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NAME: Sarah Walstead GRADE LEVEL: 3 CONTENT AREA: reading (with math integration)

# of Students in Class: (Give a breakdown of SPED/Gifted/ESOL/Regular Ed/Gender, race culture/ethnicity, SES…)

Gen. Ed. Students: 14 Gender EthnicitySpecial Ed. Students: 6 male: 10 Latino: 2 female: 10 Afr. American: 4 SES white: 11 low income (receive free/reduced lunch): 2 Indian: 1 middle class: 18 Asian: 2

Consider varied abilities of students:

There are 4 differentiated reading groups based on results of pre-tests and various assessments, including the DRA and SRI. Special Education students are blended with General Education students according to ability rather than designated label. Varied abilities will also be addressed with content (students will be working with leveled books) and product (assignments and assessments will include teacher-created tests, projects, and choice-boards).

Stage 1Content/Reading & Math Standard(s)

ELA3R3: The student uses a variety of strategies to gain meaning from grade-level text.h: Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.n: Identifies and discusses the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).o: Uses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text.r: Applies dictionary, thesaurus, and glossary skills to determine word meanings.

M3D1: Students will create and interpret simple tables and graphs.b. construct and interpret line plot graphs, pictographs, Venn diagrams, and bar graphs using scale increments of 1, 2, 5, and 10.

Big Idea (consider infusion of cultural diversity):Students will focus on reading nonfiction/informational text with the focus of reading to learn. Students will become familiar with how nonfiction texts work through understanding their features (contents, headings, captions, graphs, glossary, index, etc.). Students will also learn to set a purpose for reading and make connections to the text.

Cultural diversity: Books will include a variety of topics; including both animals and people from a variety of cultures and nationalities.

Facets of Understanding (minimum of 2)

(explain, interpret, application, perspective, empathy, self-knowledge)



Unit Enduring Understanding(s) Students will demonstrate the ability to interpret information from graphs in a nonfiction text.

Students will create a graph using information found in a nonfiction text.

Students will demonstrate knowledge of the features of nonfiction text by identifying (and or locating information) from a table of contents, glossary, index, photograph, caption, heading, and text.

Students will apply their knowledge of nonfiction text features by finding the main idea of a text and by making personal connections to the text.

Unit Essential Question(s): How do I understand and interpret information from a nonfiction text?

Why is it important that I understand how a nonfiction text works?

Topical Essential Question(s): What are the different features in a nonfiction text?

How is a nonfiction text organized?

What are the parts of a graph?How do I interpret information from graphs in a nonfiction text?How do I use the information that I’ve learned in a nonfiction text to create a graph?

How does understanding the organization of a nonfiction text help me locate important information (such as the main idea)?

Be Able to KNOW (knowledge): Be Able to DO (skills):

1. Unit Vocabulary 2. The student will know thatheading table of contents nonfiction text has different diagram bold type features than fiction text.table italicslabel fact vs. opinionmap main ideagraph detailcaptionindexglossary

Identify the basic elements of a nonfiction text; such as the table of contents, index, glossary, etc.

Interpret information from text and graphic features such as captions, graphs, headings, etc.

Identify the main idea and supporting details. Recall explicit facts from the text. Evaluate whether an author is providing facts or opinions. Create a graph based on the content from a nonfiction text.

Unit Math Objective(s): 1. The students will demonstrate the ability to interpret information from graphs in a nonfiction text.2. Students will create a graph using information found in a nonfiction text.

*Other Content Objective(s):1. The student will interpret information from illustrations, diagrams, charts, graphs, and graphic organizers.2. The student will identify and discuss the basic elements of a variety of non-fiction.3. The student will use a variety of strategies to gain meaning from grade-level text.4. The student will use titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text.5. The student will apply dictionary, thesaurus, and glossary skills to determine word meanings.

Key Unit Vocabulary: heading map glossary fact vs. opiniondiagram graph table of contents main ideatable caption bold typelabel index italicsGeneral Description of Unit: This unit will foster an understanding of nonfiction text. This understanding will first be accomplished by learning about the features and structure of nonfiction text, then by using that understanding to comprehend, analyze, and evaluate the contents of nonfiction texts. This unit will also integrate math through the construction and interpretation of various graphs, charts, and tables.

* indicate if interdisciplinary unit objectives.

Stage 2Enduring Understandings Performance Assessment Other Evidence Alternate Assessment for

ELL, and/or SWD, and/or ELL/SWD

Students will demonstrate knowledge of the features of nonfiction text by identifying (and or locating information) from a table of contents, glossary, index, photograph, caption, graph or diagram, heading, and text. (Explanation)

“How-to” Manual of Nonfiction:Students will work with a partner to create a written manual that explains how to find information from a nonfiction text to a person who has never read nonfiction.

Observation, discussion, and questioning of students in groups.

“Nonfiction Scavenger Hunt”Students will be given a list of the elements of nonfiction and a nonfiction book that is at his or her independent reading level. Student will be asked to find 2 examples of each element of nonfiction from his or her book. (For example, they will have to write the name of at least 2 chapters in the book; give the page number where a photograph can be found; write at least 2 captions from the book; etc.)

Students will demonstrate the ability to interpret information from graphs in a nonfiction text. (Interpretation)

Different Types of GraphsUsing nonfiction text and magazines from the classroom, students will find examples of at least 3 different types of graphs. They will explain which one they find to be easiest to read/interpret and why this is so.

Students will demonstrate knowledge of the parts of a graph: title, scale, labels, etc.

Interpreting a GraphUsing a graph from a nonfiction book at his or her independent reading level, the student will answer teacher-generated questions based on that graph.

Students will create a graph using information found in a nonfiction text. (Application)

Student Survey & GraphThe student will survey the class on their favorite book from the nonfiction unit, and then create a bar graph, line plot, or pictograph

Bar GraphWorking with a partner, students will be given a template for a bar graph to complete after they have surveyed the class on their favorite book from the nonfiction unit.

based on the results of the survey.

Students will be responsible for labeling the X & Y axis of the graph, giving it a title, and showing the scale of the graph.

Students will apply their knowledge of nonfiction text features by finding the main idea of a text. (Application)

Nonfiction SummaryThe student’s task is to help a student who has been absent all week by creating a summary of the chapters he/she has missed. The summary must include the main idea and 3 details for 3 different chapters. The summary must also include a “photo” with a caption, a graph, or a diagram (drawn/created by the student).

Student will locate key information in a leveled book.

Main Ideas and DetailsStudent will be given a list of main ideas and details from 3 chapters in a leveled book. The student must differentiate between the main ideas and the details and put them under the correct chapter heading on a teacher-created graphic organizer. The student must also include a “photo” with a caption, a graph, or a diagram (drawn/created by the student).

Students will demonstrate knowledge of the features of nonfiction text by differentiating from a table of contents, glossary, index, photograph, caption, heading, and text. (Empathy)

Which Feature is Best?The student will pretend to be the author of a nonfiction book about an animal from their nonfiction book of the week. The student must decide if he or she wants to include either an index or a glossary in the book, and defend the choice (in writing). The student will then write and define 3 words that he or she would include in the glossary (if that was the choice) OR write 3 words that he or she would include in the index and put those words in ABC order.

Which Feature is Best?The student will be given a nonfiction book about an animal (or animals; book will be on his/her independent reading level). The student will be asked to explain (orally) to the teacher which feature (index or glossary) is more useful to him or her, and explain why. The student will then be provided with a list of words related to that book and asked to determine if they would belong in the glossary, index, or both, and provide justification for their answer.

