Kaylie Quimby

CEP 804A

Inquiry Unit Plan: Disability Awareness

Section I: Student Information:
In my current placement, there are fifty-five students in a fourth grade general classroom that is
co-taught by two teachers. Students are the ages of eight, nine and ten years old. The majority of the
class is female with a total of thirty-two girls and only twenty-three boys.
Students are receiving support in reading and math throughout the school day from several
sources. Two students receive extra math support in the mornings with a math support program on the
computers for twenty minutes a day. Six students receive small group readings instruction from either the
special education teacher or the reading interventionist for thirty minutes a day. Out of those six students
only one student has an Individual Education Plan (IEP) and is required to receive special education
services. That student is a nine-year-old Hispanic male who has been diagnosed with a learning disability
in basic reading skills and has a speech and language impairment. The schools speech pathologist meets
with this student to work on his goals in the speech and language category. Finally, in the afternoon eight
students receive extra reading support in the areas of comprehension and fluency through a reading
support program on the computers for thirty minutes a day.
The class also has one other student who has an IEP. This student is a Caucasian male who has a
learning disability in written expression. He receives support from the special education teacher during
writing instruction as she pushes into the general education curriculum for thirty minutes a day.
There is a classroom management system in place that is consistent and upholds a routine for
those students that need the stability with a class that large. Positive reinforcement is used to highlight
behaviors that are appropriate and desired while inappropriate behaviors are ignored. Those that show the
desired behaviors receive praise and in response, those that are behaving poorly stop the undesired
behaviors when they notice they are not receiving anything for their behaviors. There is little need for
redirection, but there are several behavior plans in place for those students who need the extra support and
guidance throughout the day. One female student has a check-in and checkout sheet used as a
communication platform for the parents and teachers. Another male student has a rating card for each
subject of the day describing whether he receiving all three points for performing desired behaviors.
Another male student has two share sticks that are used when the student decides to share a side story
or experience throughout the day. This limits the amount of sharing he does with the adults in the room
and promotes sharing with other fourth graders instead. This is a plan that is pushing the student towards
making relationships with other fourth graders since he is new to the classroom this semester.

Section II: Planning My Unit:

To begin planning my unit I needed to meet with Dr. Mariage to discuss my unique situation.
Having fifty-five students in one classroom working on an inquiry unit is a tall order and I wanted to
make sure I was planning the best unit I could, but in the most efficient and smart way possible. After
meeting with Dr. Mariage for two hours I had an understanding of what my inquiry unit would look like
and started to make a rough plan of what I wanted the unit to entail. The next day I met with both mentor
teachers to decide when I would teach my inquiry unit. This was essential in order to know which
students would be in attendance and if I would have the ability to incorporate technology into my lesson.
My mentors and I decided to reserve the writing time after lunch for my inquiry unit to ensure that all
students would be in attendance and be able to participate. Mondays and Wednesdays this writing time is
only twenty minutes long, but is followed by time in the computer lab for thirty minutes. The twenty
minutes will be used as a mini lesson time and the technology time on those days will be used for
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research and publishing. On Tuesdays and Thursdays this writing time is one hour long and will be used
for the bulk of the instruction, research, and group collaboration. Fridays also provide forty minutes
during this writing block used for direct instruction in these areas as well. Technology will also be
incorporated during the times when the computer lab is not open with the use of Chromebook carts.
After choosing a time when my lesson would be taught, my mentors and I discussed what I
wanted to get out of the unit, particularly how I wanted to try and implement POWER+P as well as
research of all different types (books, internet, real-life stories). Knowing I needed to include all these
requirements I chose to center my inquiry unit on disability awareness. This topic was chosen because at
the beginning of February the fourth grade students participated in Disability Awareness Days that were
sponsored by the PTA. They were able to learn about different disabilities to grow their knowledge and
further their empathy towards others that may be different than them. I thought this unit would be a great
way not only to incorporate the information they learned, but the background schema they already I knew
to create a video presentation of each groups creative performance to send to the PTA as a way to say
thank you for the wonderful experience. I knew this topic would be challenging and I would need to
model and scaffold this topic and each process of this unit using a disability of my own as an example for
my students, but I knew it would be worth it.
Next, started to research different school appropriate sites that students could use to do their
research. These were sites they could access during technology time and would be used during the
gather information phase of the unit. I also went to the East Lansing Public Library and checked out a
bunch of books on different disabilities as well as gathering them from the school library. I then talked
with my mentor teachers to see if the video presentation that would be recorded could be presented at a
future Brown Bag Lunch. This lunch is when the parents come in and eat lunch with their child. At this
time, the teachers share important upcoming information and this would be a great time to present the
students hard work to an audience. We also discussed sending this to the PTA and having the students
create a thank-you letter as well. It was important to make sure I received verbal agreements from the
appropriate people before starting my unit so that I can inform the students their end product or
publishing pieces for the unit.
After doing some research of my own I started to create all the worksheets, documents, posters,
cue cards, and rubrics necessary for this unit. These documents will be helpful in modeling and
scaffolding student thinking during the planning process and organize writing during the organization
stage.
Lastly, I planned my unit in a rough day-to-day outline. This involved hours of internet research
and decision making about to differentiate instruction for those students who need extra support. I spent a
lot of time deciding how to split fifty students into groups to study only a small number of disabilities.
The decision to choose a few disabilities was strategic. When more people are researching a topic they
are able to dive deeper and find out information they may not have been able to if it was just one or two
people learning about a topic. Most importantly, I studied the POWER+P method in order to dissect and
analyze low long each step would take and what parts would need to be scaffolded for what students.

