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Unit Title: Module 2 Extreme SettingsUnit Description:Wit and Wisdom: In this unit, students will answer the essential question, “How does a challenging setting or physical environment change a person?” Students will understand how adverse weather, rugged terrain, wild animals, and other natural elements can make a setting challenging. They will also study the challenges of surviving in a wild, unfamiliar setting, which require a person to be resourceful and tenacious. Many extreme environments such as mountains and big woods have unique characteristics that make them a challenging place to live. They will discover how the setting of a story can shape a character’s attitude and actions. As well as understand that the strength to overcome challenges can come from within a person.Literacy Lab: Literacy Lab is component of our ELA block of instruction aimed to address individual student needs. The time should be preserved and implemented for a minimum of 30 minutes daily. Literacy Lab consists of coached independent reading, small group reading, and spelling. Students have specific reading goals which are reinforced in reading conferences and small group work; these goals are individualized and often relate to the standards taught in the Module. At times, students may also work on individualized writing goals. The emphasis of this time period is to promote student choice, a love of reading, and differentiated instruction.Unit Duration: 1 Marking Period, 34 Wit and Wisdom lessons 75-90 minutes, Literacy Lab 30 minutesDesired ResultsStandard(s):Primary: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.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).RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. W 4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Reinforced:RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RI 4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.SL4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.L4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a specific topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).Indicators:Reading:Students will explain the theme of a story or poem using details from the text.Students will describe how a character changes throughout a story in response to the setting.Students will read leveled books by choice independently.Writing:Students will write narrative texts in the form of thought shots, exploded moments, and short stories to develop imagined experiences using effective techniques, descriptive details, and clear event sequences.Students will incorporate dialogue effectively into narrative writing to show the responses of characters to situations.Students will use transitional words and phrases to manage the sequence of events in narrative writing.Speaking and Listening:Students will report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant descriptive details to support main ideas or themes; speak clearly at an understandable pace.Language:Students will determine the words and phrases used in a text, including the meaning of general academic and domain-specific words or phrases in a text.Students will choose words and phrases to convey ideas precisely.Students will spell grade level words.Understandings:Students will understand that…Adverse weather, rugged terrain, wild animals, and other natural elements can make a setting challenging. The challenges of surviving in a wild, unfamiliar setting require a person to be resourceful and tenacious.Students will understand how many extreme environments such as mountains and big woods have unique characteristics that make them a challenging place to live.Students will understand how the setting of a story can shape a character’s attitude and actions.Students will understand how strength to overcome challenges can come from within a person.Essential Questions:How does the setting affect the characters or speakers in the text?What makes a mountainous environment extreme?How does setting influence character and plot development?Assessment EvidencePerformance Tasks:TFluency Socratic SeminarNew-Read AssessmentsVocabulary AssessmentsSpelling AssessmentsStudent Reponse JournalEnd of Module Task- Narrative EssayOther Evidence:ConferencingSmall Group ReadingSmall Group Book ClubsStrategy GroupsSpelling workbookIDR student conferenceIDR Status of the ClassDeep DivesBenchmarks:Columbia AssessmentSTAR Reading AssessmentNarrative Pre and Post WritingLearning PlanLearning Activities:Best Practices:Throughout the Module, there are several best practices for teachers to consider. These might include:Varying the size of your partnerships to match the needs of your learners (e.g., ELL students may benefit from being in a triad instead