Stage 3

Enduring Understandings Student Activities Accommodations for SWD, and/or ELL, and/or ELL/SWD

Students will demonstrate knowledge of the features of nonfiction text by identifying (and or locating information) from a table of contents, glossary, index, photograph, caption, heading, and text.

Nonfiction Conventions Notebook

“How-To” Manual of Nonfiction

Nonfiction Scavenger Hunt

Visuals (Post Nonfiction Conventions Notebook on Promethean Board); repeat directions; leveled books; provide written copy of notes for those who have difficulty with handwriting

Students will demonstrate the ability to interpret information from graphs in a nonfiction text.

Class Bar Graph (based on animal research project)

Class Line Graph

Different Types of Graphs

Interpreting a Graph

Visuals (Promethean Board/line graph); project books w/ELMO projector; repeat directions; provide written copy of notes for those who have difficulty with handwriting; students with disabilities will receive definitions/explanations of key vocabulary in advance; provide with written questions for graph activities; for the activity where students create a bar graph, students will be provided with a graph that has the scale filled in

Students will apply their knowledge of nonfiction text features by finding the main idea of a text.

Main Idea Graphic Organizer

Main Idea Poster

Nonfiction Summary

Main Ideas and Details

Graphic organizer; advanced vocabulary and outline for books; repeat direct directions; leveled books

Students will enhance their understanding of nonfiction by activating background knowledge of the text.Students will create a graph based on student opinions about nonfiction texts.

independent reading from leveled books; survey students and create graph using the program, The Graph ClubWhich Feature is Best?

repeat directions; leveled books; preview vocabulary words

Pacing Guide

Week 1: conventions of nonfiction notebook; assessments: “How-To” manual of nonfiction or nonfiction scavenger hunt

Week 2: Student research of favorite animal; read in science book about different types of graphs and their purpose; create a class line graph; create a class bar graph; assessments: different types of graphs or interpreting a graph

Week 3: main idea and detail demonstration and sort; main idea graphic organizer; main idea poster; assessments: nonfiction summary; main idea & details

Week 4: student survey and graph using program, The Graph Club; activating background knowledge; assessment: Which Feature is Best?

Week One

Standards: ELA3R3: The student uses a variety of strategies to gain meaning from grade-level text.

n: Identifies and discusses the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).r: Applies dictionary, thesaurus, and glossary skills to determine word meanings.

Lesson Understandings: Students will become familiar with how nonfiction texts work through understanding their features (contents, headings, captions, graphs, glossary, index, etc.).

Lesson EQs: What are the different features in a nonfiction text?

How is a nonfiction text organized?

Content Objective: The students will learn to use the different parts of a nonfiction book.

Cultural Component: When we understand how to use a nonfiction text, we can learn about topics that interest us.

Key Vocabulary:heading table of contents diagram bold type label italics graph tablecaption mapindexglossary

Materials: Promethean board; Nonfiction Conventions Notebook; leveled books: Penguins on Parade by Kay Winters (below grade-level), Introducing Snakes (on grade-level) by Graham Meadows & Claire Vial, It’s a Mammal (above grade-level) by Sharon Stewart; Amber Brown is not a Crayon, by Paula Danziger (example of fiction)

What other support services and resources will you need? How can technology extend and enhance the lesson in ways that would not be possible without it? Will you need additional people to help with this lesson? The Promethean board will provide additional visual support which will enhance learning for English language learners and students with disabilities. An ELMO projector will also be used to display nonfiction books to the class. I will need my co-teacher (she is the certified special education teacher) to assist in teaching this lesson.

Classroom Management:Questions: How and where will your students work? Classroom, lab, groups, etc.? How will you use additional resources? How can the use of technology support classroom management? Students will work in mixed-ability groups for the whole-group lesson and in ability-based groups for the small group lesson. During the whole-group lesson, students will be at their tables, which are mixed ability groups. For the small group lesson they will switch to their reading group table. The use of technology will support classroom management by providing high-interest, interactive visuals which will encourage on-task behavior. Additional classroom management includes behavior contracts and group incentives (points to tables with good behavior).Higher Order Questions:When would you choose to read a nonfiction text?How is a nonfiction text useful?How is a nonfiction text structured?What are the components of a nonfiction text?

Learning Plan (Check All That Apply):

Scaffolding: _x__Modeling _x__Guided _x__Independent

Grouping: __x_Whole Class __x_Small Group ___Partners ___Independent Processes: __x_Reading __x_Writing __x_Listening _x__Speaking

Strategies: _x__Hands-On _x__Meaningful _x__Linked to Objectives Time

Building Background

Links to Experience: Students will be asked to recall ideas from the KWL activity; students will be reminded of instances when they use nonfiction (when researching a topic, when reading in the content areas, when reading for enjoyment).

Links to Learning: The student must understand how to read and find information in a nonfiction text in order to be a successful student. Before a student can independently read and understand nonfiction, he or she must be familiar with its conventions.

Key Vocabulary:

heading table of contents diagram bold type label italics graph tablecaption mapindexglossaryActivating Strategy:The students will complete the “K” and “W” section of a KWL chart on nonfiction (presented on Promethean board). The teacher will show examples of nonfiction that we use in everyday life (books, magazines, newspapers, food labels, etc.). The teacher will then show an example of a fiction text and a nonfiction text and ask the students to compare and contrast those books (Venn Diagram to be completed on the Promethean board (interactive activity); students will slide words to proper category).

Presentation:(Day 1) The teacher will model using a table of contents and an index by showing in a book on the ELMO projector and using “think aloud” instruction. (Day 2) The teacher will model using diagrams and different types of print by showing in a book on the ELMO projector and using “think aloud” instruction.(Day 3) The teacher will model using photographs and captions by showing in a book on the ELMO projector and using “think aloud” instruction.(Day 4) The teacher will model using maps, tables, and a glossary by showing in a book on the ELMO projector and using “think

aloud” instruction.(Day 5) The teacher will review the components of nonfiction and complete the “L” column of a KWL chart on the Promethean board.

Practice: (Guided & Independent)(Day 1) Guided: Using leveled books that have been distributed to each table, students will work with a partner to find examples of a table of contents and an index as the teachers observe teams for comprehension. Independent: Using books at his/her independent reading level, students will find examples of a table of contents and an index and write their findings in their Nonfiction Conventions Notebook.(Day 2) Guided: Using leveled books that have been distributed to each table, students will work with a partner to find examples of a diagram and different types of print as the teachers observe teams for comprehension. Independent: Using books at his/her independent reading level, students will find examples of a diagram and different types of print and write their findings in their Nonfiction Conventions Notebook.(Day 3) Guided: Using leveled books that have been distributed to each table, students will work with a partner to find examples of photographs and captions as the teachers observe teams for comprehension. Independent: Using books at his/her independent reading level, students will find examples of photographs and captions and write their findings in their Nonfiction Conventions Notebook.(Day 4) Guided: Using leveled books that have been distributed to each table, students will work with a partner to find examples of maps, tables, and a glossary as the teachers observe teams for comprehension. Independent: Using books at his/her independent reading level, students will find examples of photographs and captions and write their findings in their Nonfiction Conventions Notebook.(Day 5) After completing KWL chart, teaching will give instruction for the assessment.