Section III: Planning, Activating, and Building Background Knowledge:

Day 1: (1:00-2:00 pm- 1 hour)
Show provocation video on disabilities: https://www.youtube.com/watch?v=wJQQtM6240s
Review what a disability is
Disability: a physical or mental condition that limits major life activities (https://adata.org/faq/what-
definition-disability-under-ada)
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Pre-reading strategy: Key Vocabulary/ Pre-Teach Vocab

Pre-writing strategy: Key Vocabulary/Pre-teach Vocab
Brainstorm different disabilities in draft books
Pre-reading strategy: Activating Background Knowledge
Pre-writing strategy: Brainstorming about topic/ Topic generation
Write different disabilities on chart paper
Review disabilities students learned about during the Disability Awareness Days
Pre-reading strategy: activate and build background knowledge
Tie in the read aloud book entitled, Out of My Mind (about a girl with Cerebral Palsy)
Pre-reading strategy: telling a story that relates to theme/topic
Introduce project, audience, & performance to add meaning to the
project
Students will be the researchers!!
Who is your audience?
Ex. Kindergarteners, parents, 4th graders, teachers
How would you like to present your disability?
Ex. Make a giant picture book, powerpoint, pretend to do an
interview, poster, diagram, bring in an artifact, skit, banner, tri-fold
board
Have students write on sticky notes the top two disabilities they would like to learn more about and why:
Autism, Physical Disabilities, Visual Impairments, Deaf/hard of hearing, Attention Deficit Hyperactivity
Disorder (ADHD), Dyslexia, & Down Syndrome
Cerebral Palsy: (I will use as my project to model throughout the process)
Introduce POWER+P Poster
Clothes pins currently at P for the PLANNING stage
Describe all the stages and put extra emphasis on the publish stage

Day 2: (1:00-1:20 pm- 20 minutes):

Review POWER+P Poster
Announce disability groups and have students sit together at tribes in
each group:
Autism: 8
Physical Disabilities: 8
Visual Impairments: 8
Deaf/Hard of hearing: 8
ADHD: 8
Dyslexia: 8
Down Syndrome: 7
Have students fill out Plan-Think Sheet
Complete the first two questions as a class (Who am I writing this for?
Why am I writing this?)
Pre-writing strategy: PLAN Think-sheet & Procedural Facilitation
Individually answer last question (What do I know?- brainstorm)
Pre-reading strategy: What we Know

Day 3: (1:00-2:00 pm- 1 hour):

Have students sit in disability groups
Model writing on a KW brainstorm chart in the K section what I already know about CP
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CEP 804A

Have students write on a group KW brainstorm chart in the K section about what they already know
about about their specific disability
Pre-reading strategy: Key-vocabulary, preview pictures and think aloud what I know about Cerebral
Palsy
Pre-writing strategy: what we know
Model writing on a KW brainstorm chart in the W section what I want to know about CP
Have students write a group KW brainstorm chart in the W section about what they want to know about
about their specific disability
Pre-reading strategy: Key-vocabulary, preview pictures and think aloud what I want to know about CP
Pre-writing strategy: What we want to know.... Questions
Move clothespins in between PLANNING & ORGANIZE stages on the POWER+P poster.
Talk about this stage with students.
Explain how this is how they will be doing their research.
Introduction of BURN strategy with presentation & scaffold poster
Pre-reading strategy: Scaffolding Learning- talk, tools, objects to
help support thinking
Students will pick out the Main Idea of each paragraph and then the
Key Details using the BURN strategy.
Practice BURN strategy as a whole group
Model how to use the BURN strategy first to the entire class.
During and After Reading Strategies: Model & Think Aloud
Strategies
During and After Reading Strategies: Mark It Symbols
During and After Reading Strategies: Highlight Main Ideas & Key
Details
Model how to use the BURN Scorecards.
During and After Reading Strategies: Procedural Facilitation
Have students practice the BURN strategy in pairs on an example
paragraph using the scorecard (Birds of Prey paragraph)
My goal for the planning and organization activities was to prepare
students to take an active role in their own writing. It was my goal to activate background knowledge and
guide students to the information they already know about different disabilities. Students needed to
generate topics that were about different disabilities. I also made it a point to build my lesson around
engagement by picking a topic that was recently talked about and explored. Students brainstormed about
a topic of disability awareness, decide on a disability they would like to research more about. I tried to
pique the students interest with an introduction video to get them in the mindset of disability awareness.
They used different text structures such as web organizers and maps to share what they already knew
about the topic and what they wanted to know about the topic. I created an end presentation that would
motivate students throughout the unit. I shared with the students that they would be doing research about
several different disabilities. Then they will create a presentation with their group members about each
disability and record those presentations to show to the parents at the next Brown Bag Lunch. The
presentation video will also be sent to the PTA to thank them for setting up the Disability Awareness Days
that took place in the beginning of February.

