hopewell crest school · hopewell crest school special area curriculum 3 program design the mission...

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Hopewell Crest School

Library Reference Skills Curriculum

Grades K – 5

Mrs. Meghan Price, Superintendent of Schools

Mr. John Ogbin, Curriculum Coordinator

Written by Mrs. Sherri Rizzo

Hopewell Township Board of Education

Mr. Kenneth Freitag, President Mr. Michael Gaimari, Vice President

Mr. James Homan Mrs. Hope Zeck

Mr. Ed Kennedy Mr. Jeff Kellmyer

Mr. Todd Bowen Mrs. Karen Johns

Mr. Anthony Scafidi

http://www.hopewellcrest.org/hwc/_top

Hopewell Crest School Special Area Curriculum

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TABLE OF CONTENTS

PROGRAM DESIGN ............................................................................................. 3

PROGRAM OUTCOMES ..................................................................................... 4

LIBRARY CURRICULUM UNITS K ............................................................................. 6

LIBRARY CURRICULUM UNITS 1ST GRADE ............................................................. 24

LIBRARY CURRICULUM UNITS 2ND GRADE ............................................................. 42

LIBRARY CURRICULUM UNITS 3RD GRADE ............................................................. 62

LIBRARY CURRICULUM UNITS 4TH GRADE ............................................................. 80

LIBRARY CURRICULUM UNITS 5TH GRADE ............................................................. 96


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Program Design

The mission of the K-5 library media program is to develop independent, lifelong users of information

systems and to promote the enjoyment and necessity of reading and literacy. The guidelines will help

ensure that students and staff are effective users of ideas and information.

The mission is accomplished by:

Providing access to materials in all formats

Providing instruction to foster competence and stimulate interest in reading, viewing and utilizing information and ideas.

Working with other educators to help meet the needs of individual students

Encourage appreciation and enjoyment of reading.

PROGRAM MODIFICATIONS FOR SPECIAL NEEDS

It is the mission of the Hopewell Crest School district to support, encourage and challenge all students

including those who are in need of special services. A full educational opportunity in the least restricted

environment is driven first by the objectives and needs set forth by each student’s individualized

educational program library instruction is aligned with the CCS and consistent with the instructional

goals of this curriculum.

The Hopewell Township Board of Education recognizes that children possess varied learning abilities,

rates, and capacities. Users of this curriculum should understand that the following program

modifications are acceptable to make the library program compatible with the broad continuum of

students learning styles and abilities. Modifications may include, but are not limited to…

Elimination of inappropriate content or topics

Modification of any assessment, including tests, homework, and projects

Providing oral assessment

Providing alternate reading material

Enlisting the use of readers, note-takers, or other peer learning strategies.

In the case of classified children or those eligible for educational accommodations consistent with

section 504 of the Americans With Disabilities Act, the goals and activities contained in the child’s IEP or

504 Plan should be used to determine responsibility for the attainment of subject matter content.

PURPOSE OF GUIDE

This Curriculum Guide is intended to provide parents, staff, and community members with information that describes library instruction in our district. This guide explains…

what is taught and why.

effective instructional practices

suggested materials to be used

methods of assessing student learning.

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Program Outcomes

The student will:

1. Develop ability in recognizing

a. When information is needed

b. How to retrieve and evaluate information

c. How to use information effectively

2. Develop effective communication of information skills through

a. Oral formats

b. Written formats

c. Electronic formats

3. Demonstrate consideration for other information users and exhibit respect and responsibility for

information sources.

4. Select and identify materials from a variety of resources

a. For personal enjoyment

b. To foster life-long learning skills

Field Trip Experiences The library curriculum supports the students’ field trip experiences. Resources are available for the teachers to enhance the field trip experience. Information about the field trip sites can be obtained in the library. Assessment Teachers do a variety of activities that assess student knowledge throughout the year. The students are assessed through hands on activities, projects, teacher observations, oral questions, worksheets, and other written assessments. Written Assessment Written assessments are a combination of teacher made and textbook tests. They are given in a large group format and the date is used to assess the students’ knowledge of the content. Cross Curricular Approach Teachers integrate the library curriculum with a variety of other subjects every day. The students have practice reading and writing each day, and teachers always try to incorporate the library curriculum in this practice. We also cross the curriculum with the topics we learn in Social Studies. Hands on crafts and oral dramatization are fine and performing arts that deepen their understanding of the content. ELL Students Teachers meet the needs of all ELL students by utilizing the staff and resources that are available within the district. They incorporate multicultural connections through library as well as the rest of the curriculum. Spanish language materials are available

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Technology Teachers use a great deal of technology to further and deepen student knowledge. Television and the internet can help to expand student understanding of authors and illustrators. For example the students were able to view live interviews with the authors on the internet. PowerPoint is often used to organize and display pertinent information.


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Grade: Kindergarten

Unit 1

Duration: 4 weeks

Unit Overview : Students will learn library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors.

Learning Targets

Common Core State Standards

Standards:

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key

details in a text.

CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.

CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major

events in a story.

CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling

Essential Questions

Enduring Understandings

What are the proper ways to checking out and taking care of library materials?

Who are the main characters in the story?

Where does the story take place?

What is the job of an author and/or illustrator?

Authors write the story

Illustrators create the pictures

Stories have characters.

Understanding of library procedures and proper book care.

District Learning Plan

Materials:

Mini booklet “I Know how to Take Care of a Book” (reproducible)

Professional resource- The Complete Library Skills- Kindergarten T.S. Dennison

Shelf Elf

Back to School with Rotten Ralph

Sweet Briar Goes to School

Wemberly Worried

Additional related titles

CD player

Computer/projector

http://www.corestandards.org/ELA-Literacy/RL/K/1/





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Learning Plan:

Students will understand that Easy books are arranged by alphabetical order by the author’s last name. Each student will tell the letter of his/her last name.