Review and Assessment: (Check All That Apply): Explain

On and above-level students: “How-to” Manual of Nonfiction:Students will work with a partner to create a written manual that explains how to find information from a nonfiction text to a person who has never read nonfiction. The students will use their Nonfiction Conventions Notebook as a guide and use examples from their leveled book to illustrate the manual. Scaffolded instruction: Students who have difficulty writing will be provided with sentence starters and/or an outline for the project.Alternate assessment for ELL students and/or students with disabilities: “Nonfiction Scavenger Hunt”: Students will be given a list of the elements of nonfiction and a nonfiction book that is at his or her independent reading level. Student will be asked to find 2 examples of each element of nonfiction from his or her book. (For example, they will have to write the name of at least 2 chapters in the book; give the page number where a photograph can be found; write at least 2 captions from the book; etc.). Accommodations: repeat directions, have students repeat the directions to teacher, teacher will transcribe students oral answers (when needed)

Individual _x___ Group _x___ Written __x__ Oral __x__

Week Two


h: Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.M3D1: Students will create and interpret simple tables and graphs.

b. construct and interpret line plot graphs, pictographs, Venn diagrams, and bar graphs using scale increments of 1, 2, 5, and 10.

Lesson Understandings: Students will understand and use the different types of graphs that may be found in nonfiction text.

Lesson EQs:What are the parts of a graph?How do I interpret information from graphs in a nonfiction text?How do I use the information that I’ve learned in a nonfiction text to create a graph?

Content Objective: The students will learn to interpret and create the different graphs found in nonfiction books.

Cultural Component: When we understand how to use a nonfiction text, we can learn about topics that interest us and that we can relate to.

Key Vocabulary:bar graph scaleline graph labelcircle graph title

Materials: (Include Supplementary and Adapted)Harcourt Science Georgia (2009, Harcourt, Inc.); Frederick Douglass (Kevin Cunningham); Mary McLeod Bethune (Lynne Greene); Promethean board/flipcharts on graphs; bar graph template from Harcourt Teacher’s Resource Book


Classroom Management:

Questions: How and where will your students work? Classroom, lab, groups, etc.? How will you use additional resources? How can the use of technology support classroom management? Students will work in mixed-ability groups for the whole-group lesson and with a partner of different ability for independent practice. During the whole-group lesson, students will be at their tables, which are mixed ability groups. For independent practice they will switch tables to sit with their partners. The use of technology will support classroom management by providing high-interest, interactive visuals which will encourage on-task behavior. Additional classroom management includes behavior contracts and group incentives (points to tables with good behavior).

Higher Order Questions:How can I use what I have learned in a nonfiction book to create a bar graph? How do graphs enhance my understanding of what I have read?


Scaffolding: _x__Modeling _x__Guided _x__Independent

Grouping: _x__Whole Class ___Small Group _x__Partners ___Independent Processes: _x__Reading _x__Writing __x_Listening __x_Speaking

Strategies: __x_Hands-On _x__Meaningful __x_Linked to Objectives Time

Building Background

Links to Experience:Students will be asked to recall where they have seen graphs in their daily life.

Links to Learning: The student must understand how to interpret charts and graphs in order to successfully comprehend nonfiction text.

Key Vocabulary:circle graph bar graph labelline graph scale title

Activating Strategy:The teacher will display a paragraph that describes the average monthly temperatures in Macon, Georgia. Then, I will show the students a line graph that shows the data from the paragraph. I will ask the students to discuss with their table which is easier to

understand; the graph or the paragraph. Next, the teacher will have the students brainstorm with their table where they have seen graphs (magazines, newspapers, books, etc.) and add it to a class brainstorming chart.

Presentation:Day 1: Introduce the different types of graphs; line graph, bar graph, and circle graph. Display a line graph from p. 33 of Harcourt science book (on ELMO; students will have a student copy in front of them) and discuss the parts of a graph- title, scale, label (have students create the definition based on their observations and write in the Promethean flipchart.Day 2: Introduce bar graphs by reading p. 32 in their Harcourt science book. Teacher will ask students to identify the title, scale, and labels.Day 3: Introduce circle graphs by reading p. R31 in the Harcourt science book. (Project on ELMO; students will follow along in their books).Day 4: Review the 3 types of graphs with students; ask students which types of graphs would be appropriate in which circumstances (ex: a line graph to show a change over time; a circle graph to demonstrate a part of a whole, etc.)Day 5: Review all key vocabulary; give instructions on the assessment.

Practice: (Guided & Independent)Day 1: Advise students that we will be making a line graph throughout the week based on local weather (daily temperature). Prompt students to create an appropriate title. Plot the 1st point on the line graph according to the current weather (check internet with students). Students will then be assigned a partner (based on ability; mixed ability partners) and they will decide on an animal they will research for the week. Students will go to the library to check out nonfiction books on their chosen animal.Day 2: Make 2nd plot on line graph from yesterday. Students will partner read chapter 5 in Mary McLeod Bethune and study the bar graph on p. 24. Differentiated assignment: students who seem to comprehend graphs will be asked to generate questions geared toward a 3rd grade student based on that graph. Students who are having difficulties will be provided with teacher-generated questions. Students will then work with their partners on their animal research project (they will be asked to find the following information on their chosen animal: the habitat, physical characteristics, life span, what they eat, offspring, and a “cool fact”.Day 3: Make 3rd plot on line graph on weather. Students will partner read chapter 2 in the book, Frederick Douglass and study the circle graph on p. 9. Differentiated assignment: students who seem to comprehend graphs will be asked to generate questions geared toward a 3rd grade student based on that graph. Students who are having difficulties will be provided with teacher-generated questions. Students will continue to work with their partners on their animal research.Day 4: Make 4th plot on line graph. Students will continue with animal research. Teacher will ask students to share with the class the information they found on the length of their animal. Teacher will show that information on the Promethean board in a table. Students will be asked to create a bar graph on that data using the bar graph template from the Harcourt book. ELL/SWD will be given assistance by being provided with a graph that has the scale filled in. Teacher will provide additional support/scaffolding as needed.

Day 5: Make 5th plot on line graph. Ask student volunteer to connect the dots on the graph. Discuss how a line graph shows a change in something over time. After review of key vocabulary, students will complete the differentiated assessment.

Review and Assessment: (Check All That Apply): ExplainIndividual __x__ Group ____ Written _x___ Oral ____On and above-level students: Different Types of GraphsUsing nonfiction text and magazines from the classroom, students will find examples of at least 3 different types of graphs. They will explain which one they find to be easiest to read/interpret and why this is so.ELL/SWD: Interpreting a GraphUsing a graph from a nonfiction book at his or her independent reading level, the student will answer teacher-generated questions based on that graph.

Week Three


o: Uses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text.

Lesson Understandings: (Big Ideas)When I understand how to use the features of nonfiction, I can use those features to increase my comprehension of the text.

Lesson EQs:How do I understand and interpret information from a nonfiction text?How can I differentiate between the main idea and details in a nonfiction text?

Content Objective: (Student Friendly Language)The student will use nonfiction features (table of contents, headings) to find the main idea and details in a nonfiction text.

Cultural Component: (Student Friendly Language)Nonfiction text can teach me about people from different cultures and ethnicities.

Key Vocabulary:main ideadetail

Materials: (Include Supplementary and Adapted); George Washington Carver- The Peanut Wizard by Laura Driscoll (big book); Ellen Ochoa: Reaching for the Stars by Vivian M. Cuesta; People of the Canyon by Suzanne Weyn; They Changed the World by Margaret Lysecki and Jon Murray; main idea graphic organizer; Promethean board; large construction paper (8x16); markers (class set), vocabulary list and outline of books for SWD/ELL students.

What other support services and resources will you need? How can technology extend and enhance the lesson in ways

that would not be possible without it? Will you need additional people to help with this lesson? The Promethean board will provide additional visual support which will enhance learning for English language learners and students with disabilities. I will need my co-teacher (she is the certified special education teacher) to assist in teaching this lesson.