I believe this is one of the most important phases of my inquiry unit. In this phase, during the first two
days of my unit, it is imperative that I build the motivation and excitement for the unit. My attitude as
well as my students attitudes will help determine the success of the unit. I have learned from previous
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CEP 804A

lessons the importance of being transparent with my students. They want to know why this unit is
important and what the end result will be. They have learned that whatever they are taught in our
classroom it is for a purpose and it will help them develop and build a skill for future use. Personally, I
know that if I do not have something to relate to I will not only be uninterested, but I will also not be able
to grasp any of the concepts thrown at me. With that being said, I think it is imperative to give the
students a chance to share what they know and make connections to their personal lives and experiences.
At this point I am also going to have a large classroom web as visual of all the information we know and
have learned about each disability throughout this unit.

Section IV: Teaching Strategies for Gathering, Recording, and Organizing Information:
Day 4: (1:00-1:40 pm- 40 minutes):
In ORGANIZE stage
Paragraph to practice BURN strategy as a review (Great White Shark paragraph)
Review the purpose of the BURN strategy with students.
Model and Think Aloud how to fill out the Main Idea Web Organizer
Read a book, Ceanna has CP by: C. Fran Card
Pre-reading strategy: telling a story that relates to theme/topic
Use BURN strategy to identify main ideas
Model how to put information from the text into Web Organizer on CP.
Pre-writing strategy: Text Structure Maps/Organizers
Individual practice of the BURN strategy using article about specific disability
Articles found on:
http://kidshealth.org/
http://www.readingrockets.org/
During and After Reading Strategies: identify main idea and key details
While reading the article, students will be filling out an individual Web Organizer
Pre-writing strategy: Text Structure Maps/Organizers
Students share out Main Ideas & Key Details they identified with support for how they found them.
Use group roles to have leader facilitate the sharing out of Main Ideas and Key Details
Add information to group Web Organizer
Have the recorder write the information down on the group Web Organizer.
Pre-writing strategy: Text Structure Maps/Organizers

My goal for during and after reading is to make visible thinking through the use of the BURN strategy to
identify man ideas and key details. I want to provide the students tools to identify the main ideas and
supporting details of text. Viewing a text in this way the students research will be enhanced and they will
be able to access more information throughout several different texts without feeling overwhelmed. I also
wanted the students to practice becoming self-regulated and self-monitoring learners. In this stage, I will
be demonstrating how to use the graphic organizers that I have designed and created for the students in
order to gather and synthesize their information. It is important at this phase to explicitly model
everything I expect out of the students. I will do this by modeling each step using my own specific
disability on my own individual web and add it to our class disability awareness web. The graphic
organizers I will provide will already have the categories section established and accompanying lines
written next to those sections so that organization within the graphic organizer does not become
cumbersome to the students research. The point is for the students to organize their thoughts and not
worry about how to use the graphic organizer.
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CEP 804A

Section V: Building Additional Background Knowledge:

Day 5: (1:30-2:00 pm- 30 minutes):
Technology Time
In ORGANIZE stage. Technology time in the computer lab or on Google Chromebooks
Model how to fill out the MAPS It worksheet
Pre-writing strategy: Map Main Ideas and Key Details
During and After Reading Strategies: Map Main Ideas and key details
Model finding information from research sites (Cerebral Palsy):
Technology/Research time on the Google Chromebooks
Use MAPS It worksheet to record information for these categories: definition/causes, tools that help,
behavioral characteristics, stories
Pre-writing strategy: Map Main Ideas and Key Details
Credible sites for students to use:
http://www.factmonster.com/
http://mel.org/
http://www.remc13.org/resources/
http://go.galegroup.com/ps/dispBasicSearch.do?userGroupName=lom_accessmich&prodId=ITKE
Send out a class email with information and links students can access when researching their disability.
Once all students have fill out their MAPS it worksheet they will share out with their disability group
what they learned and add it to their group Web Organizer and individual Web Organizer
Group roles will be used. The leader will facilitate each member sharing out. The recorder will
record the information onto the group Web Organizer.

Definition/Causes: Behavioral Characteristics:

Tools that Help: Stories:

I think this will be an exciting phase of my unit for the students. I wanted to incorporate as many different
ways of research as possible for the students to see how scientists/researchers work. They used picture
books, articles, videos, and online research articles to find out more information about their specific
disability. This is a phase where student accountability is important and progress towards obtaining
appropriate research information will be checked each day.