of a partnership).During Read Alouds engagement strategies MUST be incorporated. These are not always explicitly stated in the manual. These strategies might include Stop and Jots, Notice and Wonder charts, gist statements, turn and talk, annotating the text, and other active reading strategies.Regular and specific feedback for students regarding their writing.Lesson 1-10Determine the relationship between setting and characters by inferring and describing the feelings of the characters in “All Summer in a Day” based on their words and actions in specific settings in the story.Determine the theme of “All Summer in a Day” and support it with textual evidence.Create a narrative to show how a setting affects a character, incorporating sensory detail, snap shots, and thought shots.Lesson 11-16Identify the main ideas and supporting details in an informational text to build knowledge about mountains.Determine the essential meaning of an informational text about mountains.Present learning in an organized manner that incorporates facts and descriptive details using a clear, formal voice, enhancing a presentation with audio or visual displays when appropriate.Lesson 17-30Write a narrative that shows how the setting influences the development of character and plot.- End of Module TaskIdentify the main events of the story and explain how the setting impacts the plot.Describe the ending of the novel and determine theme(s).Lesson 31-34Synthesize information from the entire text to create a skit that explains how Brian and others were affected by the challenges of the extreme setting. Literacy LabSmall Group/Guided ReadingThe priority is always what the reader needs.Teacher meets with groups based on common needs to support specific student goals.Interventions may take place during this time.Coached IDRThe priority is helping every student grow as a reader through individual conferences driven by specific student goals. Goals might include essential standards from the module.Conferring Questions that relate to the module include:What ideas do you have about the kind of person this character is?How is the main character of your book impacted by the setting?How does the setting influence the plot in your story?What do you think will happen next based on text evidence?What is a possible theme of your book? How do you know?Spelling ConnectionsBased on student need, a minimum of 6 to 9 units will be completed per module. The review unit should be skipped.Units should typically take 1-1.5 weeks in duration with a pretest, learning activities, and a post test.Students with IEP’s may have an alternative program/ approach.Resources: Module 2 Manual/ Digital EditionModule 2 Student JournalsImplementation GuideCore TextsNovel (Literary) Hatchet, Gary PaulsenShort Story (Literary) “All Summer in a Day,” Ray BradburyScientific Text (Informational)Mountains, Seymour SimonSAS Survival Handbook: The Ultimate Guide to Surviving Anywhere, John “Lofty” WisemanPoemsDust of Snow,” Robert Frost“Stopping by Woods on a Snowy Evening,” Robert FrostSupplementary TextArt Fallingwater, Frank Lloyd Wright ()Video“All Summer in a Day”“Tidal Wave”“Explode a Moment with Barry Lane”“Planet Venus: The Deadliest Planet, Venus Surface & Atmosphere”“Costa Rica—Rainforest Heavy Rain”“4 Hours of Heavy Pouring Rain and Thunder”“Barry Lane writes about ‘His Favorite Day’”“Planet Earth—Mountains”“What Is a Mountain?”WebsitesFallingwater?()National Geographic Lost Cities Photos ()Independent Class LibrariesSpelling Connections Manual/Student WorkbooksUnit Modifications for Special Population StudentsAdvanced LearnersFocusing Question 1, Lesson 1-10How does the setting affect the characters or speaker in the text?Lesson 8 (or after): Students can logon to the picture of Fallingwater. They can identify and sketch any shapes they see in the house.If time permits students can write a narrative using sensory details about what it would be like to live there and how their mood would be affected. They would be required to include snap shots.Focusing Question 2, Lesson 11-16What makes a mountainous environment extreme?Lesson 15: Visual display activity: there is an extension activity in the teacher’s manual in Lesson 15. This can be assigned to the individual students who is in need of the challenge even though that student is working in a group with others. This extension will enhance the group’s project.Focusing Question 3, Lesson 17-34 and EOM17-30 How does setting influence character and plot development?For additional resources go to Jennifer Serravallo book Reading Strategies:Lesson 5.22, Vivid Setting Description and Impact on Character, page 155. Lesson 5.23, Map It, page 156.Lesson 6.12, Empathize to Understand, page 177.Lesson 6.17, The Influences on