Classroom Management:Questions: How and where will your students work? Classroom, lab, groups, etc.? How will you use additional resources? How can the use of technology support classroom management? Students will work in mixed-ability groups based on student interest/choice (students will choose which book they would like to read based on interest rather than ability). The use of technology will support classroom management by providing high-interest, interactive visuals which will encourage on-task behavior. Additional classroom management includes behavior contracts and group incentives (points to tables with good behavior).Higher Order Questions:Why do I need to be able to find the main idea of a passage?How do I differentiate between the main idea and a detail?


Scaffolding: _x__Modeling __x_Guided __x_Independent

Grouping: _x__Whole Class _x__Small Group ___Partners _x__Independent Processes: __x_Reading _x__Writing _x__Listening ___Speaking

Strategies: __x_Hands-On _x__Meaningful _x__Linked to Objectives Time

Building Background

Links to Experience:Ask students to think of a time when they told a friend about a favorite book they have read or movie that they have seen; when they do so they are telling the main idea and details.

Links to Learning:Tell students that finding the main idea and details of a passage helps them to comprehend what they have read.

Key Vocabulary: main idea, detail

Activating Strategy:

Think-Pair-Share: Have students take a minute to think about their favorite book or movie. Then, ask them to take turns telling the person across from them about their favorite book or movie in only one sentence. (Both people will share). Tell the class that they have just told their partner the main idea of their favorite book or movie by telling what it was mostly about.

Presentation:Day 1: Teacher will model reading a passage and finding the main idea on the Promethean board using the “think aloud” strategy.Day 2: Teacher will model finding a main idea and details using a graphic organizer (using p. 2 in the big book, George Washington Carver- The Peanut Wizard).Day 3: Teacher will model using the ideas generated on the graphic organizer yesterday to create a poster.Day 4: Teacher will read chapter 2 of George Washington Carver- The Peanut Wizard and ask students to find the main idea and at least 2 details to support the main idea.Day 5: Teacher will read chapter 3 of George Washington Carver- The Peanut Wizard and ask students to find the main idea and at least 2 details to support the main idea.Practice: (Guided & Independent)Day 1 (guided): students will be called to the board to sort main idea and details (independent): students will be asked predict the main idea of their book (leveled book chosen based on interest) based on the headings and/or chapter titles.Day 2 (guided): students will complete a graphic organizer finding the main idea and details from their leveled book. (independent): students will read silently from their book.Day 3: (guided): students will select their favorite chapter from the book and find the main idea and at least 2 details to support that main idea. (independent): students will complete a main idea poster using their graphic organizer as a guide. They will use the main idea as the title, and write at least 2 details on the poster using bullet points or numbers. They will also include a picture with a caption. For students who wish to extend this activity, they may also include a map or diagram and a glossary word with definition. The glossary word and map or diagram must relate to the main idea represented in the poster.Day 4: (guided) teacher will meet with groups to discuss main ideas/details from the books (independent): students will read silently from their chosen book, then they will partner-read.Day 5: after receiving instructions from the teacher, students will complete the assessment (see details below).Review and Assessment: (Check All That Apply): Explain

Individual _x___ Group ____ Written __x__ Oral ____Nonfiction Summary: (for on and above level students) The student’s task is to help a student who has been absent all week by creating a summary of the chapters he/she has missed. The summary must include the main idea and 3 details for 3 different chapters. The summary must also include a “photo” with a caption, a graph, or a diagram (drawn/created by the student).

Main Ideas and Details: (for below level/students with disabilities/ELL students):Student will be given a list of main ideas and details from 3 chapters in a leveled book. The student must differentiate between the main ideas and the details and put them under the correct chapter heading on a teacher-created graphic organizer. The student must also include a “photo” with a caption, a graph, or a diagram (drawn/created by the student).

Week Four


h: Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.n: Identifies and discusses the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).o: Uses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text.

M3D1: Students will create and interpret simple tables and graphs.b. construct and interpret line plot graphs, pictographs, Venn diagrams, and bar graphs using scale increments of 1, 2, 5, and 10.

Lesson Understandings: (Big Ideas)The students will continue working on comprehending nonfiction text by activating their background knowledge.The students will learn that data can be collected and represented in a graph.

Lesson EQs:How can I use my background knowledge as I read to better understand a book? How can I make a bar graph based on a survey?

Content Objective: (Student Friendly Language)The students will review what they have learned about nonfiction by activating background knowledge of the text.The students will make a graph based on the most popular book from the nonfiction unit.

Cultural Component: (Student Friendly Language)Students will learn about animals and habitats from different parts of the world.

Key Vocabulary:heading table of contents diagram bold type label italics graph tablecaption mapindexglossary

Materials: (Include Supplementary and Adapted) Wild Baby Animals by Richard Vaughan (big book); Habitats of the World: Grasslands by Alison Balance (below level/swd/ELL students); Animals of the Tundra by Richard Vaughan (on level students); Hunting Crocodiles With Steve Irwin by Chip Lovitt (above level students); computer program: The Graph Club

What other support services and resources will you need? How can technology extend and enhance the lesson in ways

that would not be possible without it? Will you need additional people to help with this lesson? The Promethean board will provide additional visual support which will enhance learning for English language learners and students with disabilities. A computer program called The Graph Club will be used to help students create a bar graph. I will need my co-teacher (she is the certified special education teacher) to assist in teaching this lesson.

Classroom Management:Questions: How and where will your students work? Classroom, lab, groups, etc.? How will you use additional resources? How can the use of technology support classroom management? Students will work in mixed-ability groups for the whole-group lesson and in ability-based groups for the small group lesson. During the whole-group lesson, students will be at their tables, which are mixed ability groups. For the small group lesson they will switch to their reading group table. The use of technology will support classroom management by providing high-interest, interactive visuals which will encourage on-task behavior. Additional classroom management includes behavior contracts and group incentives (points to tables with good behavior).

Higher Order Questions:How can I fill the gaps in my background knowledge as I read a book? How can creating a graph help me to better understand the data that I have collected?


Scaffolding: __x_Modeling _x__Guided _x__Independent

Grouping: _x__Whole Class _x__Small Group _x__Partners ___Independent Processes: __x_Reading _x__Writing __x_Listening __x_Speaking

Strategies: _x__Hands-On __x_Meaningful _x__Linked to Objectives Time

Building Background

Links to Experience:Remind students that background knowledge is information they already know about a topic. Good readers think about their background knowledge before they read a book. Remind students that nonfiction books can present information in many ways, including graphs. Review the graph that the class created during week 2 of the nonfiction unit.

Links to Learning:

Remind students of the activity from week 2 when they read a paragraph about temperatures then they viewed a graph based on that date. Tell students that sometimes the best way to convey information is through a graph.Key Vocabulary:heading table of contents diagram bold type label italics graph tablecaption mapindexglossary

Activating Strategy:Tell students that good readers think about their background knowledge before they read a book. One way they do this is by looking at the front and back covers before they read.

Presentation:Day 1: Have students review the features of nonfiction that they have learned (write all student contributions on Promethean Board). Tell students that another way to help them comprehend nonfiction is by activating their prior knowledge. Model the strategy by using a “think aloud” strategy- talk about the pictures that are on the cover of Wild Baby Animals.Day 2: Remind students that good readers activate background knowledge by looking through a book. Model previewing the book and discuss text features such as headings, pictures, diagrams, captions, etc.Day 3: Review bar graphs with students. Tell students that they will be making a bar graph based on which book they liked the most from the nonfiction unit. Display a list of the books that the class read, and have students vote on their favorite book. Play tutorial for The Graph Club on the Promethean board. Day 3: Model making a bar graph using The Graph Club software. Teacher will also model the strategy, “using what you know” by reading aloud from Wild Baby Animals and stopping to show how background knowledge can be used to help understand the story.Day 4: Review making a bar graph using The Graph Club software. Advise students that they will complete and print their bar graphs at the computer center today. Discuss that sometimes you do not have background knowledge about a topic. Tell students that you can read farther in the book to fill in the gaps.Day 5: Review features of nonfiction. Discuss with students how those features can help them to understand a nonfiction text.