Students will sing, dance, and use movement to better understand the story.

Read stories to students and encourage them to listen attentively. Have students make predictions and recall characters and sequence of events.

Assessments:

Teacher observation/student response

Differentiation:

Retell, restate, review story individually with students.

Individual assistance with book selection.

Interdisciplinary Connections

___ Mathematics ___Social Studies ___Science ___PE ___Art _x__Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade: Kindergarten

Unit 2

Duration: 4 weeks

Unit Overview: Students will learn library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors.

Learning Targets


Standards:


details in a text.



events in a story.

CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling

Essential Questions






Books are arranged by alphabetical order by the author’s last name.

Students should consider several factors when selecting the correct book.

Song, dance and movement related to a story help for better understanding of the story.

Vocabulary is acquired through listening.

Students understand the sequence of events of a story.


Materials:

The Little Old Lady who Wasn’t Afraid of Anything

Bats at the Library

There was an Old Lady who Swallowed a Bat






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CD player

Computer/projector Learning Plan:

Students will tell understand that Easy books are arranged by alphabetical order by the author’s last name.



Assessments:

Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies ___Science __X_PE __X_Art __x_Technology __x_Music Field Trips_________________________________Other_________________________________


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Grade Kindergarten

Unit 3

Duration: 4 weeks

Unit Overview: Students will listen attentively to stories. Students will self select appropriate library materials. Students will become familiar with the authors and illustrators. Students will understand stories using song, dance, and movement. Students will compare and contrast literature.

Learning Targets


Standards: CCSS.ELA-Literacy. RL.K.4 Ask and answer questions about unknown words in a text. CCSS.ELA-Literacy. RL.K 5 Recognize common types of texts (e.g., storybooks, poems) CCSS.ELA-Literacy. RL.K 6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Essential Questions


What are the readers’ predictions about the story?

Are the students able to recognize the author/illustrator’s distinct style?

How the books from the same author/illustrator alike and/or different?

Authors and illustrators have a distinctive style.

Song, dance, and movement related to a story help for better understanding of a story.

Vocabulary is acquired through listening attentively to a story.



Materials:

The First Thanksgiving: A Counting Story

Turk and Runt

Duck for President

One is a Feast for Mouse


Professional resource- The Complete Library Skills- Kindergarten T.S. Dennison

CD Player

Computer/Projector Learning Plan:

Students will recognize authors/illustrators Lisa Wheeler and Doreen Croneen


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Students will sing, dance, and use movement to better understand the story,


Students will continue to select and use appropriate library books. Assessments:

Teacher observation

Student response

Differentiation:


Individual assistance with books selection.


__X_ Mathematics ___Social Studies ___Science _X__PE _X__Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade- Kindergarten

Unit 4

Duration: 4 weeks

Unit Overview: Students will listen attentively to stories. Students will self select appropriate library materials. Students will become familiar with the authors and illustrators. Students will understand stories using song, dance, and movement. Students will compare and contrast literature.

Learning Targets


Standards:

CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.

CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story

and define the role of each in telling the story.

Essential Questions



Are students able to recognize the author/illustrator’s distinct style?

How the books from the same author/illustrator alike and/or different?

Authors and illustrators have a distinctive style.

Song, dance, and movement related to a story help for better understanding of the story.

Vocabulary is acquired through listening attentively to a story.



Materials:

Uncles and Antlers

Who’s that Knocking on Christmas Eve?

Wild Christmas Reindeer

Christmas Trolls


Professional resource – The Complete Library Skills- Kindergarten T.S. Dennison

Computer/Projector





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Learning Plan:

Students will recognize authors/illustrators Jan Brett and Lisa Wheeler.




Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies ___Science ___PE ___Art _x__Technology _X_Music Field Trips_________________________________Other_________________________________


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Grade Kindergarten

Unit 5

Duration: 4 weeks

Unit Overview: Students will identify main characters and settings. Students will recall the sequence of events. Students will make predictions. Students become familiar with authors and illustrators. Students will be familiar with nonfiction literature to enhance knowledge of fiction literature. Students will listen attentively to story. Students understand story using song, dance and movement.

Learning Targets


Standards:


details in a text.



events in a story.

CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book.




Essential Questions


What do readers look for to help them read and choose books?

How are books categorized in the library?


Who are the characters in the story?


What are some facts stated in the nonfiction books?









http://www.corestandards.org/ELA-Literacy/RI/K/5/




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Materials:

Three Cheers for Tacky (and other Tacky books)

Emperor Penguin

Penguin Pup for Pinkerton

Trouble with Trolls

Snowmen at Night (other Snowmen books)

The Biggest, Best Snowman

Professional resource: The Complete Library Skills-Kindergarten T.S. Dennison


Related coloring pages

CD player


Assess prior knowledge of penguins. Use nonfiction books to enhance knowledge of penguins.

Have students use props to enhance knowledge of story.

Have students become familiar with authors Jan Brett, Steven Kellogg, Helen Lester and additional related authors.

Students will sing and dance, and use movement to better understand the story.

Read stories to students and encourage them to listen attentively. Have students make predictions and recall sequence of events.

Assessments:

Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies ___Science _X__PE _X_Art __x_Technology _X_Music Field Trips_________________________________Other_________________________________


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Grade Kindergarten

Unit 6

Duration: 4 weeks


Learning Targets


Standards:


details in a text.



events in a story.





Essential Questions






Where does the story take place? What are some facts stated in the nonfiction books?













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Materials:

Rotten Ralph’s Romance

Sam and the Tigers

Groundhog’s Big Day

The Secret of the First One Up

100th Day of School

Additional 100th Day activities and literature


Professional resource: The Complete Library Skills-Kindergarten T.S.Dennison


CD player


Assess prior knowledge of groundhogs. Use nonfiction books to enhance knowledge of groundhogs.