Character, page 182.31-34 How does a challenging setting or physical environment change a person?Lesson 26: DO NOT READ PAGE 113 in Hatchet. Give students a brief summary.Lesson 31: Students are introduced to The River, the sequel to The Hatchet, by Gary Paulsen. Invite higher level readers to read this book. There are also other books in this series. Here is the order:HatchetThe RiverBrian’s WinterBrian’s ReturnBrian’s HuntAll of the books deal with Brian in an extreme setting. Have students journal about Brian’s experiences how the extreme setting affects him. They can also compare and contrast how each experience has helped him build upon the next challenge. Extension Video Activity Lesson 33.Struggling LearnersThere are a great deal of “Scaffolds” and “Teacher Notes” within these lessons of the teacher’s manual. These resources will assist you in teaching readers who may be struggling with the material. It is best practice that each teacher uses these scaffolds so their students become independent and confident readers.Focusing Question 1, Lesson 1-10How does the setting affect the characters or speaker in the text?Important points within Lessons 1 – 10 to assist students through the lesson:Lesson 1: Discuss any misunderstandings students may have as far as characters, setting, plot are concerned. Lesson 4: Scaffolds may be helpful for some studentsHandout 4A: “Character Analysis Chart: ‘All Summer in a Day:’” Describe “Character Feelings” as Emotions Describe “Character Actions” as What the character(s) is doing.For additional resources go to Jennifer Serravallo book Reading Strategies: Lesson 6.5, Ready, Set, Action, page 170Lesson 9: It is essential that students can identify the speaker’s feelings. Re-teach if necessary or take students aside for a short mini-lesson.Lesson 10: Model writing an exploded moment and show your thought process.Focusing Question 2, Lesson 11-16What makes a mountainous environment extreme?Important points for Lessons 11 – 16 to assist students through the lessons:Lesson 12: Prepare vocabulary for students and distribute for their reading journals.Lesson 13: Consider using the teacher scaffold on page 165.Lesson 15: Plan another work day for this lesson for visual display.Focusing Question 3, Lesson 17-34 and EOM17-30 How does setting and influence character and plot development?Important points for Lessons 17 – 30 to assist students through the lessons:Lesson 17: Find story map templates onlineUse movie examples or picture books to help students who may be having difficulty.Lesson 20: Use the questions on in this lesson as a guide for students to direct their EOM Task.Lesson 23: Exploded Moment- Have the student draw a picture of their exploded moment. Then, using their illustration as a guide, they can write their exploded moment.For additional resources go to Jennifer Serravallo book Reading Strategies:Lesson 6.5, Ready, Set, Action, page 170Lesson 6.9, Text Clue / Background Knowledge Addition, page 174Lesson 26: DO NOT READ PAGE 113 in Hatchet. Give students a brief summary.Lesson 30: Theme ChartIf you find students are having difficulty with this skill, you may need to take students in small groups to re-teach this skill. Modeling may be necessary. 31-34 How does a challenging setting or physical environment change a person?English Language LearnersThere are a great deal of “Scaffolds” and “Teacher Notes” within the lessons of the teacher’s manual. These resources will assist you in teaching ELL students who may be struggling with the language. It is best practice that each teacher uses these scaffolds, so their students become independent and confident readers.Focusing Question 1, Lesson 1-10How does the setting affect the characters or speaker in the text?Important points in Lessons 1 – 10 to assist students through the lesson.Lesson 1: Have student place any unfamiliar vocabulary in their “Wonder” section of their chart. Discuss with student before the second reading so they have a clear understanding. Lesson 4: use scaffold in this chapter if student is having difficulty with adjectives. Handout 4A: “Character Analysis Chart: ‘All Summer in a Day’”: A different way to describe “Character Feelings”- Emotions A different way to describe “Character Actions” – What the character(s) is doing.For additional resources go to Jennifer Serravallo book Reading Strategies: Lesson 6.4, Feelings Change, page 169.Lesson 7: Before reading “Dust of Snow” introduce the vocabulary within the poem using pictures and examples. Lesson 10: As you post the questions for the students to refer to as they brainstorm review any of the terms students may have difficulty with and discuss.Focusing Question 2, Lesson 11-16What makes a mountainous environment extreme?Important points for Lessons 