Practice: (Guided & Independent)Day 1 (guided): Read aloud the text at the top of p. 2 in Wild Baby Animals. Have students work with a partner and list their

background knowledge of babies- what babies need to grow, play, and learn to survive. (independent): students will move to their guided reading groups and preview the text- have students view the front and back cover of the book and write a list of what they already know about this topic.Day 2 (guided): Ask students to describe the text format used in Wild Baby Animals. Tell students that the author is going to add 2 pages to the book. They must work with a partner and 1. decide which baby animal the author will add; 2. sketch on a piece of paper what these 2 pages will look like (where will the pictures go, what will the heading be, etc). (independent) using the book from their guided reading group, students will sketch what it would look like if the author were to add another chapter/section to the book. Day 3: (guided): students will go to the computer center and use the tutorial for The Graph Club. Next, they will practice making a bar graph using this software. (independent) students will read silently from their leveled book. Then, they will write about a connection that they made from what they read to their background knowledge.Day 4 (guided): students will go to their guided reading groups and discuss where they had gaps in their background knowledge. Teacher will guide them to use the features of nonfiction to fill in the gaps (such as looking for information in the index or glossary), along with reading farther in the text. (independent): students will go to the computer center to complete and print their bar graph about the student’s favorite books. Students who finish early may continue to work on this program and create a different survey and graph.Day 5: students will complete the assessment listed below.


Individual __x__ Group ____ Written __x__ Oral _x___Which Feature is Best? (on and above level students): The student will pretend to be the author of a nonfiction book about an animal from their nonfiction book of the week. The student must decide if he or she wants to include either an index or a glossary in the book, and defend the choice (in writing). The student will then write and define 3 words that he or she would include in the glossary (if that was the choice) OR write 3 words that he or she would include in the index and put those words in ABC order.Which Feature is Best? (below level students/students with disabilities/ELL students):The student will be given a nonfiction book about an animal (or animals; book will be on his/her independent reading level). The student will be asked to explain (orally) to the teacher which feature (index or glossary) is more useful to him or her, and explain why. The student will then be provided with a list of words related to that book and asked to determine if they would belong in the glossary, index, or both, and provide justification for their answer.

Day Five


Lesson Understandings: The students will learn that even nonfiction text may contain opinions.

Lesson EQs:How can I differentiate between fact and opinion?

Content Objective: (Student Friendly Language)The student will be able to tell the difference between fact and opinion.

Cultural Component: (Student Friendly Language)The students will read from a variety of nonfiction text that will expose them to people from different cultures, animals from various habitats, and people of a variety of ethnicities.

Key Vocabulary: fact and opinion

Materials: (Include Supplementary and Adapted)Promethean Board (interactive flip chart); New Language, New Friends by Don Aker; The Griffeys: Father and Son Baseball by Keith Grober; irespond softward (for assessment)


Classroom Management:Questions: How and where will your students work? Classroom, lab, groups, etc.? How will you use additional resources? How can the use of technology support classroom management? Students will work in mixed-ability groups for the whole-group lesson and in ability-based groups for the small group lesson. During the whole-group lesson, students will be at their tables, which are mixed ability groups. For the small group lesson they will switch to their reading group table. The use of technology will support classroom management by providing high-interest, interactive visuals which will encourage on-task behavior. Additional classroom management includes behavior contracts and group incentives (points to tables with good behavior).

Higher Order Questions:

Why is it important that the student be able to evaluate fact and opinion statements?


Scaffolding: _x__Modeling __x_Guided __x_Independent

Grouping: __x_Whole Class _x__Small Group __x_Partners ___Independent Processes: __x_Reading _x__Writing __x_Listening _x__Speaking

Strategies: _x__Hands-On _x__Meaningful _x__Linked to Objectives Time

Building Background

Links to Experience:The students will be asked to talk about times when they have been asked to state facts, and for examples of when they have been asked about their opinions.Links to Learning:Inform students that there are times when it’s necessary to give an opinion (such as when they are writing a book review), and a time when they need to give facts (when writing an informational report, or when providing details from a book for a book review). This is why it’s important to be able to distinguish between fact and opinion.Key Vocabulary:fact, opinion

Activating Strategy:Ask students to give examples of facts and opinions. Explain that authors often use facts to support their opinions. Today students will learn to distinguish between facts and opinions.

Presentation:Teacher will ask students to come to the Promethean board to sort fact and opinion statements.

Practice: (Guided & Independent)Guided: Teacher will read out loud p. 18 from New Language, New Friends. Teacher will model finding the facts and opinions and write them on the board. Next, the teacher will read out loud p. 19 from New Language, New Friends. The students will work with a partner and write down at least 1 fact and 1 opinion from p. 19. Independent: Students will split in to guided reading groups (ability based groups). Below level groups: teacher will read p. 10

11 from The Griffeys: Father and Son Baseball out loud to students as they follow along. The teacher will give each student statements from the book, and they will determine whether they are a fact or opinion, and why. On and above level groups: students will silently read p. 10 and 11 from The Griffeys: Father and Son Baseball and write down one statement of fact and one opinion statement from the book and defend their reasoning.


Individual ____ Group __x__ Written ____ Oral ____Assessment: students will take a whole-group i-respond quiz (students answer multiple-choice test questions on a remote device); teacher will be able to assess knowledge based on results of quiz and use results for remediation and or extension.

“How-To” Manual of Nonfiction Rubric:

1Does Not Meet

Standard

2 Progressing

Toward Meeting Standard

3Meets Standard

3+Exceeds the

Standard

No cover page or title is included.

Manual includes a cover page with a title, but the title may not relate to the topic.

Manual includes a cover page with a title that relates to the topic.

Manual includes a cover page with a title that relates to the topic and includes an illustration.

Manual includes definition of 5 or fewer of the following features of nonfiction: table of contents, glossary, index, photograph, caption, headings, text, and graphs OR diagrams.

Manual includes definition of 6 of the following features of nonfiction: table of contents, glossary, index, photograph, caption, headings, text, and graphs OR diagrams.

Manual includes definition of 7 of the following features of nonfiction: table of contents, glossary, index, photograph, caption, headings, text, and graphs OR diagrams.

Manual includes definition of all of the following features of nonfiction: table of contents, glossary, index, photograph, caption, headings, text, and graphs OR diagrams.

1Does Not Meet

Standard

2 Progressing


3Meets Standard

3+Exceeds the

Standard

Manual does not explain why the features of nonfiction are useful.

Manual includes a brief explanation of why those features are useful (for at least 5 out of 8).