Section VI: Drafting, Editing, Revising Final Product:

Day 6: (1:00-2:00 pm- 1 hour):
In ORGANIZE stage and moving into the WRITE stage of the process.
Students sit in their disability groups
Have students read a picture book about their disability with their group members
Use group roles to have the reader of the group read the picture book.
The recorder of the group will write down new information from the picture book to the group Web
Organizer.
Pre-writing strategy: Text Structure Maps/Organizers
Then have students individually write down what was learned and written in the group Web Organizer
onto their individual Web Organizer
Pre-writing strategy: Text Structure Maps/Organizers
Move clothespins to the WRITE stage on the POWER+P poster when groups are ready to start the
writing process.
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Model how to fill out the Write-It Plan sheet. This is a note-taking guide for the research paper before
drafting begins.
Pre-writing strategy: Text Structure Maps/Organizers
Model and teach how to write Introduction paragraph
Writing strategy: Model and Think Aloud Strategies/ Mini-Lesson on categories & details
Teach: The introduction should be designed to attract the readers attention and give him/her an idea of
the writings focus.
Begin with an attention grabber (ex. Startling information, True or verifiable information, dialogue)
Add two more sentences that will lead the reader to the thesis statement
Finish the paragraph with a thesis statement
Use the Write-It Draft paper as a guide for the introductory paragraphs
Pre-writing strategy: Text Structure Maps/Organizers
Have students write their introductory paragraphs.

Day 7: (1:00-1:20 pm- 20 minutes): (Wednesday, March 22)

In the WRITE stage.
Allow students time to finish writing their intro paragraphs.
Model how to write topic paragraphs
Writing strategy: Model and Think Aloud Strategies/ Mini-Lesson- Paragraph writing
First: Topic sentence- the sentence that tells what the paragraph will be about.
Second: Supporting sentence- these sentences add details to the topic sentence.
Third: Supporting sentence- these sentences add details to the topic sentence.
Fourth: Ending sentence- this sentence closes the paragraph. It tells the reader that the paragraph is
finished.
Use the Write-It Draft paper as a guide for the topic paragraphs
Pre-writing strategy: Text Structure Maps/Organizers

Day 7- CONTINUED (1:30-2:00 pm- 30 minutes):

Technology Time
Allow students to finish up their research on Google Chromebooks.
Use the MAPS-It worksheet to record information

Day 8: (1:00-2:00 pm- 1 hour):

In the WRITE stage.
Allow students time to write their topic paragraphs
Once all students have fill out their MAPS it worksheet they will share out with their disability group
what they learned and add it to their group Web Organizer and individual Web Organizer
Group roles will be used. The leader will facilitate each member sharing out. The recorder will
record the information onto the group Web Organizer.
Go back to the KW brainstorm charts and the web to make sure what they thought they knew was
accurate information. Have they changed their thinking?
Groups may be working at different paces and will need extra time to finish the gathering information
part/research stage of the unit
Meet with each to go over the charts
Writing strategy: Look back to predictions in Planning
Model how to write a conclusion.
Writing strategy: Model and Think Aloud Strategies/ Mini-Lesson on categories & details
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CEP 804A

Teach: The conclusion brings closure to the reader, summing up your points or providing a final
perspective on your topic. The conclusion needs three or four strong sentences that review the main
points or briefly describe your feelings about a topic.
Use the Write-It Draft paper as a guide for conclusion paragraph
Pre-writing strategy: Text Structure Maps/Organizers
Allow students time to finish up their conclusion paragraphs

Day 9: (1:00-1:40 pm- 40 minutes):

Allow students time to finish their conclusions.
Move clothespins to the EDIT stage on the POWER+P poster when groups are ready to start the writing
process.
Model how to edit writing
Writing strategy: Model and Think Aloud Strategies/ Mini-Lesson on editing
Use Edit rubric as a checklist for students
Writing strategy: Edit/Editor think-sheet
Move clothespins to the REVISION stage on the POWER+P poster when groups are ready to start the
writing process.
Model how to revise writing
Writing strategy: Model and Think Aloud Strategies/ Mini-Lesson on revision
Use revision rubric as a checklist for students
Writing strategy: Revision think-sheet
Model how to use the Writing Rubric as a checklist tool as well.

My goal for the drafting, editing and revising strategies is to help the students keep the audience and the
purpose of the project in mind. This part of the unit will possibly be the most challenging for my students
as well as for me with managing fifty-five students all needing support and guidance through the drafting,
editing, and revision process. Here, the discrepancy between the abilities of the individual students will
become more visible as different steps of the process will need to be scaffolded and accommodated for
certain students. Furthermore, students will start to be at different stages of the POWER+P model
causing it to be more challenging to know when its the right time to introduce mini lessons for the next
step in the process. My goal in this stage is for the students to use each step of the writing process as tool
to better their writing. I want students to realize how writing can be broken down into steps and therefore
not be as overwhelming as they once perceived.

Section VII: Presenting or Publishing Final Product(s)/Assessment and Accountability for

Learning:
Day 10: (1:30-2:00 pm- 30 minutes):
Technology Time
Move clothespins to the PUBLISHING stage on the POWER+P poster when groups are ready to start
the writing process.
Model how to take information from the drafts and type into Google Slide presentations.
Writing strategy: Model and Think Aloud Strategies/ Mini-Lesson technology & presentation

Day 11: (1:00-2:00 pm- 1 hour):

Have students finish up editing and revising their presentations.
How are you presenting your disability? (Google Slides)
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Some students will be paired with one another to finish a slide in a presentation. Every student will be
responsible for contributing to the powerpoint.
Once all groups are at this point students may perform their presentations.

