympic slalom gold medal. Today was one of the most special days of my life, she said following her win. Partners Meryl Davis and Charlie White became the first Americans to win gold in the ice dancing event, after skating together for 17 years. And snowboarders Sage Kostenburg and Jamie Anderson each won gold in the Olympic debuts of, respectively, mens and womens slopestyle. Though the 2014 Winter Olympics are over, Sochi is preparing to welcome a whole new wave of athletes. The Paralympic Winter Games will run from March 7 to 16, giving athletes with disabilities a chance to compete.

Olympics 51 4. What is the main idea? (5 Points)

5. What is the authors point of view? (5 points)

6. Summarize the text in three sentences or more. (10 points)

Olympics 52 Summative Assessment Data

18 16 14 12 10 8 6 4 2 0 Pre-Assessment Summative

Reflection I saw a huge improvement in the summative assessment from the pre-assessment. When I got the scores back on the pre-assessment I knew that I had a lot to cover. There were only two one hundreds and the rest were clumped together. I saw that in the pre-assessment the students did not understand what I was asking for when I asked for the authors point of view. A lot of answers included first person or third person instead of how the author views the subject or material. This is what caused the 75% grades. I also noticed that a lot of the summaries were just giving me a specific detail yet they didnt seem to sum up the story. This is where the 95-90s students fell. The three 40% grades were my low level special ed. They put first or third person for authors point of view and did not give a summary. If there was a summary, it was just a specific detail or rewrote the beginning of the story. Once I saw these grades, I knew that I had to explicitly teach the skills. In the summative assessment, I saw the students that were struggling with the authors point of view question or had weak summaries in the beginning really bring up their grade the second time. This showed me that they really grasped the concept and learned the skills. The three students that got a 40 in the pre-assessment got the main idea, and authors point of view question correct. They still struggled with their summaries but I gave them half credit for their answers. In the end, this showed me that most of the students grasped the concept as well as learned and understood the skills. I think overall this was a successful unit and very enjoyable for the kids as well.

Olympics 53 Summary of diverse learners Throughout my lessons, I made accommodations to the higher and level learners by having different things for them to do if they finished early or needed extra practice. For the higher-level learners, I did not just want to give them busy work to keep them silent but wanted them to do things they were interested in and found enjoyable. My higher-level students liked challenges so I decided to extend the material and activity for them. For example, for each activity or assessment I gave the students a harder text to read. They enjoyed reading a different text than the rest of the class and going above and beyond the expectations set for the class. I also gave them more freedom with what they could write about and include other things being taught in different subject matters. For example, in grammar we were learning about appositives so, I challenged them to include that into their summaries. I also gave them a post it notes for questions they had about the Olympics so when they were done with their work they could research the questions and answer them. They enjoyed doing research on their own and discovering answers to their questions. For the lower level students, I always pulled them aside for small group instruction with either Mrs. Erbrick, the special education teacher, or myself. This gave them time to ask questions or get reteaching if needed. I also read the text aloud to them in the small group as well as shortened the assignment. For example, when the class had to give three details the lower level students only had to give two details. They were also allowed to orally give summaries and authors point of view. I made the same accommodations on the summative assessment, which I think was beneficial for them. Each day, I will give daily extensions to both my lower and my higher-level learners. I motivated my students by keeping the topic relatable and interesting. My students loved getting to know the facts and keeping up to date with the Olympics. If we had extra time in class we would turn on the T.V. and watch whatever event was on. This allowed my students to connect with the topic as well as get involved. This strategy keep the students engaged throughout the week. I also seated my students with purpose. I sat all the special education students together so when it became time for small group I could work at their table. Also, it permitted them to leave the classroom to go to the resource room without distraction. Students with differing backgrounds were not treated any differently. I respected their culture and religion and so did the class. There was nothing that I had my students do that went against their culture or religion. Within the classroom, we created a positive learning community that let my students grow and ask questions without being scared of what others would say. This permitted me to really dive into differentiation strategies and accommodations for all my students.

Olympics 54

Multiple Intelligences

Musical
The students will find the authors point of view in their school song. They will sing this to begin the lesson.

Spatial/ Visual
Elmo Video Interview Telephone game

Logical/ Mathematical
Sum it up worksheet. Knowledge about newspapers and familiar with it. .

Naturalistic Bodily/ Kinesthetic

Moving to group work Connecting background knowledge throughout discussion. Students will become more aware and familiar with the Olympics.