Manual includes examples of 5 or fewer of the following features of nonfiction: table of contents, glossary, index, photograph, caption, headings, text, and graphs OR diagrams

Manual includes examples of 6 of the following features of nonfiction: table of contents, glossary, index, photograph, caption, headings, text, and graphs OR diagrams

Manual includes examples of 7 of the following features of nonfiction: table of contents, glossary, index, photograph, caption, headings, text, and graphs OR diagrams

Manual includes examples of all of the following features of nonfiction: table of contents, glossary, index, photograph, caption, headings, text, and graphs OR diagrams

Nonfiction Scavenger HuntDirections: Use your book to find at least 2 examples of each element of nonfiction:

1. table of contents: Write the name of at least 2 of the chapters from the table of contents here ______________________________________________________________________________________________________________________________________________________2. glossary: write the word and definition of at least 2 words from the glossary: ___________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. index: the word and page number(s) of at least 2 words from the index: ______________________________________________________________________________________________________________________________________________________________________4. photograph: write the page number of at least 2 pages where photographs can be found:___________________________________________________________________________5. captions: copy at least 2 captions from this book: ________________________________________________________________________________________________________________________________________________________________________________________6. heading: write at least 2 headings that may be found in your book: __________________________________________________________________________________________________________________________________________________________________________7. graph or diagram: write the page number where either a graph or diagram may be found:___________________________________________________________________________

Nonfiction Scavenger Hunt Rubric:

1Does Not Meet

Standard

2 Progressing


3Meets Standard

3+Exceeds the

Standard

Includes only 1example of some elements of nonfiction; some items are unanswered.

Includes 1 example of each element of nonfiction.

Includes 2 examples of each element of nonfiction.

Includes 3 examples of each element of nonfiction.

Different Types of Graphs

Directions: Using nonfiction text and magazines from the classroom, find examples of at least 3 different types of graphs. Explain which one you find to be easiest to read/interpret and why this is so.

1. Title of book or magazine article: _______________________________________________p. where graph can be found: ____________________________________________________type of graph (circle one): bar graph pie chart pictograph

frequency table tally chart





Which type of chart/graph was easiest for you to interpret and why? ________________________________________________________________________________________________________________________________________________________________________________

Different Types of Graphs Rubric

1Does Not Meet

Standard

2 Progressing


3Meets Standard

3+Exceeds the

Standard

Includes only 1example of graphs; partial or no explanation of which graph is easiest to interpret.

Includes 2 examples of graphs. Student tells which type of graph was easiest for them to interpret, but does not state why.

Includes 3 examples of graphs, although the same type of graph may be used more than once. Student explained which graph was the easiest to interpret

Includes 3 different examples of graphs and a clear explanation of which was the easiest to interpret and why.

Interpreting a Graph Rubric

1Does Not Meet

Standard

2 Progressing


3Meets Standard

3+Exceeds the

Standard

Student answers 2 or fewer questions about the graph.

Student correctly answers 3 out of 5 questions about the graph.

Student correctly answers 4 out of 5 questions about the graph.

Student correctly answers all 5 questions about the graph.

Student Survey & Graph

Directions: Survey the class on their favorite book from the nonfiction unit, and then create a bar graph, line plot, or pictograph based on the results of the survey.

Student Survey & Graph Rubric; Bar Graph Rubric1

Does Not Meet Standard

2 Progressing


3Meets Standard

3+Exceeds the

Standard

The graph includes only 2 out of the 4 following elements: title, labels, scale or key. The graph is not easy to read and does not include color.

The graph includes 3 out of the 4 following elements: title, labels, scale or key. The graph is not easy to read (unclear handwriting). Color was not included.

The graph includes a title, labels, scale (for bar graph) or key (for pictograph). The graph is neat and easy to read, but may not include color.

The graph includes a title, labels, scale (for bar graph) or key (for pictograph). The graph is neat, easy to read, and includes color for added interest.

Nonfiction Summary (GRASP):Goal: Your task is to help a student who has been absent all week to understand the chapters he or she has missed.

Role: You will be the teacher and provide a summary of the chapters missed by the absent student.Audience: A student who has been out sick all week and has a lot of make-up work to do.Situation: You have been asked to summarize 3 different chapters. You must extract the most important information.Product Performance & Purpose: Your summary must include the main idea and 3 details for each chapter. Each chapter summary must include either a “photo” (a drawing that you have created) with a caption, a graph, or a diagram.

GRASP Rubric:1


2 Progressing


3Meets Standard

3+Exceeds the

Standard

The summary includes only 1 detail for 3 chapters of the book.

One or fewer graphic aids are included.

The graphic aid is incomplete; no caption for photo, only 2 or fewer labels for the diagram, or minimal labeling for the graph.

The summary includes the main idea and 2 related details for 3 chapters of the book.

Only 2 out of 3 chapters include a graphic aid.

The photo does not include a related caption.

The diagram has only 3 labels.

The graph includes


Each chapter includes a graphic aid, but the same type may be used more than once (photo, graph, or diagram).

The photo relates to the chapter


Each type of graphic aid is included; photo, graph, and diagram.

The photo relates to the chapter and the caption clearly describes what is

only 2 of the following: title, labels, key or scale.

and includes a related caption.

The diagram includes at least 4 labels.

The graph includes 3 out of 4: title, labels, scale or key.

happening in the picture.

The diagram includes at least 5 labels.

The graph includes a title, labels, scale, or key.

Main Ideas and Details

Directions: Use the attached list of main ideas and details from 3 chapters in a nonfiction book. Your task is to use the book to determine which are main ideas and which are details. Then, write them under the correct chapter heading. In the box, please include either a “photo” with a caption, a graph, or a diagram (drawn/created by you).

Chapter title: ___________________________________________________________________Main idea: ____________________________________________________________________Detail 1: ______________________________________________________________________Detail 2: ______________________________________________________________________Detail 3: ______________________________________________________________________



Main Idea and Details Rubric

1Does Not Meet

Standard

2 Progressing


3Meets Standard

3+Exceeds the

Standard

There is confusion between the main idea and details. Many errors (5 or more) or omissions.

Only 1 graphic aid has been included.

The main idea and some details have been identified for each of the 3 chapters. Some errors (3-4).

A graphic aid has been included for 2 out of the 3 chapters.

The main idea and details have been identified for each of the 3 chapters. Minimal errors (1-2).

A graphic aid has been included for each chapter, but there may not be a variety.

The main idea and details have been correctly identified for each of the 3 chapters.

A graphic aid has been included for each chapter, and there is more than one type of graphic aid (photo, graph, or diagram).

Which Feature is Best?Directions: Pretend to be the author of a nonfiction book about bears. You must decide if you want to include either an index or a glossary in the book, and defend the choice in a letter to your editor. Be sure to tell why the other choice is not as useful as the one you selected. You will then write and define 3 words that you would include in the glossary (if that was the choice) OR write 3 words that you would include in the index and put those words in ABC order.

Date: ________________________

Dear Editor,

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Sincerely,

_________________________________

Which Feature is Best?Write the 3 words and definitions for your glossary words OR the 3 words that you would include in your index in ABC order here:

1.__________________________________________________________________________________________________________________________________________________________2.__________________________________________________________________________________________________________________________________________________________3.__________________________________________________________________________________________________________________________________________________________

Which Feature is Best? Rubric1


2 Progressing


3Meets Standard

3+Exceeds the

Standard

The letter does not give any reasons why their choice is the best one.

Only 1 glossary or index word has been included.

The letter defends the choice of either a glossary or index. It gives one reason why their choice is the more useful one, but doesn’t state why the other choice is not as useful.

Only 2 glossary or index words are included, and they may not be in ABC order

The letter defends the choice of either a glossary or index. It gives one reason why their choice is the more useful one, and states why the other choice is not as useful.

3 glossary or index words are included, but they may not be in ABC order.

The letter defends the choice of either a glossary or index. It gives two reasons why their choice is the more useful one, and states why the other choice is not as useful.

3 glossary or index words are included, and they are in ABC order.