Day 12: (1:00-1:20 pm- 20 minutes):

Finish up creative student presentations

Day 12- CONTINUED (1:30-2:00 pm- 30 minutes):

Videotape students performing their presentations

Day 13: (1:00-2:00 pm- 1 hour):

Videotape students performing their presentations

I am very excited for this part of the unit. The students will create presentations with the information that
they wrote in their papers as a group. Once each group decides how they want to present their
information they will work on the project together. Each group will have time to practice presenting the
powerpoints so that they become more confident when their actual presentation is videotaped. I will
videotape each presentation and create a video about disability awareness that includes every student's
research. This video will be shown during a Brown Bag Lunch. This is a gathering when parents come in
and eat lunch with their child. This is a great opportunity for the parents to learn more about what their
child has been doing in the classroom and it makes the students proud of their work. The video will also
be sent to the PTA along with a thank you note for allowing the students to participate in Disability
Awareness Days. Those days inspired this inquiry unit and fueled student curiosity to learn more about
different disabilities.

Section VIII: Reflection and Critique of Unit:

I am very proud of this inquiry unit and I know my fourth graders are very proud of their final
research products. Before my inquiry unit I was overwhelmed with the fact that I had 55 students to
guide through each step of the POWER+P process. It took a lot of planning on my part to make sure each
step of the process was thought out before implementing it with my students. I believe my attention to
detail and my thoroughness aided in the success of my inquiry unit. Even before the inquiry unit I was
trying to pick a topic that was relevant to the students lives and was a recent event or topic. The
Disability Awareness Days took place in February and my mentor teachers wanted me to do a read aloud
on Out of My Mind a book about a girl with Cerebral Palsy. All of these different sources of information
could be used as background knowledge for students. After seeing all the stars align I knew that my unit
would transition smoothly into the students semester because the timing was just right.
As I was planning I thought about the purpose of each step and what students were supposed to
learn along the way. I used scaffolds that would enhance the lessons rather than to fill a requirement. I
incorporated group roles and accountability talk cues to promote collaboration in the small disability
groups. I created technology emails to the students during technology time that explicitly said what sites
students can access and where to write down their researched materials. I even had my own disability,
Cerebral Palsy, that no other student was researching which I used as a modeling tool and guide for
students as they went through the POWER+P process. I created every piece of my inquiry unit and I am
over the moon about how it turned out in the end!
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I truly can say that this unit has taught me more than I ever could imagine! I learned how
important it is to model and provide scaffolds for students about how to plan and organize their thoughts,
teach a pre-reading strategy, model how to take information from a text and organize it into topic areas,
and then have students conduct research. After researching, I learned that it was important help students
come to a point in their academic careers where they realize what information they still need to obtain on
their own. I was always there for support, but I pushed students to explore the search engines, articles,
and picture books I provided them and choose information that fit best into each topic area on their own.
Once the graphic organizer was filled out with all the research material I provided students with a
scaffolded sheet where they could plan out each topic area, introduction, and conclusion paragraph
including transition words. This scaffolded writing plan sheet then scaffolded the writing draft sheet,
which further guided them as I modeled each step and they worked independently on their research
papers. The end presentations were a whole group collaboration incorporating all 8 team members
thoughts, opinions, and research information into one slide show presentation. On presentation day,
students were thrilled to share their information with each other and they liked the added bonus of being
videotaped.
From day one students were engaged and motivated about the topic area and the audience they
were writing for. They showed dedication and hard work when researching about their disability. Many
students even asked to continue their research at home prompting other to do the same without me even
suggesting it. It was very inspiring to see students problem solve where to put information, how to cite
information properly, and how to accurately depict the disability without adding misconceptions from
past experiences. The students were truly researchers!
Now, this unit did have some challenges. Students had a difficult time identifying the main ideas
in a paragraph, even after I went through my pre-reading strategy, the BURN strategy, with them. I had to
reteach the strategy again that same day when I noticed students were still just highlighting most of the
paragraph. I made the informed decision, based on my observation of student work in that class period,
that it was important to stop what the students were doing and model again how to BURN the passage
using my own disability passage as a tool. This helped clarify confusion students had during their
independent work time.
Another time when there were some challenges in my unit was during the group work after
students researched for material on their disability. I had students work on small poster paper with the
same four headings as the ones on their research plan sheet. I told the students about the take 3 rule. This
rule says that if at least three people have a fact then it is a reliable fact to put on the small poster. I
included an example about people with Down Syndrome liking sports. I clarified that there may be
someone you know who has Down Syndrome and he or she likes sports, but that doesnt mean every
person with Down Syndrome likes sports. This collaborative work time helped to separate facts from
opinions or personal experiences. Several groups did a great job using their group roles. They took turns
stating a fact and then students raised their hand if they also had that fact. If there were at least three
hands up they would write that fact on the poster. Some groups were not so productive. Several students
did not agree with the role they were given therefore they became defiant, talked about of turn, spoke
over someone else who was speaking, or didnt participate at all. At that point I had to speak to those
students one-on-one and express why they were put in that particular position that day. I told them that I
knew that they could be a leader and role model in that role. After several of those discussions those
students turned their attitudes around and started working with their groups. Some groups had a difficult
time deciding what was a fact and what was an opinion. I had them refer first to the article they all read
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as the basis for their research. Once they couldnt pull anything else out of the article for their organizers
then they could bring in information from other sources. That little guidance went a long way for several
of those groups.
The next step will be for me to contact the PTA and set up a time where a few students and I can
attend a meeting to present our research that was documented in the movie I created of all the disability
group presentations. If a meeting is not possible, I will have student volunteers create a large thank
you card to send to the PTA with the movie to thank them for taking the time to bring the Disability
Awareness Days to the elementary school for the fourth graders to learn about. The next writing piece
that students will be working on in April with my mentor will incorporate information from the Disability
Awareness Days, the read aloud book, and my inquiry unit to help them write a persuasive essay, but not
specifically on disability awareness. This is not an essay I will be leading, but I was very pleased to see
that my inquiry unit fit into their unit plans and it can also supplement other units that will come after it.
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Appendix
PLAN Think Sheet
Plan Think Sheet
Name: __________________ Date: ________________ Topic: ________________________