Have students become familiar with author Jack Gantos and additional related authors.



Have students become familiar with African American Literature and Character education. Assessments:

Teacher observation

Student response

Differentiation:




__X_ Mathematics ___Social Studies ___Science _X__PE __X_Art _x__Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade Kindergarten

Unit 7

Duration: 4 weeks


Learning Targets


Standards:

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details

in a text.



events in a story.



CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and

define the role of each in telling the story.

Essential Questions







What are some facts stated in the nonfiction books?






Illustrations contribute and enhance the story.








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Materials:

Dr. Seuss books

Tops and Bottoms

When will it be Spring?

St. Patrick’s Day literature




CD player


Assess prior knowledge of spring. Use nonfiction books to enhance knowledge of spring.

Have students become familiar with author Dr. Seuss and related books.



Have students become familiar with Caldecott medal winning literature.

Assessments:

Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies ___Science __X_PE __X_Art _X__Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade Kindergarten

Unit 8

Duration: 4 weeks


Learning Targets


Standards:


in a text.



events in a story.





Essential Questions







What is poetry?














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Materials:

Dinotrain (poetry and other related titles)

Beverly Cleary books

Wemberly Worried

Hooway for Wodney Rat

Kevin Henkes books




CD player


Assess prior knowledge of poetry. Practice rhyming words.

Have students become familiar with author Kevin Henkes and award winning literature.



Use technology to show authors’ website/pictures, and poetry. Assessments:

Teacher observation

Student response

Differentiation:






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Grade Kindergarten

Unit 9

Duration: 4 weeks


Learning Targets


Standards:


in a text.



events in a story.





Essential Questions






Where does the story take place














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Materials:

Alphabet books (Bad Kitty, Jets ABC, ABC 3D pop up)

Banana (sing song)

Story County (colors/farms)

How Rocket Learned to Read




CD player


Assess prior knowledge of alphabet and colors. Practice each skill.

Have students become familiar with alphabet and color related literature.



Use technology to show authors’ website/pictures, examples of farms, abc’s, etc. Assessments:

Teacher observation

Student response

Differentiation:






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Grade Kindergarten

Unit 10

Duration: 4 weeks


Learning Targets


Standards:


in a text.



events in a story.





Essential Questions







What are speech bubbles?














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Materials:

Family Vacation

Flotsam

Elephant and Piggie

Knuffle Bunny

Don’t Let the Pigeon Drive the Bus (related titles)




CD player


Have students become familiar with author Mo Willems and David Wiesner.



Use technology to show authors’ website/pictures, examples of farms, abc’s, etc. Assessments:

Teacher observation

Student response

Differentiation:






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Grade: 1

st Grade

Unit 1

Duration: 4 weeks

Unit Overview: Students will learn library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors. Students will be familiar with nonfiction literature to enhance knowledge of fiction literature.

Learning Targets


Standards:

CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of

their central message or lesson.

CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key

details.

CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting,

or events.

Essential Questions













http://www.corestandards.org/ELA-Literacy/RL/1/1/





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Materials:

Shelf Elf

Library Dragon

Library Lil

Sweet Tooth

Doreen Cronin literature

Mo Willems literature

Professional literature- The Complete Library Skills- 1st grade T.S. Dennison

Additional titles

CD player


Have students become familiar with author Doreen Cronin and Mo Willems



Use technology to show authors’ website/pictures Assessments:

Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies ___Science ___PE _X__Art _X__Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade: 1

st Grade

Unit 2

Duration: 4 weeks


Learning Targets


Standards:





details.


or events.

Essential Questions











Students will understand multicultural vocabulary.







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Materials:

Bats at the Beach

Los Gatos Negros

Splat the Cat series

The House that Drac Built



CD player

Computer/projector

Learning Plan:

Students will tell understand that Easy books are arranged by alphabetical order by the author’s last name.



Students will recognize and repeat key phrase.


Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies ___Science __X_PE _X__Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade: 1

st Grade

Unit 3

Duration: 4 weeks


Learning Targets


Standards:





details.


or events.

Essential Questions


















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Materials:

Madam President

One is a Feast for Mouse

Gracias the Turkey



CD player

Computer/projector

Learning Plan:



Students will recognize and repeat key phrases and multicultural vocabulary.

Students will continue to select and use appropriate library books.

Discuss with students about elections. Assessments:

Teacher observation

Student response

Differentiation:




___ Mathematics _X__Social Studies ___Science __X_PE _X__Art _X__Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade: 1

st Grade

Unit 4

Duration: 4 weeks


Learning Targets


Standards:





details.


or events.

Essential Questions





How does the student relate or connect to the story?

What visual clues w













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Materials:

Who’s that Knocking on Christmas Eve?

Christmas Trolls

What Dogs Really Want for Christmas (poetry)

How Santa got his Job



CD player

Computer/projector

Learning Plan:


Read stories to students and encourage them to listen attentively. Have students make predictions and recall characters and sequence of events. Have students make connections.

Students will recognize community jobs.


Have students identify and practice rhyming words. Assessments:

Teacher observation

Student response

Differentiation:




___ Mathematics _X__Social Studies ___Science __X_PE _X__Art _X__Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade 1

st Grade

Unit 5

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be familiar with nonfiction literature to enhance knowledge of fiction literature.

Learning Targets


Standards:





details.


or events.

Essential Questions






What visual clues are given?






Background knowledge supports understanding of the text.