Name: __________________

Directions: Use the bar graph on p.24 in the book, Mary McLeod Bethune by Lynne Green to answer the following questions:

1. What is the title of the graph? _____________________2. Write ONE of the labels on the graph: _______________3. Which two years are being compared in the bar graph? ______________________________________________4. About how many students attended Bethune-Cookman College in 1907? __________________________________

Name: __________________Directions: Use the circle graph on p.9 in the book, Frederick Douglass by Kevin Cunningham to answer the following questions:

1. What is the title of the graph? _____________________2. What 3 parts of the population of Maryland are shown in the graph? ______________________________________3. Which group is the greatest part of the population of Maryland? ______________________________________________4. Which group is the smallest part of the population of Maryland? _____________________________________**BONUS QUESTION**What was the total population of Maryland in 1830? (Hint- you will need to add) Show your work:

People of the CanyonSuzanne Weyn

Vocabulary1. canyon: a deep valley with steep sides; often with a river flowing through it2. convince: to persuade to do or believe3. drought: a period of little or no rain4. isolated: separated from other persons or things; alone; solitary5. lodge: a small hotel or cabin where guests can stay6. plateau: a broad stretch of high, level land7. remote: far away from a particular place

8. reservation: land set aside by the government for a particular use9. retreat: to move back or pull away10. tradition: ideas, customs, or beliefs that are handed down to younger family members

People of the CanyonStory Outline

Chapter 1: Life in a Secret Canyon The Havasupai tribe is the smallest Native American nation in America. They live in the Grand Canyon in northern Arizona. Their home is in a side canyon called Havasu Canyon. The only way to reach Havasu Canyon is to go by foot, horse, or mule. The trails leading to the canyon are not large enough for cars. Havasu Canyon has a sparkling creek and many waterfalls. The creek makes 4 large waterfalls that drop into deep pools, which contain beautiful blue-green water. The people are named for the water. Havasupai means “people of the blue-green water.”

The waterfalls make Havasu Canyon one of the most beautiful spots in the Grand Canyon.

Chapter 2: An Ancient People Ancestors of the Havasupai were called the Cohonina. In the 1200’s they lived on the plateaus of what is today northern Arizona. They came here from northern Mexico. The Cohonina were farmers. They thought the soil of the plateaus would be good for farming. When they first moved to the plateaus, more rain fell than usually falls today. The plateaus became very dry. Many groups of Native Americans lived in this area. They began to fight over the small areas that were still good for farming. The Cohonina didn’t want to fight. They moved into the deep canyons and found a beautiful place with blue-green pools and waterfalls. The Cohonina became the people we call the Havasupai today. By 1400 the Havasupai began to live both in the canyon and on the plateaus. They made winter homes on the plateaus and summer homes in the canyon. The people grew squash, corn, melons, and beans in the canyon. In the winter, they hunted deer, antelope, and small animals on the plateaus.

Chapter 3: Friends and Enemies The Havasupai traded with other nearby Native Americans. They traded baskets, paint, and buckskins. The Hopi tribe traded with the Havasupai. They were friends for hundreds of years. In the 1500s people came from Spain. They searched for gold, and left after finding none. The Spanish returned and fought the Hopi for land. The Havasupai let the Hopi stay in their canyon. The Havasupai also helped the Hopi tribe when there was a drought. They shared their food with the Hopi. The Havasupai were also friends with the Navajo tribe. They traded with the Navajo and helped them in times of drought. Some tribes were not friendly. The Yavapai often raided the Havasupai homes. They tried to take Havasupai land.

Chapter 4: This Land is Our Land Unwelcome visitors appeared one autumn when the Havasupai returned to their winter home on the plateau. These visitors were ranchers were grazing their cows and sheep. They told the Havasupai to leave. The Havasupai tried to live alongside the ranchers. New people came to build railroads and dig mines. They also told the Havasupai to leave. The ranchers asked the U.S. government to tell the Havasupai to leave. In 1866 the government gave the Atlantic and Pacific railroad the right to build their railroad through the Havasupai lands on the plateaus. The Havasupai retreated to the canyon. In 1880 the government told the Havasupai they had to move to a small area of land called a reservation.

Chapter 5: The Will to Survive In the early 1900s the Havasupai almost disappeared. They had lost most of their land, and the tribe shrank to its smallest size ever- only 250 people. They had to find a new way to make a living without their land for farming or to gather grasses to make baskets. In 1974 the tribe hired a lawyer and asked the U.S. government to return their homeland to them. In 1975, President Gerald Ford returned the Havasupai winter homelands to them. Once again the Havasupai families could live both in the

canyon and on the plateaus.

Chapter 6: Growing Up Havasupai Havasupai children go to school, swim, and go horseback riding. Havasupai children have a lot of freedom. They may leave their home in the morning and not return until supper. Older children watch younger children. The Havasupai people enjoy going to the rodeo, where people compete to see who is the most skilled at riding a horse. The Peach Festival in August is a favorite event. During the festival, tribal dances are performed, delicious meals are cooked, and old stories

and songs are told and sung. Young children go to school in the canyon. Older children have to leave the canyon and go away to school. The Havasupai are not happy that the older children have to leave to go to school. They worry that they will forget their tribe’s traditions

while they are away.

Chapter 7: Havasu Canyon Today Today the Havasupai people struggle to keep their traditions alive. Thousands of people visit the canyon each year and bring with them the outside world and an outside culture. Visitors can stay at a lodge run by the Havasupai. There have been many floods that have damaged Havasupai land. The Havasupai leaders worry that these floods may be as a result of global warming. You may want to visit Havasu Canyon one day. If you do, remember that the land around you is someone else’s home.

Ellen Ochoa: Reaching for the StarsVivian M. Cuesta

vocabulary1. activate: to make active, or able to move and work2. challenging: offering a challenge; testing one’s ability, endurance, etc.3. exceptional: unusually excellent; superior4. image: picture of an object5. inspired: filled with the spirit to do something6. interviewed: met with someone to ask and answer questions7. mission: an operation designed to carry out the goals of a specific program8. operate: to work or run, as a machine9. satellites: objects in space, often launched by a rocket into an orbit, or path, around Earth

Ellen Ochoa: Reaching for the Starsstory outline

Chapter 1: Stars in her Eyes Ellen Ochoa is an astronaut. She has flown into space 4 different times. Ellen was born on May 10, 1958 in Los Angeles, California. Her parents were born in Mexico. She enjoyed school and loved to learn. When she was in 5th grade, she wanted to become the President of the United States.

Chapter 2: Preparing for Takeoff Ellen graduated from high school in 1975 and started college at San Diego State University. She graduated 1st in her class at San Diego State University. Then, she went to Stanford University to continue studying science. Ochoa became an engineer after she graduated.

In 1985, Ellen applied to NASA- she hoped to be an astronaut. She was interviewed, but was not chosen to be an astronaut at that time. Even though she was not accepted into the astronaut training program, she did not give up on her dream. She continued to work as an engineer. She and other engineers worked together to invent special computer systems.

Chapter 3: Blast Off! In 1990 NASA interviewed Ellen again. NASA was very impressed by her work as an engineer. This time, Ellen was chosen to be an astronaut. She began NASA’s astronaut training program. This training taught her how to operate the space shuttle. In July 1991, Ellen completed the training program and became a NASA astronaut. She was the first Latina astronaut in history. Ellen practiced what she had learned about the space shuttle using a simulator. Ellen also learned what to do in case of an emergency on the space shuttle. She trained for almost 3 years before her first mission into space. In April 1993, Ellen flew on the Discovery space shuttle on her first mission. Ellen is a mission specialist. That means she is often in charge of the scientific experiments on a space mission. On all of her space missions, Ellen worked a robotic arm. She used it to catch objects in space, like satellites. She also used the robotic arm

to move space-walking crew members around.