11 – 16 to assist students through the lessons:Chapter 11: Discuss vocabulary in SAS handbook so students have an understanding of what they are reading.Lesson 12: Prepare vocabulary for students before class so more time can be spent discussing it. Lesson 15: Plan for another work day for this lesson for visual display.Focusing Question 3, Lesson 17-34 and EOM17-30 How does setting and influence character and plot development?Important points for Lessons 17 – 30 to assist students through the lessons:Lesson 17: Find story map templates (mountain) online for ELL students to better understand the concept.Model using a picture book to assist in this concept if they cannot put ideas with a chapter book.Lesson 20: Use the questions on page 242 as a guide for students to direct their EOM Task.Lesson 23: Exploded Moment- Have students draw a picture of their exploded moment and then using their illustration, they as a guide they can write what they drew.For additional resources go to Jennifer Serravallo book Reading Strategies: Lesson 6.32, Put On the Character’s Face, page 168Lesson 6.9, Text Clue / Background Knowledge Addition, page 174Lesson 24: New Read Assessment (Have student circle any words that are unfamiliar to them- go over them with the student as long as it doesn’t affect the assessment.Lesson 26: DO NOT READ PAGE 113 in Hatchet. Give students a brief summary.31-34 How does a challenging setting or physical environment change a person?Important points for Lessons 31 – 34 to assist through the lessons: Lesson 32: Vocab Assessment 1: discuss day before assessment.Lesson 34: Vocab Assessment 2: discuss day before assessment.Special Needs LearnersThe following lessons require for a great deal of reading. Best practices suggest that the teacher reads while the students follow along with their own copy interacting with the text using their “Notice and Wonder” chart or having the strong reader read to a small group.There are a great deal of “Scaffolds” and “Teacher Notes” within the lessons of the teacher’s manual. These resources will assist you in modifying your daily lessons.Socratic Seminars are student led discussions related to content that was covered in the module. It is used as a form of “checking in” for understanding. The goal of a Socratic Seminar is that the students discuss their learning with each other. Some students are uncomfortable talking in a whole group setting. However, since Socratic Seminars are a routine in the reading program, students eventually become accustomed to the conversations. If it is stated in the IEP that students are not comfortable talking in large groups, teachers should not force them to talk. They can still sit in the Socratic Seminar and listen. Other options are available. For instance, small group conversations or one on one conversations with another student are always possibilities for these children. After Socratic Seminars become routine and students become comfortable with them, students may eventually participate. Give them time and comfort.Focusing Question 1, Lesson 1-10How does the setting affect the characters or speaker in the text?Modifications for Lessons 1 – 10 Co-teaching & Complimentary (when reading) Parallel teaching (in writing and groups) Lesson 1: At the end of the reading sit with a small group and discuss the characters, setting, and plot for better understanding of the story. Lesson 2: Create a story map for the students so they do not have to draw it on their own.Lesson 3: Print out a copy of the setting chart in the teacher’s manual on page 56 in Module 2. Having a peer or teacher to discuss before writing begins is advantageous.Lesson 4: use scaffold throughout lesson Handout 4A: “Character Analysis Chart: ‘All Summer in a Day’”: Another way to describe “Character Feelings”- Emotions Another way to describe “Character Actions” – What the character(s) is doing.Make use of having two teachers. Sit with small groups, if necessary and discuss sensory details and where/how to include it in their writing.For additional resources go to Jennifer Serravallo book Reading Strategies: Lesson 6.4, Feelings Change, page 169.Lesson 6: Create a check off sheet for students so they are to revise and edit their paragraphs.Lesson 7: use scaffolds / teacher notesIf students are still struggling with the topics of theme and character remember to take students aside in small groups to focus on these skills as they are important.Lesson 9: It is important that students can identify the speaker’s feelings. Sit with small groups and model thought shots in greater detail and how to incorporate them in writing.Lesson 10: Model writing an exploded moment and show your thought process on writing.Think about making a personal checklist for each student so they