WHO: Who am I writing for?

WHY: Why am I writing this?

WHAT: What do I know? (Brainstorm)

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Name _______________________________________________ Date _____________

KW Brainstorming Chart

Before you begin your research, list details in the first two columns. Fill in the last
column after completing your research.

Topic _____________________________________________________

What I Know What I Want to Know

Copyright Houghton Mifflin Company. All Rights Reserved.

MAPS It! Main Ideas & Details

Name: ______________________ #: ________ Date: _______________
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M: Main Idea or A: Add Details: Notes, or Facts

Category
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
Definition/ Causes 4. _________________________________________________
5. _________________________________________________

1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
Behavioral 5. _________________________________________________
Characteristics

1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
Tools that Help 4. _________________________________________________
5. _________________________________________________

1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
Stories 4. _________________________________________________
5. _________________________________________________
 Kaylie Quimby
CEP 804A

Technology Emails for Research

Kaylie Quimby
CEP 804A
 Kaylie Quimby
CEP 804A

Write It PLAN SHEET

Plan, Organize, Write, Edit, Revise
Write it! PLAN SHEET
Name: __________________ #: ________ Date: _______________

Transition Words
FIRST NEXT THEN LAST
To start with Secondly The next day Finally
To begin After a while Afterwards/after At last
One day Now Also In conclusion
It all began Later that day As soon as As you can see
Additionally Later (time, day) To sum it up
Soon after All of a sudden To summarize
The very next (time/day) Not to mention
Suddenly

Introduction
Hook:

Topic/Rephrase Prompt:

Introduction of Ideas:
 Kaylie Quimby
CEP 804A

Transition Word: Transition Word:

Topic (paragraph) #1: Topic (paragraph) #2:

Transition Word: Transition Word:

Topic (paragraph) #3: Topic (paragraph) #4:

Conclusion:
 Kaylie Quimby
CEP 804A

Writing Rubric Plan, Organize, Write, Edit, Revise

Name: ______________________ #: ________ Date: _______________

Check
off when Introduction
finished

Begins with topic sentence that catches the readers attention: use 0 1 2 3
an attention-getter?

Use a series of questions, statements, funny story, interesting detail? 0 1 2 3

Name your topic? 0 1 2 3

Introduce your text structure and purpose? 0 1 2 3

Overview or prepare readers for the subtopics in the paper? 0 1 2 3

Add a conclusion sentence? 0 1 2 3

Check
off when Topic Paragraph #1:
finished

Begins with topic sentence? 0 1 2 3

Discuss first topic paragraph? 0 1 2 3

Give rich details, examples, or evidence? 0 1 2 3

Use transition or key words (First of all, The first example, One 0 1 2 3
reason is)

Add a conclusion sentence that restates the topic sentence? 0 1 2 3

Check
off when Topic Paragraph #2:
finished

Begins with topic sentence? 0 1 2 3

Discuss Topic Paragraph #2? 0 1 2 3

Give rich details, examples, or evidence? 0 1 2 3

Use transition or keywords (Next, Secondly, Another reason is) 0 1 2 3

Add a conclusion sentence that restates the topic sentence? 0 1 2 3

 Kaylie Quimby
CEP 804A

Check
off when Topic Paragraph #3:
finished

Begins with topic sentence? 0 1 2 3

Discuss Topic Paragraph #3? 0 1 2 3

Give rich details, examples, or evidence? 0 1 2 3

Use transition or keywords (Then, Not to mention, Another reason 0 1 2 3

is)

Add a conclusion sentence that restates the topic sentence? 0 1 2 3

Check
off when Topic Paragraph #4:
finished

Begins with topic sentence? 0 1 2 3

Discuss Topic Paragraph #4? 0 1 2 3

Give rich details, examples, or evidence? 0 1 2 3

Use transition or keywords (Lastly, Finally, Another reason is) 0 1 2 3

Add a conclusion sentence that restates the topic sentence? 0 1 2 3

Check
off when Conclusion
finished

Use transition words to summarize ideas (In conclusion To 0 1 2 3

conclude In summary)

Summarize the main ideas and points (As a result As one can 0 1 2 3
see)