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Materials:

Stranger in the Woods

Tacky the Penguin (Tacky series)(Character education)

Nonfiction books about penguins

Penguin’s Day

Penguin Pup for Pinkerton(Pinkerton series)



CD player

Computer/projector

Learning Plan:



Students will be introduced to authors and illustrators and recognize their work (Helen Lester, Steven Kellogg)


Students will use nonfiction books to obtain additional information.

Use technology to enhance information about subject matter. Assessments:

Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies _X__Science __X_PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade 1

st Grade

Unit 6

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will enhance knowledge of African American and character education literature.

Learning Targets


Standards:





details.


or events.

Essential Questions






What lessons are learned through literature?












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Materials:

Rotten Ralph Rotten Romance (Rotten Ralph series)(Jack Gantos)

I Love you, Mr. Hatch

Violets are blue, Roses are Pink

Sam and the Tigers



CD player

Computer/projector

Learning Plan:



Students will be introduced to authors and illustrators and recognize their work (Jack Gantos, Jerry Pinkney)


Students will enhance knowledge of African American folktales.

Students will acquire character education lessons through literature.



Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies _ Science __X_PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade 1

st Grade

Unit 7

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will become familiar with award winning literature. Students will be able to locate books in the Easy section of the library.

Learning Targets


Standards:





details.


or events.

Essential Questions


















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Materials:

Dr. Seuss literature

Tops and Bottoms

When will Spring be Here?

Diary of a Worm



CD player

Computer/projector

Learning Plan:



Students will be introduced to authors and illustrators and recognize their work (Doreen Cronin, Dr. Seuss)


Students will enhance knowledge of Caldecott winning literature.




Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies _X Science __X_PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade 1

st Grade

Unit 8

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will become familiar with poetry and rhyming words. Students will be able to locate books in the Easy section of the library.

Learning Targets


Standards:





details.


or events.

CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate

complexity for grade 1.

Essential Questions




What is the job of an author, poet and/or illustrator?



What are the rhyming words or poetic imagery?

How does the reader respond to poetry?





Students recognize rhyming words and poetic imagery.







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Materials:

Beverly Cleary literature

Poem books (Ex.Shel Silverstein books, I’m Still Here in the Bathtub,)



CD player

Computer/projector

Learning Plan:



Students will be introduced to authors and illustrators and recognize their work (Shel Silverstein, Alan Katz)


Students will enhance knowledge of poetry books.


Students will recognize and use rhyming words..


Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies _X Science __X_PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade 1

st Grade

Unit 9

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will recognize award winning literature. Students will be able to locate books in the Easy section of the library.

Learning Targets


Standards:





details.


or events.

Essential Questions




What is the job of an author, and/or illustrator?








Materials:

David Weisner literature (Flotsam)

Eric Carle literature






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Mo Willems literature

Nonfiction related literature (ocean, shells, beach, sealife)



CD player

Computer/projector

Learning Plan:



Students will be introduced to authors and illustrators and recognize their work (David Weisner, Eric Carle, Mo Willems)


Students will enhance knowledge of nonfiction literature.



Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies X_ Science __X_PE _X__Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


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Grade 2nd Grade

Unit 1

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:

CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and

how to demonstrate understanding of key details in a text.

CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration,

rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the

beginning introduces the story and the ending concludes the action.

CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or

digital text to demonstrate understanding of its characters, setting, or plot.

Essential Questions






How do the illustrations and text contribute to the story?




Students become aware of different genres of literature.

Repetition of key phrases enhances






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knowledge of story and vocabulary.


Materials:

School related literature with repeated key phrases (Fine, Fine School, Double Trouble in Walla, Walla, Terrific)

Back to School with Rotten Ralph (Jack Gantos)

Professional literature- The Complete Library Skills- 2nd

grade T.S. Dennison


CD player

Computer/projector

Learning Plan:

Students will repeat key phrases to better understand the story.


Students will be introduced to authors and illustrators and recognize their work (Doreen Cronin, Jack Gantos)


Students will self select appropriate materials.



Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies _ Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


46

Grade 2nd Grade

Unit 2

Duration: 4 weeks


Learning Targets


Standards:





CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by

speaking in a different voice for each character when reading dialogue aloud.



Essential Questions











Repetition of key phrases enhances knowledge of story and vocabulary.

Students will acknowledge differences in the characters’ points of views.






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Materials:

Chris Van Allsburg (Widow’s Broom, Jumanji)

Audrey and Don Wood (Hegedy Peg)


grade T.S. Dennison


CD player

Computer/projector

Learning Plan:


Students will be introduced to authors and illustrators and recognize their work (Chris Van Allsburg, Audrey and Don Wood)




Use technology to enhance information about subject matter.

Students will understand library book classification system. Assessments:

Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies _ Science __ _PE _X__Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


48

Grade 2nd Grade

Unit 3

Duration: 4 weeks


Learning Targets


Standards:









CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Essential Questions











Repetition of key phrases enhances knowledge of story and vocabulary.








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Folktales and stories can be compared and contrasted.


Materials:

Native American folktales( Rough Faced Girl)

Eve Bunting literature (The Wall)

Dav Pilkey (The Night Before Thanksgiving)


grade T.S. Dennison


CD player

Computer/projector

Learning Plan:


Students will be introduced to authors and illustrators and recognize their work (Eve Bunting, Dav Pilkey)

Students will continue to self select and use appropriate library books.


Students will compare and contrast literature.



Teacher observation

Student response

Differentiation:




___ Mathematics _X__Social Studies _ Science __ _PE _X__Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


50

Grade 2nd Grade

Unit 4

Duration: 4 weeks


Learning Targets


Standards:










Essential Questions







How does the story compare and/or contrast to another similar story?