Intrapersonal
In all of the activities the students are able to know their capabilities. Journal entry about cooperation from an experience.

daily
Acting out cooperation Telephone game Build off drawing game Olympic day

Existential
Discussions about the modern day Olympics Connecting it to what is really happening. Students will be given higher-level thinking questions throughout the lessons.

Linguistic
Presentations of cooperation, interviews, and reading text orally. Sharing ideas in group discussions and activities.

Interpersonal
Group work during activities, interviews, and group discussions.

Olympics 55 Differentiation Chart Day 1 Higher learner The students will have to write about a personal experience on when they did not cooperate and what happened as well as what decision they should have made and what would have happened if they did. 2 The students will read the same text and will have to include at least four important facts from their chart as well as a fivesentence summary. The students will read the same story but will be allowed to summarize the story by telling it to their peer. This way they can still practice summarizing without the worry of writing. The students will be read the same story aloud as well as summarize the story orally using thirty words. Lower learner The students will write about a personal experience on when they did not cooperate. It only has to be a three-sentence paragraph instead of five sentences.

The students will read the same text but try to summarize it in less than twenty words and include key details from the story

Olympics 56

Day 4

Higher learner The students will read the same text but find four supporting details within the text and summarize the story.

Lower learner The students will be orally read the same story and be allowed to orally give the authors point of view and the support details.

The students will read the same text but include the authors point of view supporting details within their summary of the story.

The students will be orally read the same story and be allowed to orally give the authors point of view and summary.

**For the low level students the following accommodations/modifications will be available all week. The students will be orally read the story as well as orally summarize the story in thirty words or less. They will also work in small groups with the help of the special education teacher, Mrs. Erbrick, or myself.

Olympics 57 Literacy strategies Literacy Devices Turn and Talk How they were used? Students will be asked higher level thinking questions throughout the lesson and they will think, pair, and share their thoughts with their neighbor or table. Graphic organizer Students will fill out a TChart to compare and contrast the climates of two biomes. Gist The students will find the gist of the story in order to help them complete and create a summary that includes the main idea.

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Literacy Devices Discussion groups

How they were used? Students will discuss with their table the topic I am teaching about. After I have given them enough time we will talk about the different table discussions.

Researching

The higher-level learners will keep a post it for questions they have on the Olympics. When they have extra time they will be allowed to research to find the answers. This will ensure for higher level thinking.

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Literacy Devices Reciprocal teaching

How they were used? Students and teachers will discuss the interview showed. They will be asked higher level thinking to get them thinking critically and comprehending.

Accommodations for students with limited language I did not have any ESL or limited language learners in my classroom. Therefore accommodations were not made. The higher-level students will be given a post It for the week where they can write questions they have related to the Olympics and when they have free time they can research their questions.

Olympics 60 Summary of Technology

I used technology throughout my unit in the way I presented new material and stories. Each day, I showed the text that we were reading on the Promethean Board. This was beneficial because it made the text very accessible to all students and if they were having trouble reading the article at their desk I encouraged them to come to the rug and read it on the large Promethean Board. It also enhanced lesson because it made them more engaged and attentive when they could follow along on the board. Everyday, the students have the text on the board so they knew if they did not want to read the story infront of them in smaller print they could find it on the board in the front of the classroom. I also let them write notes and underline on the promethean board so it was kinesthetic as well as visual. I also used the Elmo frequently to show examples of student work and model activities. Having the students read along with me and underline what I was underlining was a major part of my lesson and the Elmo made it accessible. The students could see what I was underlining and I could show them examples. This gave them visual aid as well as audio. A lot of my students benefited from technology due to visual learners and eyesight problems. I also incorporated technology into my lessons by having the students watch a video interview. This was a treat to them and they were very engaged throughout the video. They enjoyed the integration of technology because it was not implemented in their classroom regularly.

Olympics 61 Technology Chart Day 1 2 Technology Elmo to show drawing and talk about cooperation as a group. History of the Olympics text online and Elmo to demonstrate underlining important and interesting facts. Online newspaper Video interview of Olympic Player as well as audio of their school song. Online text about Shaun White as well as interviews on the Elmo for examples to teach from.