Conclude with a big idea, theme, or lesson? 0 1 2 3

 Kaylie Quimby
CEP 804A

Plan, Organize, Write, Edit, Revise

Write it! DRAFT
Name: ______________________ #: ________ Date: _______________

Introduction:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Topic (paragraph) #1:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Topic (paragraph) #2:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Topic (paragraph) #3:

 Kaylie Quimby
CEP 804A

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Topic (paragraph) #4:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Conclusion:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________
 Kaylie Quimby
CEP 804A

Editing and Revision Rubric:

 Kaylie Quimby
CEP 804A

Editing and Revision Checklist:

 Kaylie Quimby
CEP 804A

Group Roles:
 Kaylie Quimby
CEP 804A

BURN Strategy (Presentation)

Kaylie Quimby
CEP 804A
 Kaylie Quimby
CEP 804A

BURN Strategy (Practice Paragraph)

Searching for Main Idea and Details

Birds of Prey

Discussion Starters:
I think the main idea is
A question I have about the main idea is
I think that one of the details is

Main Idea Details

Birds that hunt and eat other animals are called birds of prey.
Birds of prey have strong feet with talons, or claws. They grab
their prey with their feet. They also have sharp, curved beaks.
They use their beaks to tear apart their food. Birds of prey live
all over the world. They live in open prairies, on mountaintops,
and in deserts. A few birds of prey even live in cities.

Directions:
1. Use the discussion starters
2. Read the paragraph
3. Discuss what you think the main idea is with partner
4. Map main idea
5. Underline details with highlighter marker.
BURN Strategy (Practice Paragraph)
 Kaylie Quimby
CEP 804A

Searching for Main Idea and Details

Great White Shark

Discussion Starters:
I think the main idea is
A question I have about the main idea is
I think that one of the details is

The Great White Shark is at the top of the food chain and has
Details
Main Idea
few threats in the ocean. Only Orcas and larger sharks can pose
a risk. The only other risk to the Great White Shark is human
interaction. They are sometimes caught by accident in fishing
nets or intentionally sought out by sport fisherman. Their jaws
and fins are sold for considerable amounts of money.

Directions:
1. Use the discussion starters
2. Read the paragraph
3. Discuss what you think the main idea is with partner
4. Map main idea
5. Underline details with highlighter marker.
 Kaylie Quimby
CEP 804A

BURN Scorecard

BURN Scorecard
Name: ____________________ #: __________
Date: ____________

No Few Some Mos All

t

Box each paragraph? 0 1 2 3 4 5

Underline key details? 0 1 2 3 4 5

Read my underlined 0 1 2 3 4 5
details?

Noted the main idea 0 1 2 3 4 5

next to each box?
 Kaylie Quimby
CEP 804A

Web Organizer
Kaylie Quimby
CEP 804A
 Kaylie Quimby
CEP 804A

Plan, Organize, Write, Edit, Revise

Plan it!:
What are the categories and
details?
 Kaylie Quimby
CEP 804A

_____________
_______________________________________

Topic:
_____________

_____________
_______________________________________
 Kaylie Quimby
CEP 804A

Name: _______________________ #: _____ Date: ________________

Additional Research Links:

Definition/Causes:
Autism:
http://go.galegroup.com/ps/retrieve.do?
tabID=T003&resultListType=RESULT_LIST&searchResultsType=MultiTab&searchType=BasicSearchForm&currentPosition
=2&docId=GALE%7CA58118473&docType=Brief+article&sort=RELEVANCE-
SORT&contentSegment=&prodId=ITKE&contentSet=GALE
%7CA58118473&searchId=R13&userGroupName=lom_accessmich&inPS=true
http://school.eb.com/levels/elementary/article/autism/544837
http://go.galegroup.com/ps/retrieve.do?
tabID=T001&resultListType=RESULT_LIST&searchResultsType=MultiTab&searchType=BasicSearchForm&currentPosition
=2&docId=GALE%7CTVYNVQ515817793&docType=Topic+overview%2C+Disease
%2FDisorder+overview&sort=RELEVANCE-SORT&contentSegment=&prodId=ITKE&contentSet=GALE
%7CTVYNVQ515817793&searchId=R11&userGroupName=lom_accessmich&inPS=true
https://www.autismspeaks.org/what-autism

Blindness:
http://school.eb.com/levels/elementary/article/Braille/352878
http://school.eb.com/levels/elementary/article/blindness/390655

Dyslexia:
http://kidshealth.org/en/kids/dyslexia.html?ref=search

Down Syndrome:
http://kidshealth.org/en/kids/down-syndrome.html?ref=search

Deaf/Hard of hearing:
http://0-school.eb.com.elibrary.mel.org/levels/elementary/article/deafness/390723
http://0-school.eb.com.elibrary.mel.org/levels/elementary/article/deafness/390723

Physical:
http://school.eb.com/levels/elementary/article/disability/390729

ADHD:
http://kidshealth.org/en/kids/word-adhd.html?ref=search
http://go.galegroup.com/ps/retrieve.do?
tabID=T002&resultListType=RESULT_LIST&searchResultsType=MultiTab&searchType=BasicSearchForm&currentPosition
=1&docId=GALE%7COIJTAR390636505&docType=Chart&sort=RELEVANCE-
SORT&contentSegment=&prodId=ITKE&contentSet=GALE
%7COIJTAR390636505&searchId=R4&userGroupName=lom_accessmich&inPS=true