51


Materials:

The Night Before Christmas stories (Ex. Soldier’s Night Before Christmas, Cowboy’s Night Before Christmas)

Mike Reiss stories (Santaclaustrophobia)

Thank you, Santa (letter writing)


grade T.S. Dennison


CD player

Computer/projector

Learning Plan:


Students will be introduced to authors and illustrators and recognize their work (Mike Reiss, Clement Moore)






Teacher observation

Student response

Differentiation:






52

Grade 2nd Grade

Unit 5

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will recognize award winning books. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:










Essential Questions




















53


Materials:

Literature depicting imagery (Owl Moon)

Caldecott Award winning literature (The Lion and the Mouse)

Winter related (The Mitten Tree)(character education)


grade T.S. Dennison


CD player

Computer/projector

Learning Plan:


Students will be introduced to authors and illustrators and recognize their work.(Caldecott award winning illustrators)






Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies _ Science __ _PE _X__Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


54

Grade 2nd Grade

Unit 6

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures and proper book care. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will recognize award winning books. Students will enhance knowledge of African American literature. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:










Essential Questions







How does the story compare and/or





Students will acknowledge differences in







55

contrast to another similar story? the characters’ points of views.



Materials:

African American historical fiction (Henry’s Freedom Box)

African American folktales (Talking Eggs, Mufaro’s Beautiful Daughters)


grade T.S. Dennison


CD player

Computer/projector

Learning Plan:


Students will be introduced to authors and illustrators and recognize their work.(Caldecott award winning illustrators)

Students will become familiar with African American literature.






Teacher observation

Student response

Differentiation:






56

Grade 2nd Grade

Unit 7

Duration: 4 weeks


Learning Targets


Standards:










Essential Questions













Folktales and stories can be compared







57

and contrasted.


Materials:

Dr. Seuss books

Irish folktales (Fin McCoul)


grade T.S. Dennison


CD player

Computer/projector

Learning Plan:


Students will be introduced to authors and illustrators and recognize their work.(Caldecott award winning illustrators)(Dr. Seuss)(Tomie DePaola)






Teacher observation

Student response

Differentiation:






58

Grade 2nd Grade

Unit 7

Duration: 4 weeks


Learning Targets


Standards:










Essential Questions













Folktales and stories can be compared







59

and contrasted.


Materials:

Dr. Seuss books

Irish folktales (Fin McCoul)


grade T.S. Dennison


CD player

Computer/projector

Learning Plan:


Students will be introduced to authors and illustrators and recognize their work.(Caldecott award winning illustrators)(Dr. Seuss)(Tomie DePaola)






Teacher observation

Student response

Differentiation:






60

Grade 2nd Grade

Unit 9

Duration: 4 weeks


Learning Targets


Standards:









Essential Questions










Students become aware of different genres of literature







61

Materials:

Point of view literature (Help Me, Mr. Mutt, The Cheese)

Persuasive literature (Let’s Do Nothing)


grade T.S. Dennison


CD player

Computer/projector

Learning Plan:


Students will be introduced to authors, , and illustrators and recognize their work.)





Teacher observation

Student response

Differentiation:




___ Mathematics _ Social Studies _ Science __ _PE _X__Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


62

Grade 2nd Grade

Unit 10

Duration: 4 weeks


Learning Targets


Standards:









Essential Questions











Background knowledge supports understanding of text.






63


Materials:

Mary Pope Osborn- fiction and nonfiction series

Seasonal related literature (Retired Kid, Camping with Mr. McFee, Vacation Pictures)


grade T.S. Dennison


CD player

Computer/projector

Learning Plan:


Students will be introduced to authors, and illustrators and recognize their work.



Students will use and locate nonfiction books.



Teacher observation

Student response

Differentiation:




___ Mathematics _X Social Studies _X Science __ _PE _X__Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


64

Grade 3rd

Unit 1

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:

CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.

CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings)

and explain how their actions contribute to the sequence of events

CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking

about a text, using terms such as chapter, scene, and stanza; describe how each successive part

builds on earlier sections.

CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of

the characters.

Essential Questions


How do the actions of the characters in a story contribute to the sequence of events?

What is the sequence of events of the story?




What is the point of view of the narrator or of the characters?




Students will locate books using the Dewey Decimal System.

Students will retrieve information from a title page, table of contents, index and glossary.







65

Materials:

School related literature (What do Teachers do After you Leave? Goldie Locks and the 3 Libearians)

Margie Palatini literature (Sweet Tooth)

Professional literature- The Complete Library Skills- 3rd grade T.S. Dennison


CD player

Computer/projector

Learning Plan:

Read.stories to students and encourage them to listen attentively. Have students make predictions and recall characters and sequence of events. Have students make connections.

Students will be introduced to authors and illustrators and recognize their work (Margie Palatini)


Students will use electronic card catalog to select materials.



Teacher observation

Student response

Differentiation:




___ Mathematics ___Social Studies _ Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


66

Grade 3rd

Unit 2

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library. Students will understand and identify the difference between fiction and nonfiction literature.

Learning Targets


Standards:









the characters.

Essential Questions








What is the difference between fiction and nonfiction literature?






Students will understand the difference between fiction and nonfiction literature.






67


Materials:

Notecards

Varied fiction and nonfiction literature

Reinforcement worksheets about Dewey Decimal System



CD player

Computer/projector

Learning Plan:


Students will be introduced to authors and illustrators and recognize their work.

Have students use notecards with the words “Fiction” and “NonFiction” – play game





Teacher observation

Student response

Differentiation:




__X_ Mathematics ___Social Studies _ Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


68

Grade 3rd

Unit 3

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library using the Dewey Decimal System.

Learning Targets


Standards:



CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse

cultures; determine the central message, lesson, or moral and explain how it is conveyed through

key details in the text.







the characters.

Essential Questions



















69

How are nonfiction books organized?


