:

Campus: Elementary

Author(s):  A.S. Bell, M. Brown, K. Carker,

 O. Gowan,. C. Shoemaker

Date Created / Revised: August 5, 2008

Six Weeks Period: 6th Six Weeks

Grade Level & Course:  4TH Grade Language Arts

Timeline:  25 Days

Lesson Unit Title: “Researching” Famous People in Texas History Unit

Stated Objectives:

TEKS Addressed in the Lesson Unit

 

(Include TEK number and (SE) student expectation

description

a.         Which subject-specific TEKS are going to be addressed in the lesson unit?

READING- RESEARCH

·   4.13A  Form and revise questions for investigations, including questions arising from interests and units of study.

·   4.13B  Use text organizers, including headings, graphic features, and tables of contents, to locate and organize information.

·   4.13C  Use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions.

·   4.13D  Interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions.

·   4.13E  Summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts.

·   4.13F  Produce research projects and reports in effective formats using visuals to support meaning, as appropriate.

·   4.13G  Draw conclusions from information gathered from multiple sources.

·   4.13H  Use compiled information and knowledge to raise additional, unanswered questions.

READING- REVIEW

·         4.9B Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words

·         4.9D Determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, un-

·         4.10E Use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information

·         4.10F Determine a text's main (or major) ideas and how those ideas are supported with details

·         4.10H Draw inferences such as conclusions or generalizations and support them with text evidence and experience

·         4.10I Find similarities and differences across texts such as in treatment, scope, or organization

·         4.10J Distinguish fact and opinion in various texts

·         4.10L Represent text information in different ways such as in outline, timeline, or graphic organizer

·         4.12A Judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here?"

·         4.12B Recognize that authors organize information in specific ways

·         4.12C Identify the purposes of different types of texts such as to inform, influence, express, or entertain

·         4.12H Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo

·         4.12I Recognize and analyze story plot, setting, and problem resolution

·         4.12J Describe how the author's perspective or point of view affects the text

WRITING- RESEARCH

  • 4.21A  Frame questions to direct research.
  • 4.21B  Organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer.
  • 4.21C  Take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches.
  • 4.21D  Summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines.
  • 4.21E  Present information in various forms using available technology.
  • 4.21F  Evaluate his/her own research and raise new questions for future investigation.
  • 4.23A  Describe how illustrators’ choice of style, elements, and media help to represent or extend the text’s meanings.
  • 4.23B  Interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations.
  • 4.23C  Use media to compare ideas and points of view.
  • 4.24A  Interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings.
  • 4.24B  Compare and contrast print, visual, and electronic media such as film with written story.
  • 4.25A  Select, organize, or produce visuals to compliment and extend meanings.
  • 4.25B  Produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports.

 

SOCIAL STUDIES LINK

  • 4.2D Identify the accomplishments of significant empresarios including Moses Austin, Stephen F. Austin, and Martin de Leon and explain their impact on the settlement of Texas.
  • 4.3E Identify leaders important to the founding of Texas as a republic and state, including Sam Houston, Mirabeau Lamar, and Anson Jones.
  • 4.5B Identify the accomplishments of notable individuals such as Henry Cisneros, Miriam A Ferguson, Audie Murphy, Cleto Rodriguez, and John Tower.
  • 4.19A Identify leaders in state and local governments, including the governor, selected members of the Texas Legislature, and Texans who have been President of the United States, and their political parties.
  • 4.20C Summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
  • 4.23A Use social studies terminology correctly.
  • 4.23B Incorporate main ideas and supporting ideas in verbal and written communication.
  • 4.23C Express ideas orally based on research and experiences.
  • 4.23D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
  • Use standard grammar, spelling, sentence structure, and punctuation.

b.     Which specific (TA) Technology Application TEKS are going to be addressed in the lesson unit?

  • 3-5 (4A) Apply appropriate electronic search strategies in the acquisition of information including key word and Boolean strategies.
  • 3-5 (4B) Select appropriate strategies to navigate and access information on local area networks and wide area networks, including the internet and intranet, for research and resource sharing.
  • 3-5 (11B) Use presentation software to communicate with specific audiences.
  • 3-5 (7B) Use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia. 

Clarifiers:

 

(Specific concepts to be included to address the TEKS)

 

What specific concepts will be included that clarify the content and satisfy the goal of the TEKS addressed in this lesson unit?