3 4 5

Olympics 62 Cross Curricular Summary The subjects I choose for cross curricular standards will help enhance the skill of summarizing and content of the Olympics. The first subject I choose was Math. The standard that I choose for it was, convert among different-sized standard measurement units within a given measurement system and use these conversions in solving multistep, real-world problems. I had my students convert the measurements by giving them a word problem about the Olympics. Once they found the main idea of the word problem and what I was asking they would solve it. I would grade this based on participation and accuracy. This would enhance the study of the Olympics and the skill of summarizing and main idea because the students need to learn and be able to find the main idea of a word problem and see what it is asking. This tool will help them in the other activities planned for the unit as well. The next standard I choose was for Science. It says that the students will identify major body systems and their functions, including the circulatory system, respiratory system, excretory system, and reproductive system. I had my students use their prior knowledge and what they had learned about the human body to write a summary identifying a major body system and how it affects physical activity. This will challenge my students to do research and teach them how our body reacts and works during physical activity, just like in the Olympics. It will also build off of the summarizing skill. The last cross-curricular standard I choose was social students. I choose a standard about the European Exploration. I had my students write a summary that included the economic and cultural impact of it to the Americas. They had to write it from the point of view of a Native American and

Olympics 63 make up how they felt and their view of the Europeans. This builds off the skill of authors point of view since the student has the freedom to make up the point of view. This allows the students to practice using point of view as well as writing.

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Content Area Science

Standard (6th Grade)

8.) Identify major body systems and their functions, including the circulatory system, respiratory system, excretory system, and reproductive system

Objective
Students will identify a major body system and write a summary on how it is affected when doing physical activity such as: the Olympics.

Activity
Students will research the body system and how it affects physical activity. Then they will write a informational paragraph explaining the research found. Student will use their prior knowledge and what they just learned to convert three measurement questions based on the Olympics.

Assessment/ Evaluation
The teacher will grade the information paragraph off of a teacher made rubric.

Math

18.) Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, realworld problems. [5-MD1] 4.) Explain effects of European exploration during the Age of Discovery upon European society and Native Americans, including the economic and cultural impact.

Student will convert three measurements questions having to do with the Olympics.

The teacher will grade based on participation and accuracy.

Social Studies

Students will write a summary on the European exploration and include the economic and cultural impact.

Students will write a paragraph from the point of view of an Native American. They will talk about the European exploration and the economic and cultural impact it had.

The students will grade on participation and if they include economic and cultural impact.

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Miss Dunns 5th Grade Olympic Day

Standard: Summarize an event. Day objective: The students will participate in a mock Olympic game as well as summarize their experience at the games. Location: Football Field The students were divided into groups earlier in the week by their tables. Each table got to determine their team. This came into play when we played games in the classroom but mainly during Olympic Day. This day will take place during the day of a normal school day. It would not take away from other class time but during the reading block scheduled time. Since there are four tables in my class, I would have two tables compete against each other in a relay race, while the other students were the reporters of the game. After the first group of students raced they would switch positions with the other two tables. Therefore, there would be two sets of games and each student would have to play the role of the reporter. In order for each child to receive full credit they must write a summary of the games and include a quote from an athlete, three sentences, and their notes they took from the games. This way the students would be practicing the main skill as well as reenacting the Olympics. This would connect both skills and content being taught in the classroom to an experience they are having. The summaries would be written within the classroom but the students will be required to take notes while watching the games. This can be finished in the time we have left in reading block or the next days reading block. For fun, we will have the winning group from each heat compete for

Olympics 66 the championship. At the end of the games, we will have a award ceremony where awards will be handed out for winners, best teamwork, MVP, best summary, and great sportsmanship. This will give the students a glimpse into the real Olympic games and how they win medals. It will also motivate them to try their hardest and take their work seriously. This will engage the learners within my classroom and motivate them to learn and master the concept when they know there will be prizes.

Olympics 67 Name:________________________________

Olympic Day Rubric

Category Notes Summary 1 The student turned in notes of the Olympic games. The students summary included the main idea and was at least three sentences long. The student included a quote from the athlete in their summary. 0 The student did not turn in notes of they Olympic games. The summary did not include the main idea and was less than three sentences. The student did not include a quote from the athlete in their summary.

Quote

Total:_______________/3

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Unit Rationale I chose to write this unit for 5th grade reading class because of the Alabama state standards as identified by the Alabama State Course of Study is that students be able to identify the main idea and write a summary on a text. Since this is such an involved standard, I chose to connect this standard with the Olympics. I reviewed the related k-4th standards to determine the expected background knowledge student will have regarding summarizing. I determined that students will most likely have some knowledge of the summarizing and main idea, but not any in depth knowledge on it. Having observed this skill, I decided to start the teaching of this standard by building the content knowledge of our students first. I felt that our students needed to have a explicit teaching and be taught steps that they can remember when they get older. This is extremely important because they will use this skill for the rest of their life. My goal at the end of this unit, was that the fifth graders would have a understanding of how to determine the main idea and a grasp the skill of summarizing. I taught this during the winter of the school year so it was being taught while the Olympics were on. The time also allows my students to build outside knowledge on the Olympics and connect it to what they are hearing and seeing on T.V. at home. This made it extremely relatable. I incorporated a lot of hands on lessons that require small group activity. I based my groups by their tables. I knew my students behaviors and learning styles which made it easier for me to base instruction off of. That is also how I based my table arrangements so there would be an equal mix of different learners. I will start off my lessons each day with an interactive game or song. This was informational and engaging for my students since games are always a treat. I will also have a text everyday for them to learn about the Olympics. Each day, I will touch on a different