Materials:

Historic fiction literature (Molly’s Pilgrim, Thank you, Sarah Hale)

Varied nonfiction literature

Veteran’s Day related literature (The Wall)

Native American folktales

Reinforcement worksheets about Dewey Decimal System



CD player

Computer/projector

Learning Plan:


Students will be introduced to authors and illustrators and recognize their work.

Have students use the Dewey Decimal System to locate books.





Teacher observation

Student response

Differentiation:




__X_ Mathematics __X_Social Studies _ Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________

Grade 3rd

Unit 4

Duration: 4 weeks


70

Unit Overview: Students will demonstrate knowledge of library procedures. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will enhance knowledge of Caldecott and Newbery Award winning literature.

Learning Targets


Standards:












the characters.

Essential Questions








How can students identify award winning literature?






Award winning literature will have medals on the book cover and sticker on book spine.








71

Materials:

Caldecott/Newbery award winners (Hershel and the Hanukkah Goblins)

Mike Reiss humorous literature (The Day Murray Saved Christmas)



CD player

Computer/projector

Learning Plan:


Students will be introduced to award winning authors and illustrators and recognize their work.





Teacher observation

Student response

Differentiation:




_ _ Mathematics __ Social Studies _ Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


72

Grade 3rd

Unit 5

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will enhance knowledge of Caldecott and Newbery Award winning literature.

Learning Targets


Standards:












the characters.

Essential Questions







What is the point of view of the narrator or






Students will make connection with fiction







73

of the characters?

How can students identify award winning literature?

and nonfiction literature.


Materials:

Biography, fiction and related nonfiction ( Snowflake Bentley, Snow Crystals)



CD player

Computer/projector

Learning Plan:






Teacher observation

Student response

Differentiation:




_ _ Mathematics __ Social Studies _X Science __ _PE __X_Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


74

Grade 3rd

Unit 6

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will enhance knowledge of traditional literature from diverse cultures.

Learning Targets


Standards:












the characters.

Essential Questions













Students will compare multicultural







75

of the characters?

How does this multicultural story relate to traditional literature?

literature.


Materials:

African American literature (Mufaro’s Beautiful Daughters)

Famous African Americans (Ruby Bridges, Dr. Martin Luther King, Jr.)

Coretta Scott King award winners



CD player

Computer/projector

Learning Plan:



Students will recognize Coretta Scott King Award winning literature.




Teacher observation

Student response

Differentiation:




_ _ Mathematics _X_ Social Studies _ Science __ _PE __ _Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


76

Grade 3rd

Unit 7

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will enhance knowledge of fractured and traditional fairy tales.

Learning Targets


Standards:












the characters.

Essential Questions












Students will complete graphic organizer about the elements of a fairy tale.







77

How does the fractural fairy tale compare to the traditional fairy tale?


Materials:

Dr. Seuss books

Traditional/Nontraditional literature (Three Cool Kids, Stinky Cheese Man, The True Story of the Three Little Pigs)



CD player

Computer/projector

Learning Plan:



Students will recognize fairy tales – traditional and nontraditional




Teacher observation

Student response

Differentiation:




_ _ Mathematics _ _ Social Studies _ Science __ _PE __ _Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


78

Grade 3rd

Unit 8

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will enhance knowledge poetry.

Learning Targets


Standards:












the characters.

Essential Questions












Students will locate poetry books.

Poetry can achieve a great deal in terms of feelings and emotions in a concise way.







79

What is poetry?

Where are poetry books located?


Materials:

Poetry books


Poetry Speaks (book/cd set)



CD player

Computer/projector

Learning Plan:



Students will locate books related to the United States.

Have students listen to poetry.




Teacher observation

Student response

Differentiation:




_ _ Mathematics Social Studies _ Science __ _PE __ _Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


80

Grade 3rd

Unit 9

Duration: 4 weeks

Unit Overview: Students will demonstrate knowledge of library procedures. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will enhance knowledge of multicultural literature. Students will enhance knowledge of books related to the United States.

Learning Targets


Standards:












the characters.

Essential Questions



















81

of the characters?

Where is material about the United States located?


Materials:

Books related to the United States (900’s)

Asian American literature (Grandfather’s Story)



CD player

Computer/projector

Learning Plan:




Have students listen to multicultural literature.




Teacher observation

Student response

Differentiation:




_ _ Mathematics _ X_ Social Studies _ Science __ _PE __ _Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


82

Grade 4

Unit 1

Duration: 4 weeks

Unit Overview: Students will understand difference between fiction and nonfiction literature and how the books are categorized in the library. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:

CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text;

summarize the text.

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama,

drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Essential Questions


Why is vocabulary development important?

How does thinking about the author’s purpose help the reader understand the story?

How do text features and characteristics of information help the reader’s interpretation?

What connections help most to increase understanding?

How do students recognize a nonfiction piece versus a fiction piece?




Knowledge of the organizational structures in nonfiction literature.

Understanding the textual and graphic features of nonfiction literature.






83

Materials:

Variety of fiction/nonfiction literature

Professional literature- The Complete Library Skills- 4th grade T.S. Dennison


CD player

Computer/projector

Learning Plan:

Read stories to students and encourage them to listen attentively.

Students will make predictions and recall characters and sequence of events. Have students make connections.

Students will be introduced to a variety of fiction and nonfiction literature.

Students will be introduced to authors and illustrators and recognize their work





Teacher observation

Student response

Differentiation:




__X_ Mathematics _X__Social Studies _X Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


84

Grade 4

Unit 1

Duration: 4 weeks

Unit Overview: Students will understand difference between fiction and nonfiction literature and how the books are categorized in the library. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:




summarize the text.



Essential Questions

















85

Materials:




CD player

Computer/projector

Learning Plan:


Students will make predictions and recall characters and sequence of events. Have students make connections.