Chapter 4: Out of This World Many students ask Ellen what it is like to live onboard a space shuttle. While on a mission, astronauts eat freeze-dried food. On her 3rd mission, she slept in a sleeping bag attached to the wall with hooks. When Ellen is in space, she uses e-mail to send messages to her family.

Chapter 5: Back on Earth When Ellen is not in space, she works at the Lyndon B. Johnson Space Center. She does research, tests equipment, and helps develop

training programs. She has also worked in Mission Control, where she talks with other astronauts in space. She helps them with their mission. Part of Ellen’s job is to speak to students about being an astronaut. Ellen encourages students to be excited about math and science. Her strong math and science skills have allowed her to have an interesting career. Ellen Ochoa is also a wife and mom. She has 2 children.

Chapter 6: Reaching for the Stars

One of Ellen’s most important jobs is being a role model. Her own role model was her mother, Rosanne Ochoa. She taught Ellen and her brothers and sister the importance of hard work and getting a good education. Today, Ellen teaches these lessons to young people who dream of becoming an astronaut. “I believe a good education can take you anywhere on Earth and beyond.”

They Changed the WorldMargaret Lysecki and Jon Murray

Vocabulary1. convince: to cause to believe something2. defense: any thing or act that defends, guards, or protects3. immigrant: of or relating to people who come into a new country to make it their permanent home4. inspire: to fill with a thought or feeling5. migrant workers: workers who move from place to place to pick crops6. opportunity: (opportunities) a good chance; favorable time; convenient occasion7. petition: a written request to someone in authority for some right or privilege, often signed by many people8. referendum: a vote by the people on a public issue9. strike: protests that are held in which people refuse to do things until they get what they want10. vineyard: areas of land where grapes are grown

They Changed the WorldStory Outline

Nelson Mandela Nelson Mandela was born on July 18, 1918, in South Africa. He knew that white South Africans had more freedom than black South Africans did. He thought this was wrong. Even though there were few colleges that accepted black students, he was determined to go to college. In 1942, he completed his bachelor’s degree and then began studying to become a lawyer. He wanted to change laws that were unfair to black South Africans. In 1942, Nelson joined a group called the African National Congress (ANC). This group used peaceful ways to fight unfair treatment of

black people. Nelson became one of the group’s leaders. In 1952, Nelson opened the first black law office in South Africa. He worked to help people suffering under the government’s apartheid laws. Apartheid laws separated people by race and treated those who were not white unfairly. As one of the ANC’s leaders, Nelson held meetings, organized marches, and led strikes. In 1964, Nelson was put on trial. He was sentenced to life in prison for working against the government.

In the 1980’s, people all over the world had become concerned about the way black people were being treated in South Africa. People tried to convince the South African president to free Nelson. In 1990, Nelson was released after 26 years in prison. In 1993, Nelson Mandela was awarded the Nobel Peace Prize. In 1994, he was elected president of South Africa.

Faith Bandler Faith Bandler was born in New South Wales, Australia, in 1918. Her mother was part Indian and part Scottish. Her father was a South Sea

Islander from Vanautu. Faith’s father died when she was 4 years old. Faith and her 7 brothers and sisters were raised by her mother. Faith’s father had been a slave. His life inspired her to fight for the rights of others. In 1942, she joined the Australian Women’s Land Army. She worked on farms growing food to feed soldiers fighting in WWI. She was shocked to learn that Aboriginal women were paid less than other women. Faith began working to win equal rights for Aboriginal people. She got thousands of people to sign petitions asking for equal rights for Aboriginal people. In 1967, the Australian government held a referendum. 9 out of 10 people voted for equal rights for Aboriginal people. Today Faith continues to make a difference. She has written many books and encourages others to follow in her footsteps.

Cesar Chavez Cesar Chavez was born in 1927. He was born in Yuma, Arizona to Mexican parents. In 1937, his family’s business failed and the Chavez family moved to California. There they worked on farms and vineyards as migrant

workers. Cesar and his brothers and sisters went to school in the mornings. They worked in the fields in the afternoons. In 1944, Cesar left farm work and joined the U.S. Navy. He served in World War II. When he came home, he went back to working in the fields. In 1952, Cesar worked for a group called the Community Service Organization. This group educated people about their rights. They worked

to win equal rights for all people. Cesar and his wife began teaching immigrant farm workers to read and write so they could become U.S. citizens. In 1962, Cesar started a labor union for farmworkers called the National Farm Workers Union. He led them in peaceful ways to ask for better

pay and a safer workplace. In 1965, Cesar led a strike against grape growers. The workers wanted better pay, hours, and treatment. After 5 years, the grape growers agreed to changes. In 1973, workers became unhappy with the grape growers again. Cesar organized marches and went on hunger strikes. Many people across the country boycotted grapes and other crops. Finally, the farm owners agreed to give workers more money and better workplaces.

Medha Patkar

In 1954, Medha Patkar was born in Bombay, India. Both of her parents worked for human rights. In her 20’s, she began working to help people in poor communities. In the mid 1980’s, Medha learned that the Indian government planned to build dams along the Narmada River. She knew this would flood

land and homes near the river. Medha started a group to stop the government from building the dams. She led peaceful marches and made speeches to large crowds. In 1991, Medha went on a hunger strike to try to make people listen. Some of the people who were paying for the dams decided not to give money for the project. In 1994, Medha was arrested for refusing to leave a village that was to be flooded. So far, Medha has been unable to stop the building of the dams. She now works to make sure that people who have lost their homes are given new homes by the government.

Craig Kielburger Craig Kielburger was born in Ontario, Canada, in 1982. When he was 12 years old, he read a newspaper article titled, “Boy, 12, Murdered for Speaking Out About Child Labor.” Craig was upset by the article, so he and his friends started an organization called Kids Can Free the Children. Since 1995, Craig has raised money to improve living conditions for needy children around the world. Craig also travels the world to speak out in defense of children’s rights. In 1999, Craig and his brother founded Leaders Today. this organization teaches young children around the world to become active citizens. He has written 2 books and set up a website to help kids who want to change the world. In 2002 and 2003 Craig was nominated for a Nobel Peace Prize.

Name: ___________________The Griffeys: Father and Son BaseballFACT OR OPINION?1. Ken Griffey, Sr. was worried about playing for his new team, the Cincinnati Reds. __________2. On August 31, 1990, Ken Griffey Sr. and Ken Griffey Jr. made baseball history when they became the first father and son to play together on a major-league team. ___________3. Ken Griffey Sr. thought it was amazing to look across the field and see his son standing there. ___________4. Ken Jr. thought it might feel strange to play with his dad. ___________5. In 1969, Ken Sr. signed with the Reds to play minor-league baseball. __________6. Ken Sr. married his high school sweetheart, Alberta. ___________7. It was important to Alberta and Ken Sr. to have their family together as much as possible. _______________8. In 1973, Ken Sr. played in three games of the National League Championship Series against the New York Mets. ____________9. In 1975, the Cincinnati Reds became one of the greatest teams in baseball history. ___________10. Ken Jr. and his brother, Craig, went to all the Reds baseball games when the team played at home in Cincinnati. ________________

irespond assessment:

1. In 1975, the Cincinnati Reds became one of the greatest teams in baseball history.A. factB. opinion2. On September 14, 1990, the Seattle Mariners played the California Angels.A. factB. opinion3. The Griffeys enjoyed spring training and played a few games together in the regular season.A. factB. opinion4. Ken Jr. thought it might feel strange to play with his dad.A. factB. opinion5. For his work off the field, Ken Jr. received the Celebrity Recognition Award from the Make-A-Wish Foundation in 1994.A. factB. opinion

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