·   Formulate research-based questions for investigations and units of study.

·   Use graphic organizers to locate and organize information.

·   Use multiple sources to locate information relevant to research questions.

·   Take notes, create outline ideas, and charts.

·   Produce and present research projects using technology or appropriate media.

·   Draw conclusions from gathered information.

·   Raise additional unanswered questions.

·   Frame questions to direct research.

·   Make searches via library sources, Internet, periodicals, interviews.

·   Evaluate his/her own research.

·   Interpret important events and gathered ideas.

Vocabulary Addressed

What unfamiliar terms will be introduced to the students that will enhance their understanding of the concept?

  • High frequency words, research, resources, internet, search engines, media, encyclopedia, presentation, outlining, note taking, paraphrasing, plagiarism, author’s point of view, Animal Rights
  • Produce and present research projects using technology or appropriate media.
  • Researching Vocabulary:
  • deceased, brand, evacuation, provoke, rebellious
  • ransack, elope, rebellious, dictator
  • expedition, pampered, canines, mimicked, veterans,
  • anatomy, diligently, persuade, betray, lance, notorious, rustling
  • execute, democracy, expedition, infested
  • schooner, reserve, diversion, vast, hostile, tyrant
  • foreign, abundant, proclamation, provisional, tactful, artillery
  • recruit, siege, cholera, repel, resign, treaty
  • controversial, scarce, opposed, tension, strife, corps
  • stamina, stout, tack, gully, tract, rebel, lance, pact 

 

  • Research
  • Investigate
  • Technology
  • Multimedia
  • Graphic/Visual Image
  • Video Segments
  • Presentation
  • Interpret
  • Evaluate
  • Communications
  • Report
  • Video Report

Anticipatory Set or Introduction to Lesson Unit

What activity will focus attention on the subject matter of the upcoming lesson unit, establishing a mental set to pique the students' interest? 

 

Students will work on a “KWL” chart to get the students “thinking” about what is to be read.

 

Technology Integration:  Teacher will present a biography of some famous person that the students will recognize, such as a famous sports star like Michael Jordan, or a famous activist, like Martin Luther King, Junior, or a famous woman like Ruby Bridges and discuss why someone would write about that person’s life.  Teacher may choose to present from several sources, including an autobiography in that person’s own words, from a biography, where the teacher can explain the difference between the two types of writing, and then link this through discussion to our research project.  Teacher may ask them to brainstorm a list of all the famous people from Texas they remember learning about, including some discussion from the tall tales read in class that are stories about real people they’ve studied, but not necessarily true.  Then discuss the project and all that it will entail as we research famous individuals from Texas history.

  

Teaching Strategies

 

 

What specific teaching strategies are going to be used to teach this lesson unit? What approach will be used to provide information (explain) the lesson unit to the students? 

 

  • Read aloud, decoding, storytelling, choral reading, predicting, building background knowledge, summarizing, guided reading, main idea bubble, story element grid, audio tape, acting out scenes, drawing and illustrating self characterization, project building and researching, etc.
  • Using the writing process to construct a research project.

Modeling

What modeling will take place to demonstrate what the students will do?

  • Model the process of researching using different sources and periodicals.
  • Model note taking.
  • Model questioning and comprehension for investigations.
  • Model organizing information in various types of graphic organizers and outlines.
  • Model how to read and create various graphic organizers such as outline, timeline, T-chart, story element grid, main idea ladder, and summary illustrations.
  • Model the production of communications using technology or appropriate media.

 

Activities

 

(Guided Practice and Independent Practice)

 

(Include: Day 1, Day 2, etc…)

What initial practice of lesson skill will be used under direct supervision of the teacher? What practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take place?  (List for each day of the unit: Example: Day 1, Day 2, Day 3).

 

 Sponge Activity/Warm-Up Per Day: Daily Oral Language Question or AR Time

 

 

 TAKS Review and Tutoring

Day 1 -  READ:  Review figurative language pg. 3-5 Step up to TAKS (SUTT)( Dark orange book.)  and multiple meaning words pg. 6-7 SUTT.   IP: Students complete pages 8-11.

 

WRITE: Research:  Introduce and discuss the famous people in TX History .   Brainstorm as a class important people in TX history.  Create a word web on butcher paper.   Hang in classroom for future reference. 