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topic within the Olympics. For example, I talked about the history of the Olympics, Russia, sports, and players. While I was teaching, they were following along with the text at their table as well as the Promethean Board. This will help them stay on task and learn the material. I will also use technology and have my students participate in Olympic day. My students will compete in a relay race while the other students are reporting it, then they will switch. This will not only work on summarizing but mock the real Olympics. I will assess my students formatively throughout the unit. I will use observations, in class discussions, and checking their assessments. I will have them turn in the things they do in class so I can make sure they understand the skill. On the last day of teaching, I will have them compete in the Olympic day. They will be graded off of a teacher made rubric. I will assess them by having a summative assessment the week after I finish teaching the skills.

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Philosophy of Education I have wanted to be a teacher for as long as I can remember, and not just because I love children. I believe the purpose of education is to not only teach children but to open doors for their future and give them a chance at something they cant have if it wasnt for education. Teachers are meant to challenge, encourage, and treat their students like young individuals so they will be prepared to enter the real world. Teachers have the gift to change a child's future. They are the ones that encourage and equip them to be something great. By being a teacher I feel like you can change their outcome and give them hope for their future. I also believe by being a very invested teacher you can not only change their outcome but help them develop the person they are going to become. I believe children learn differently but strive best in a respected, safe, and encouraged environment. Knowing that, I will be disciplined with my students but give them the respect and encouragement they need to excel. I will also be very open minded with the things they would like to do. For example, for reading time they will be able to choose any book that interests them. However, if a student reads better in complete silence I would allow them to sit in the hall to read. I would change the way I do things for the different learning styles. I would also use videos, touch and feel activities, and lecture based lectures to cover visual, kinesthetic, and auditory learners. Also, once I establish rules and discipline, my students will be allowed to move freely around the classroom. This shows that it is a safe environment and that I trust them. I will assess them by worksheets, tests, and daily participation but I will constantly be monitoring their progress to show the students that I truly do care about if they are grasping the knowledge. By creating a safe environment, my students would know that tolerance and respect is very important. I will make sure that different cultures and ethnicities are not only tolerated but learned about and explored. I want my students to have a global perspective and realize there are other types of people than just the ones they are sitting next to. I would do this by each week studying a different part of the world and culture. I would also talk about similarities and differences within culture. I would also use items from other parts of the world to demonstrate lessons. For example, if I was teaching a lesson on sizes, I would incorporate culture into the game by collecting international coins and telling the students to organize them by size into various buckets. I could also use cross-cultural dolls, so when my students have questions about why they are different it opens a new subject matter to that culture. I believe the relationships you build within the school are extremely important. I will try my best to form amazing relationships with the other teachers within my grade level so I can collaborate with them on ideas, lesson plans, and activities. Also, I will seek an older teachers advice and mentorship since she has been around and can give me helpful ideas or advice. I will establish an open relationship with the parents within my classroom. I believe parent involvement is a huge reason for the success of students. Therefore I will be in constant communication with them by reports, emails, and conferences. I let them know that they are always welcome to give their input and help out within the classroom when needed. My goal for my students is to learn the information and know that they can be something successful and great in the world!

Olympics 71 Materials and Resources There are several materials and resources I used to enhance my instruction. Everyday, I will be using a promethean board. This will function as a projector and an interactive white board. I will use it to display the different Olympic based text and videos to the class. I will also use it as interactive by pulling up the text and having the student underline the important versus interesting facts. This will be enhance my instruction because it makes my lessons hands on and easily viewable. I will also will use worksheets, graphic organizers, newspapers, group discussions etc, to assist the student into practicing their new skills. They will use these different materials to recall on the information taught and apply it to the worksheets or activities given. I brought in materials and examples from home such as: newspapers to connect something they had seen before to what we were learning about in class. Technology will be incorporated everyday by the use of Promethean Boards. Computers, and the Elmo. Students will do research on computers to find out more the Olympics when they finish early. I will also show student examples as well as my own in order to guide instruction. Music will be incorporated by the involvement of the Bryan Elementary song in order for them to see authors point of view and connect it to prior knowledge. Art will be incorporated by coloring and drawing for different group activities on cooperation. All the materials I used each day in my lesson are stated in them as well as written materials. I will also rely on different resources such as: Olympic texts and interviews.