Teacher observation

Student response

Differentiation:






86

Grade 4

Unit 3

Duration: 4 weeks

Unit Overview: Students will understand and use the Dewey Decimal System to understand the arrangement of nonfiction literature. Students will listen attentively to story and answer key questions from text. Students will enhance knowledge of Native American folktales and Veteran’s Day related literature. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library using electronic cataloging system.

Learning Targets


Standards:




summarize the text.



Essential Questions




How do text features and characteristics of information help the reader’s



Students will locate folktales using the Dewey Decimal System.

Knowledge of the organizational





87

interpretation?


structures in folktales.

Different cultures retell traditional folktales or explain things in nature.


Materials:

Variety of Native American folktales (398.2)

Variety of Veteran’s Day literature (The Wall, Military Dogs, Nubs)



CD player

Computer/projector

Learning Plan:


Students will be introduced to a variety of Native American folktales and Veteran’s Day related literature.

Students will fill out graphic organizers.






Teacher observation

Student response

Differentiation:




__ Mathematics _X__Social Studies _ Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


88

Grade 4

Unit 4

Duration: 4 weeks

Unit Overview: Students will listen attentively to story and answer key questions from text. . Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library using electronic cataloging system.

Learning Targets


Standards:




summarize the text.



Essential Questions








Students will understand the importance of features in magazines and other sources.

Student will enhance knowledge of an author’s style of writing.






89

Materials:

Variety of magazines

Seasonal stories (Silver Packages, Welcome Comfort, Christmas Tapestry)



CD player

Computer/projector

Learning Plan:



Students will be introduced to authors and illustrators and recognize their work (Patricia Polacco, Cynthia Rylant)





Teacher observation

Student response

Differentiation:






90

Grade 4

Unit 4

Duration: 4 weeks

Unit Overview: Students will listen attentively to story and answer key questions from text. . Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library using electronic cataloging system.

Learning Targets


Standards:




summarize the text.



Essential Questions








Students will understand the importance of features in magazines and other sources.







91

Materials:

Variety of magazines

Seasonal stories (Silver Packages, Welcome Comfort, Christmas Tapestry)



CD player

Computer/projector

Learning Plan:



Students will be introduced to authors and illustrators and recognize their work (Patricia Polacco, Cynthia Rylant)





Teacher observation

Student response

Differentiation:






92

Grade 4

Unit 5

Duration: 4 weeks

Unit Overview: Students will enhance knowledge of Coretta Scott King award winning literature. Students will listen attentively to story and answer key questions from text. . Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library using electronic cataloging system.

Learning Targets


Standards:




summarize the text.



Essential Questions







Coretta Scott King Award Winning literature is written by different authors and includes different genre types.







93

Materials:

Coretta Scott King Award Winning Literature.

Graphic organizers



CD player

Computer/projector

Learning Plan:

Read Coretta Scott King award Winning literature to students and encourage them to listen attentively.


Students will be introduced to authors and illustrators and recognize their work (E.B. Lewis, Jacqueline Woodson, Nikki Grimes, Nikki Giovanni, Nadir Nelson)





Teacher observation

Student response

Differentiation:






94

Grade 4

Unit 6

Duration: 4 weeks

Unit Overview: Students will enhance knowledge of traditional and fractured fairy tales and biographies. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library using electronic cataloging system.

Learning Targets


Standards:




summarize the text.



Essential Questions





How does the an understanding of the different genres help the reader better comprehend the meaning of text/



Background knowledge supports understanding of new information/text.

Biographies give factual information about famous people.






95

Materials:

Variety of traditional and fractured fairy tales

Graphic organizers

Read Across America related materials (Dr. Seuss)

Biography materials



CD player

Computer/projector

Learning Plan:


Have students participate in Read Across America activities.

Listen to traditional and fractured fairy tales.





Teacher observation

Student response

Differentiation:




__ Mathematics _ __Social Studies _ Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


96

Grade 4

Unit 7

Duration: 4 weeks

Unit Overview: Students will enhance knowledge of poetry. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library using electronic cataloging system.

Learning Targets


Standards:




summarize the text.



CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text

Essential Questions





How does an understanding of the different genres help the reader better comprehend the meaning of text?



Poets share feelings, experiences, or thoughts through techniques and poetic elements.

Poetry can achieve a great deal in terms of feeling and emotion in a concise way.







97

Materials:

Poetry books


Poetry Speaks



CD player

Computer/projector

Learning Plan:

Students will listen to poetry and discuss.

Students will listen to Beverly Cleary literature.





Teacher observation

Student response

Differentiation:






98

Grade 4

Unit 8

Duration: 4 weeks

Unit Overview: Students will enhance knowledge of United States and New Jersey related literature. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library using electronic cataloging system.

Learning Targets


Standards:




summarize the text.



Essential Questions





How does an understanding of the different genres help the reader better comprehend the meaning of text?



Connections are made between students and literature.






99

Materials:

United States literature

New Jersey literature, NJ authors



CD player

Computer/projector

Learning Plan:

Students will enhance knowledge of NJ related literature and authors





Teacher observation

Student response

Differentiation:




__ Mathematics _ _X_Social Studies _ Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


100

Grade 5

Unit 1

Duration: 4 weeks

Unit Overview: Students will understand the Dewey Decimal classification system of nonfiction book. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:

CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text,

including how characters in a story or drama respond to challenges or how the speaker in a poem

reflects upon a topic; summarize the text.

Essential Questions












Materials:


Author & Dewey Decimal cards



CD player

Computer/projector



101

Learning Plan:

Play game to reinforce classification system.

Use author and Dewey Decimal cards to reinforce lesson.







Teacher observation

Student response

Differentiation:






102

Grade 5

Unit 2

Duration: 4 weeks

Unit Overview: Students will understand different genres of literature. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:




CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view

influences how events are described.

CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and

adventure stories) on their approaches to similar themes and topics.

Essential Questions





What elements of a story help a student recognize its genre?




Authors use a particular genre for a specific purpose.

Characteristics of genre may overlap or cut across literature lines.






103

Materials:

Variety of horror/mystery/paranormal genre titles.



CD player

Computer/projector

Learning Plan:

Students will be introduced to an overview of the different genres of literature.

Have students listen to a variety of horror/mystery/paranormal genre.

Have students understand the classification of various genres(nonfiction/fiction)







Teacher observation

Student response

Differentiation:




_ _ Mathematics _ __Social Studies _X Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


104

Grade 5

Unit 3

Duration: 4 weeks


Learning Targets


Standards:








Essential Questions
















105

Materials:

Variety of fantasy titles.

Graphic organizers



CD player

Computer/projector

Learning Plan:


Have students listen to a variety of fantasy.

Have students complete graphic organizer of fantasy literature.







Teacher observation

Student response

Differentiation:




_ _ Mathematics _ __Social Studies _ Science __ _PE ___Art __X_Technology _X__Music Field Trips_________________________________Other_________________________________


106

Grade 5

Unit 4

Duration: 4 weeks


Learning Targets


Standards:








Essential Questions
















107

Materials:

Variety of science fiction titles.

Graphic organizers



CD player

Computer/projector

Learning Plan:


Have students listen to a variety of science fiction literature.

Have students complete graphic organizer of science fiction literature.







Teacher observation

Student response

Differentiation:




_ _ Mathematics _ __Social Studies _X Science __ _PE ___Art __X_Technology _ Music Field Trips_________________________________Other_________________________________


108

Grade 5

Unit 5

Duration: 4 weeks

Unit Overview: Students will understand the different parts of a book/magazine/newspaper in printed and electronic format. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:








Essential Questions





How do the different parts of a book/magazine/newspaper help the reader to increase understanding?





Different parts of a book/magazine/newspaper contribute to overall learning.






109

Materials:

Variety of books, magazines, newspapers.



CD player

Computer/projector

Learning Plan:

Have students identify the different parts of a book, magazine, or newspaper in printed and electronic format.







Teacher observation

Student response

Differentiation:




_ _ Mathematics _ __Social Studies _ Science __ _PE ___Art __X_Technology _ Music Field Trips_________________________________Other_________________________________


110

Grade 5

Unit 6

Duration: 4 weeks

Unit Overview: Students will understand different genres of literature. Students will enhance knowledge of Coretta Scott King award winning literature. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:








Essential Questions
















111

Materials:

Variety of Coretta Scott King award winning literature.

Graphic organizers



CD player

Computer/projector

Learning Plan:


Have students listen to a variety of Coretta Scott award winning literature.

Have students complete graphic organizer of Coretta Scott award winning literature.







Teacher observation

Student response

Differentiation:






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Grade 5

Unit 7

Duration: 4 weeks

Unit Overview: Students will enhance research skills. Students will enhance knowledge of reference material. Students will practice using printed and electronic reference sources.. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the

text says explicitly and when drawing inferences from the text.

Essential Questions








Information is found through reference and research sources.


Materials:

Reference and research sources in printed and electronic format (atlas, dictionary, encyclopedia, thesaurus, almanacs)

Graphic organizers



CD player

Computer/projector



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Learning Plan:

Introduce a variety of research and reference materials for students to evaluate and utilize.





Teacher observation

Student response

Differentiation:





Grade 5

Unit 8

Duration: 4 weeks

Unit Overview: Students will enhance knowledge of poetry. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library using electronic cataloging system.

Learning Targets


Standards:

CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits




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together to provide the overall structure of a particular story, drama, or poem.

CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Essential Questions





How does an understanding of the different poetry help the reader better comprehend the meaning of text?



Poets share feelings, experiences, or thoughts through techniques and poetic elements.

Poetry can achieve a great deal in terms of feeling and emotion in a concise way.


Materials:

Poetry books


Poetry Speaks



CD player

Computer/projector

Learning Plan:

Students will listen to poetry and discuss.

Students will listen to Beverly Cleary literature.





Teacher observation

Student response

Differentiation:





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Grade 5

Unit 9

Duration: 4 weeks

Unit Overview: Students will understand different genres of literature. Student will enhance knowledge of newest Newbery and Caldecott winning literature. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:








Essential Questions








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How do the illustrations of a book add to the understanding of the story?

What techniques do illustrators use to convey meaning?





Illustrations convey meaning to the story.

Illustrators use various techniques to illustrate a story and create interest.


Materials:

Newbery and Caldecott winning literature

Drawing paper

Crayons, color pencils, markers

Graphic organizers



CD player

Computer/projector

Learning Plan:

Students will look at Newbery and Caldecott winning literature.

Students will design a new cover for an older award winning book.







Teacher observation

Student response

Differentiation:





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_ _ Mathematics _ __Social Studies _ Science __ _PE __X_Art __X_Technology _ Music Field Trips_________________________________Other_________________________________

Grade 5

Unit 10

Duration: 4 weeks

Unit Overview: Students will understand different genres of literature. Students will enhance knowledge of Greek mythology. Students will listen attentively to story and answer key questions from text. Students will identify characters, setting and major events in a story. Students will enhance knowledge of authors and illustrators. Students will make predictions, inferences and connections. Students will be able to locate books in the library.

Learning Targets


Standards:








CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Essential Questions







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Materials:

Variety of Greek mythology.

Graphic organizers



CD player

Computer/projector

Learning Plan:

Read a variety of Greek mythology.Discuss names of Greek gods. Relate to fiction literature.







Teacher observation

Student response

Differentiation:





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hopewell crest school · hopewell crest school special area curriculum 3 program design the mission...

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