 

Spelling:  Unit   8 students will take a pretest on spelling words.  

 

Day 2 – READ  Discuss fact/opinion, authors POV and purpose of text. SUTT 102-104. GP SUTT pg. 105-

106. IP: TAKS practice book page 167.

 

 WRITE: Research:  Discuss research topics and have students pick randomly (put names in a hat and let them draw) a historical  figure to research.   Put rubric on ELMO and discuss how students will be graded on their research.    Give each student a copy of research page and discuss as a class. 

 

Day 3 – READ:   Discuss cause/effect and chronology to locate information (story organization) .  Story organization pg 107-108 Cause and effect pg 55-56. GP: 57-58. IP: Practice TAKS book pg. 112.    Group students into groups of 3-4 and give them a trade book.   Have students create chronological order questions…ie. Before, after, during, next.   After each group has completed their questions then have them switch with another group and answer their questions.   

 

WRITING: Research:  Discuss note-taking and give examples using outlining, webbing, comparing/contrasting, timelines, pie charts, bar graphs, etc.  Read a paragraph to the students and have them create an outline of what you read to show they can take notes and pick out important information.  Then share student outlines.  Discuss research questions.

 

Day 4 -  READ:  Review suffixes and prefixes  SUTT 16-17.  GP: SUTT 18-19.  IP: Practice TAKS wkbk pg. 90.  Give each student the Lone Star Legend book that corresponds with their historical figure.  Have students flip through their book reading bold headings through out.  Discuss why these are included in the book, their importance and how they help when reading the book.  Have students begin reading their book. 

 

WRITE: Research:

 

Day 5 – READ:  Review story plot, setting, and problem resolution.  IP: TAKS practice wkbk pg. 13.  

 

WRITE:  Research:  Have students reread books and answer research questions. 

 

Spelling: students will take a posttest on unit   8 spelling words. 

 

 Day 6 - READ:  Review main idea SUTT 37-38.  KAMICO 132-135.

WRITE:   Research: Take students to the computer lab to do Internet research over their topic.  Model how to use a search engine to research for information.

 

Spelling: students will take a pretest on unit    9 spelling words.

 

Day 7 –  READ:  Review drawing inferences, generalizations and drawing conclusions  SUTT pg. 76-77; 78-80  IP:TAKS wkbk pg. 68

 

WRITE:  Research: Organize the data collected the previous day into an outline or web and develop other investigative questions needed for more research.   

 

Day 8 –  READ:   Review character traits, IP: TAKS wkbk pg. 135

 

WRITE:   Research: Organize the new information gathered into their previously created graphic organizer. 

 

Day 9 – READ:  Review purpose of text IP: TAKS wkbk  pg. 145

 

WRITE:    Research:  Determine if there is any question left undiscovered in research. Gather last minute necessary information to complete research either from computer or library.    Teacher models and shows examples of the various presentation modes for presenting research in a final copy format. 

 

Day 10 – READ:   Representing text in various ways  pg 199-202,206-210

 

WRITE:  Review antonyms and figures of speech.  Have students complete ws. 15-16. Research:  Explain that the information gathered from question set B will need to be provided in their research project presentation.  Show grading rubric so that students know their expectations. Begin research rough draft.

 

Spelling: students will take posttest on unit 9 spelling words.

 

Famous Characters in Texas History Research

Day 1- Read/Writing:  Introduce biographies for the research unit-“Famous Characters in Texas History.”  Use Biography Maker as method of introduction.  This can be found at www.fno.org/bio/QUEST.HTM.  Teacher should then use one of the Texas Legends (red box) characters.  Teacher may choose to make copies for small groups or for individuals, or use transparencies or the Elmo machine in order to aid teacher modeling for this section.   Introduce “So You Want to Be a Famous Texan? Activity” See Rubric (to be due at the end of the six weeks-to aid in the creation and completion of this activity.)

 

Teacher will model how to create a basic outline so that students can gain information on their character.  If students have their own or small group copies of this story, it may aide in increased understanding.  Students should also have a copy of the Outline.  Teacher should model how each book has subheadings that are bolded and under each of these is some information related to that heading.  Model how to fill in basic information on the outline form.  Teacher may have student volunteers read each section and together discuss what they believe is the most important information (main ideas and details) from each section.  Once the outline is completed, teacher should model how to transfer major events from the outline onto a timeline.  See Time Line Organizer from Ready to Go Management Kit for Teaching Genre Grades 2-4, Scholastic.  Teacher may use adding tape or strips of construction paper/sentence strips to create the time line.  Small illustrations may be included to facilitate understanding of the event and date as related to that character and that time in Texas history.

