2.1 –Use strategies and Cues Use prior knowledge –accomplished through exclusion brainstorming activity Use comprehension strategies –predictions completed in reading log, conclusions from survey, cloze procedure, and tea party Use textual cues –reader’s theatre Use references –this will be completed when defining chosen words for the word wall 2.2– Respond to Experience various –cloze procedure, reading log entry, open-mind portraits, and reader’s theatre Construct meaning from texts –reading log entries throughout unit and the farm diorama 2.3 –Understand Forms, Elements, and Techniques Understanding techniques and elements –open-mind portraits, story board, and plot profile 2.4 –Create Original Text Structure texts –open-mind portraits and plot profile 3.1– Plan and Focus Focus attention –plot profile Plan to gather information –plot profile 3.2 –Select and Focus Access information –spider’s field guide project using the internet and selected spider books 3.3 –Organize, Record, and Evaluate Evaluate information –spider’s field guide project (research component) 4.1 –Enhance and Improve Appraise own and others work –poem activity, friendly letter, and spider’s field guide Enhance artistry - appreciating the author’s use of words worksheet 4.2 –Attend to Conventions Attend to grammar and usage –spider’s field guide, the crickets poem, and appreciating the author’s use of words worksheet, Attend to spelling – words used in reading logs which are on the word wall, open-mind portraits, and the tea party Attend to capitalization and punctuation –spider’s guide and the crickets poem 4.3 –Present and Share
deleted. After checking with the teacher, students will then trade and complete their partner’s cloze activity. Diversity activity—In this activity students will be asked to compare two eggs in their shells and later without their shells. Students will be asked a series of focus questions relating to diversity and the saying: “Don’t judge a book by its cover”. Students will learn how Wilbur sees Charlotte for her kindness, not her appearance or spider-like habits. This activity will summarize character traits by incorporating diversity and friendship. KWL chart—Students reflect on what they have learned throughout the unit regarding spiders. Learning monitored by checking the L column. Tea Party—Teacher ready-made cards with friendship excerpts from the story will be provided to students in groups until they can read it fluently. Students pair up and take turns reading excerpts. While in pairs, students discuss and comment on the texts. After 10-15 min a class discussion is made about several excerpts. This activity focuses on fluency, vocabulary, oral language, comprehension, and content areas. The activity reviews the big ideas of the unit, summarizes the events of the story, and may focus on an element of story structure. Venn diagram—Students will compare and contrast the Charlotte’s Web movie to the novel with a partner. Assessment and Evaluation Plan Students will be provided with a graded rubric for the farm diorama based on the inclusion of characters and items evident in the readings. The cloze procedure activity will be collected and used to assess the student’s understanding of the novel. Grading is done by using a percentage. Clusters will be assessed using the assessment master from Collections: Assessment handbook (3) pg. 32 Listening, speaking, reading, writing, viewing, and representing criteria checklists will be adapted as necessary to assess student’s meeting curricular criteria. Collections: Assessment handbook (3) pg 38-49 Assessment of reading, participation, research activities, reading logs, and enrichment activities will be accomplished by using the “Novel study assessment rubric” from Resource Development Services, Edmonton Public Schools pg. 69-70.