Behavioral Characteristics:
 Kaylie Quimby
CEP 804A

Autism:
http://www.autism-society.org/what-is/

ADHD:
http://go.galegroup.com/ps/retrieve.do?
tabID=T003&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=AdvancedSearchForm&currentPo
sition=2&docId=GALE%7CA16750144&docType=Article&sort=RELEVANCE-
SORT&contentSegment=&prodId=ITKE&contentSet=GALE
%7CA16750144&searchId=R6&userGroupName=lom_accessmich&inPS=true
http://go.galegroup.com/ps/retrieve.do?
tabID=T003&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=AdvancedSearchForm&currentPo
sition=3&docId=GALE%7CA466296810&docType=Article&sort=RELEVANCE-
SORT&contentSegment=&prodId=ITKE&contentSet=GALE
%7CA466296810&searchId=R6&userGroupName=lom_accessmich&inPS=true

Tools that Help:

Autism:
http://caring4ourkids.com/important-classroom-accommodations-for-autistic-children/

Blindness:
http://school.eb.com/levels/elementary/article/assistance-dog/625275

Deaf/Hard of hearing:
http://0-school.eb.com.elibrary.mel.org/levels/elementary/article/sign-language/399595
http://0-school.eb.com.elibrary.mel.org/levels/elementary/article/assistance-dog/625275
http://dictionary.factmonster.com/closed-captioned

Physical:
http://go.galegroup.com/ps/retrieve.do?
tabID=T001&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=BasicSearchForm&currentPositio
n=4&docId=GALE%7CJCPXHG804147714&docType=Topic+overview&sort=RELEVANCE-
SORT&contentSegment=&prodId=ITKE&contentSet=GALE
%7CJCPXHG804147714&searchId=R7&userGroupName=lom_accessmich&inPS=true
http://go.galegroup.com/ps/retrieve.do?
tabID=T003&resultListType=RESULT_LIST&searchResultsType=MultiTab&searchType=BasicSearchForm&currentPosition
=2&docId=GALE%7CA19060822&docType=Brief+article&sort=RELEVANCE-
SORT&contentSegment=&prodId=ITKE&contentSet=GALE
%7CA19060822&searchId=R8&userGroupName=lom_accessmich&inPS=true
http://go.galegroup.com/ps/retrieve.do?
tabID=T003&resultListType=RESULT_LIST&searchResultsType=MultiTab&searchType=BasicSearchForm&currentPosition
=1&docId=GALE%7CA255037059&docType=Article&sort=RELEVANCE-
SORT&contentSegment=&prodId=ITKE&contentSet=GALE
%7CA255037059&searchId=R9&userGroupName=lom_accessmich&inPS=true

Stories:
Autism:
http://go.galegroup.com/ps/retrieve.do?
tabID=T003&resultListType=RESULT_LIST&searchResultsType=MultiTab&searchType=BasicSearchForm&currentPosition
 Kaylie Quimby
CEP 804A

=3&docId=GALE%7CA466296813&docType=Article&sort=RELEVANCE-
SORT&contentSegment=&prodId=ITKE&contentSet=GALE
%7CA466296813&searchId=R12&userGroupName=lom_accessmich&inPS=true
http://school.eb.com/levels/elementary/article/Temple-Grandin/544739
https://newsela.com/text-sets/158484/amits-people-disabilities
Looking After Louis (Picture book)
My Brother Charlie (Picture book)

Blindness:
http://school.eb.com/levels/elementary/article/Helen-Keller/353333
http://school.eb.com/levels/elementary/article/Ray-Charles/400073
https://newsela.com/text-sets/158484/amits-people-disabilities
https://www.youtube.com/watch?v=paj6bA3ktMs
Dan & Diesel (Picture book)
Looking out for Sarah (Picture book)

Dyslexia:
https://www.youtube.com/watch?v=paj6bA3ktMs

Down Syndrome:

Deaf/Hard of hearing:
http://0-school.eb.com.elibrary.mel.org/levels/elementary/article/Ludwig-van-Beethoven/352841#237130
Lets Hear it For Almigal (Picture book)

Physical:
https://newsela.com/text-sets/158484/amits-people-disabilities
http://go.galegroup.com/ps/retrieve.do?
tabID=T003&resultListType=RESULT_LIST&searchResultsType=MultiTab&searchType=BasicSearchForm&currentPosition
=1&docId=GALE%7CA360205863&docType=Interview&sort=RELEVANCE-
SORT&contentSegment=&prodId=ITKE&contentSet=GALE
%7CA360205863&searchId=R3&userGroupName=lom_accessmich&inPS=true
We Go in a Circle (Picture book)
http://www.bbc.com/news/uk-england-london-23907857
https://www.youtube.com/watch?v=paj6bA3ktMs
https://www.youtube.com/watch?v=wJQQtM6240s

ADHD:
https://www.youtube.com/watch?v=paj6bA3ktMs