 

Teacher should also point out how each story has its own vocabulary and glossary.  Students will be expected to have a basic understanding of the vocabulary and definitions from their own character study.

 

Teacher may also wish to look up information about Texas characters prior to lesson and bookmark them on the computer/in computer lab so students can have other options to extend their research.

 

 

 

 

See also:

·           Genre Study: A Collaborative Approach
http://www.readwritethink.org/lessons/lesson view.asp?id=270

·         http://findagrave.com/

·         www.fno.org/bio/QUEST.HTM

·         www.stamponhistory.com

·         www.uspo.com

·         www.galegroup.com

·         www.DistinguishedWomen.com

·         www.us.history.wisc.edu/hist102.bio/bios.html

·         www.besd61.k12.il.us

·         www.infoplease.com/people.html

·         www.s9.com/biography

·         www.biography.com

 

 

 

Day 2- Read/Write:  Continue from previous day.  Students should choose which famous Texan they would like to research.

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Day 3-7- READ/WRITE:  Once students have practiced with the teacher and chosen their famous Texan for research, they should create their own outline using the Outline Form.  They should follow this procedure with the creation of the Time Line.

 

(*Teacher may use all of language arts time to work on this research project.  Teacher may also want to schedule some time either with the library or through the computer lab teacher to extend research time.)

 

Students will need to read their booklet about their chosen famous Texan and complete the basic outline form as they go, noting the dates of important events.  Students may extend their outline if they wish to include more facts, and teacher should model how this is done.  Once the outline is completed, students will be given the adding tape/sentence strips, etc. to create the time line, following the method modeled by the teacher to transfer form the outline to the timeline.  Students should include at least 5 major life events of their famous person.

 

As students complete the outline and the timeline, they should begin writing in cursive, the biography for their famous Texan.  It should reflect the major events listed on the outline, including birth date and place, death date and place, and at least 3 major events and how they effected Texas history.

 

Spelling:  students will take a pretest on unit 15 spelling words. 

 

Day 5-

Grammar:  Review capitalization using Language Arts text p. 162-163.  Teacher may use discretion on portions for guided practice and independent work.

 

Day 6-

Grammar:  Review sentence combining using LA text p. 166 as independent practice.

 

Spelling:  students will take posttest on unit 15 spelling words. 

 

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Day 8- READ/WRITE:  Teacher will model how to complete Role Models from Ready to Go Management Kit for Teaching Genres, Scholastic 2002 with same character from the introduction of the lesson.  Students will use their

 

outlines/timelines to complete Role Models.  Students will be required to determine how their character was a good role model, listing at least three qualities that they believe stand out, and then finding proof from their research materials.

 

Spelling:  Students will take a pretest on Unit 19 p. 92.

 

Grammar:  Review sentence combining p. 356-357 in LA text.

 

Day 9-12- READ/WRITE:  Students will use The Life and Times of… and Epitaph from Ready to Go Management Kit for Teaching Genres, Scholastic 2002.  Students will use the information they already know about their character from the outline, timeline, and biography to complete the Life and Times of… They will then be given a piece of construction paper or butcher paper to make their own gravestone epitaph.  This must include the name, birth and death dates, and some famous quote or other bit of information to let people know why this character is memorable even after so many years.

See http://findagrave.com/

 

Students will create a stamp that exemplifies the importance of their famous person to the state of Texas.  See www.stamponhistory.com or www.uspo.com to share some past famous stamps so students have a more clear understanding of what is to be included when creating a stamp.  Teacher may provide a piece/square of construction paper to complete this project.

 

Students will create a Paper Person.  It should look like the character they’ve researched.  The person should be made of paper and should look as realistic as possible.  The person should not exceed over a foot in height, so a long piece of construction paper should be sufficient.  Include clothing, glasses, hair and eye color, etc, as necessary.

 

Grammar:  Review more sentence combining in LA text p. 438-439.

 

Day 10-

Grammar:  Review irregular verbs p. 254 in LA text.

 

Day 11-

Grammar:  Review continued p. 255 in LA text.

 

Day 12-

Spelling:  Students will take a posttest on Unit 19 p. 92.