don’t have to refer to the board.Focusing Question 2, Lesson 11-16What makes a mountainous environment extreme?Modifications for Chapters 11- 16 – Parallel TeachingChapter 11: Consider preparing the SAS Survival Handbook organizer before the students arrive.Lesson 12: Prepare vocabulary for students and distribute for their reading journals.Map- color code mountain ranges and label them with carrot symbols.Model annotating as this skill has not been visited in this module.Lesson 13: Consider preparing a vocabulary chart in which the students can illustrate.Model Handout 14A; Boxes and BulletsLesson 15: Plan for another work day for this lesson for visual display.New Read Assessment (modify as necessary).Focusing Question 3, Lesson 17-34 and EOM17-30 How does setting and influence character and plot development?Modifications for Lessons 17 – 30 - Co-teaching or Collaborative teaching (for reading) Parallel (for group work)Lesson 17: Find story map templates (mountains) online to use.Use movie examples to help students understand.Lesson 18: Story map can be prepare in advance or have students write or type them in their reading notebooks as notes.Lesson 20: Model an example of the Evidence Guide and assist accordingly.Prepare a blank Evidence Guide template for students.Use the questions from lesson 20 as a guide for students to direct their EOM Task.Lesson 23: Exploded Moment- Heterogeneously pair students and parallel teach this skill, modeling is key. Students need to discuss before writing. Students might need assistance. If students do not understand concept, have them draw a picture of their exploded moment and then write it. For additional resources go to Jennifer Serravallo book Reading Strategies: Lesson 6.5, Ready, Set, Action, page 170Lesson 6.9, Text Clue / Background Knowledge Addition, page 174Lesson 24: New Read Assessment (modify as necessary)Lesson 26: DO NOT READ PAGE 113 in Hatchet. Give students a brief summary.Prepare a blank Evidence Guide template for students.Lesson 27: Monitor comprehension for understanding.Conference writing Lesson 30: Theme ChartModel this task and then allow students to try with a partner or group. If you find students are having difficulty, you may need to intervene and work with them until the group can work with only assistance or independently.31-34 How does a challenging setting or physical environment change a person?Modifications for Lessons 31 – 34 - Co-teaching or Collaborative teaching Lesson 32: Vocab Assessment 1: modify if necessary for student.Lesson 34: EOM Task- This is an assessment. If modifications were made on the EOM Task in the previous lessons, the same accommodations need to be continued in this task. Vocab Assessment 2: modify if necessary for student.Interdisciplinary ConnectionsIndicators: (Science and SS Standards)Science4-LS1-1 From Molecules to Organisms: Structures and ProcessesConstruct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation forchanges in a landscape over time.These standards are met through the discussion of plants and animals in an extreme setting. Students will read Mountains, which provides descriptions on plant and animal survival. Students will also read Hatchet and “All Summer in a Day”, where they will identify how plants and animals survive in extreme settings. Social Studies6.1.4.B.5 The physical environment can both accommodate and be endangered by human activities.6.1.4.C.2 People make decisions based on their needs, wants, and the availability of resources.These two standards are met through learning activities based on human interaction in the extreme setting of the planet of Jupiter and in Hatchet. ArtNCAAS 7: Perceive and analyze artistic workNCAAS 8: Interpret intent and meaning in artistic workNCAAS 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. These three standards are met through learning activities with “Fallingwater” by Frank Lloyd Wright. Students will analyze the architecture of the home and the environment in which it is located.Integration of 21st Century SkillsIndicators:9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.9.1.4.A.2 Evaluate available resources that can assist in solving problems.9.1.4.A.3 Determine when the use of technology is appropriate to solve problems.9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.In this module, students will identify how Brain in Hatchet overcomes his problems using available resources. Students will them write their own narrative survival stories where their characters will have to recognize and solve problems using resources in an extreme setting. In addition, students will collaborate with their peers and present their stories at the end of the Module. ................
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