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Materials and Resources Day Materials Blank sheet of paper Notebook paper Pencils

History of the Olympics http://teacher.scholastic.com/activ ities/athens_games/history.htm The First Olympics text Rubric for summary Important versus Interesting chart Elmo Sentence for telephone game

Sum it up sheet Headlines and headless stories Elmo Pencil Glue sticks/ stapler Newspaper Online New York Times newspaper

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Day Materials Paper Sports text- Twelve Events Will Make a Debut at the 2014 Olympics in Sochi o http://www.nbcbayarea.c om/news/sports/NATLSix-New-Events-MakeDebut-At-Sochi-2014Olympics229719291.html Pencil Interview o http://www.timeforkids.c om/photosvideo/video/qaolympian-julie-chu137661 Computer Promethean board

Shaun White biography o http://www.biography.com /people/shaun-white201311?page=2 Paper Pencil Interview on Jamie Anderson o http://www.timeforkids.co m/photos-video/video/qasnowboarder-jamieanderson-137651 Computer Promethean board

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Read the passage below.

Fast fact-finding Sky Colors

Have you ever wondered why clear skies are sometimes deep blue and at other times almost white? Or why some sunsets are fiery red and others watery yellow? The reason is that the mixture of particles in the atmosphere is constantly changing. Every color in the sky comes from the Sun. Sunlight is white, which means it is a mix of every color in the rainbow. But as it passes through the atmosphere, gases, dust, ice crystals, and water droplets split it into the various colors, bouncing some toward our eyes and absorbing others. The colors we see depend on which colors are reflected and which are absorbed. Clear skies are blue because gases in the air reflect mostly blue light from the Sun. The sky gets paler when extra dust or moisture reflects other colors, diluting the blue. Sunsets are yellow (or red, if the air is dusty) because the Suns rays have to travel so far through the lower atmosphere that all the yellow light is absorbed.
From How the Earth Works by John Farndon

Underline all the main points in the paragraph above. Then answer these questions in complete sentences. What color is sunlight? Why is the sky blue? What do you notice about the first four words? Why do you think they are set out this way? What kind of sentences introduce the passage?

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Words such as the reason is, because, and which means tell us that this piece of writing does more than simply list facts. What else does it do?

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1968 1924
The Winter Olympic Games begin. The games in Mexico were held at the highest elevation ever.

2004
The games return to Athens, Greece.

776 B.C
The Olympic Games began at Olympia in Greece. There was only one event back then: the 200-yard dash.

1940 &1944
The Olympic Games are cancelled due to WWII.

1972
U.S.A loses the basketball competition for the first time against the Soviet Union.

March 24, 1896

Baron Pierre de Coubertin of France successfully campaigned to reinstate the Olympic Games in Athens, Greece. Less than 300 athletes represented 13 nations.

1964 1960
25 Olympic records were broken in the Tokyo summer games.

1996
Mohammed Ali lights the Olympic torch.

393 A.D
The Olympic Games were abolished by the Christian Byzantine Emperor Theodosius I, because of their Pagan influences.

The summer games in Rome are the first to be televised world-wide.

1992
The U.S. basketball team known as the Dream Team wins the gold winning all their matches.

1936
First ever Olympic torch.

2012
Held in London, in the United Kingdom.

Copyright 2012-2013 by Education.com

More worksheets at www.education.com/worksheets

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Reference Page
Keady, C. (2014, February 24). 2014 Sochi Olympics. So Long, Sochi. Retrieved April 4, 2014, from http://www.timeforkids.com/news/solong-sochi/147701 Olympic Principles and Traditions | Go for the Gold Student Activity | Scholastic.com. (n.d.). Olympic Principles and Traditions | Go for the Gold Student Activity | Scholastic.com. Retrieved April 4, 2014, from http://teacher.scholastic.com/activities/athelets PHOTOS & VIDEOS. (n.d.). Photos & Videos. Retrieved April 4, 2014, from http://www.timeforkids.com/photos-video/video/qa-olympian-juliechu-137661

PHOTOS & VIDEOS. (n.d.). Photos & Videos. Retrieved April 4, 2014, from http://www.timeforkids.com/photos-video/video/qa-snowboarderjamie-anderson-137651

Shaun White. (2014). The Biography Channel website. Retrieved 06:11, Apr 03, 2014, from http://www.biography.com/people/shaun-white-201311.