Elementary Reading Curriculum Project - April 2015

Fairy Tales and Fairness

Unit Title: Fairy Tales and Fairness

Grade Level(s): 3rd

Teacher/School: Krystina Stump, Elementary Teaching Practicum, Lincoln Heights

Elementary School, Greenville Public Schools

Subject/Topic Areas: Reading comprehension, Writing

Key Words (vocabulary): Compare, Contrast, Analyze, Interpret, Debate

Time Frame: Between 3 and 4 weeks

page 1
Summary of Unit and Theoretical Frame:

This unit will promote student success for reading comprehension, writing and analyzing
and organizing content found within different formats of texts. Following the processes of
gradual release and using focused lessons, guided instruction and collaborative learning
techniques, students will begin the unit with structured, modeled assignments, but will gradually
take on more responsibility, individually and with others, for completing performance tasks
(Fisher, 2008). Students will begin with reflecting on prior knowledge, using guided questions
and graphic organizers, and will transition to conducting research and processing it in order to
present it with a written format as well as an organized, debated dialogue with peers (Fisher,
Frey, & Rothenberg, 2008).
Within the first few days, students will develop the skills for analyzing content within
text, comparing events and character choices within different fairy tales. Using Venn Diagrams,
students will compare similar stories presented from different characters perspectives. Students
will analyze these texts with journal entries as well as discussions regarding the different the
ways in which characters within one situation may perceive things differently (Harvey &
Goudvis, 2007). This type of thinking, in which humans must compare and contrast events and
ethics is a life skill and at this level, is best fostered through the use of texts such as fairy tales.
To compare styles of text, students will spend at least one day reviewing the differences between
facts and opinions, then read multiple nonfiction texts and complete journal entries analyzing and
summarizing these texts. The purpose being for students to understand nonfiction [texts] convey
factual information, important ideas, and key concepts (Harvey & Goudvis, 2007). This
understanding, added with students practice of comparing and contrasting scenarios, is essential
for transferring these concepts to the later assignments of this unit (Wiggins & McTighe, 2005).
The goal of this unit is for students to understand the concept of analyzing information
and organizing it in a structured format to support a centralized idea. Students will have multiple
days to conduct research regarding a chosen topic, and after conducting and organizing the
research, will complete the performance tasks of presenting a main idea and expressing
supportive evidence defending it with a written assignment, as well as with a structured debate in
front of their peers. Promoting differentiated instruction, (Tomlinson & McTighe, 2006) students
will have multiple avenues for expressing their research in written format, such as an
argumentative essay, informative brochures, letters to editors, etc. The researched content
students include as evidence for their written pieces will be used as support with their debates.
This practice of debating increases retention of information learned and, according to Guest
(2000), an essential aspect of improving students critical thinking abilities is guiding the
thinking process through formal rules of debate. Throughout this unit, students will be given
graphic organizers to structure their research and will be presented rubrics for understanding
their expectations for assessing their written assignments and class debates.
Following the model of backward design, adapted from Understanding by Design
(Wiggins & McTighe, 2005), this unit was created with central focus on the final goal, and
planned with essential questions driving the important concepts students should learn from the
unit. The areas of focus for this unit include students abilities to analyze content within text,
compare character decisions and events within fiction and nonfiction readings, and interpret texts
to form conclusions and conduct and organize research with the intent of presenting it in multiple
formats.
6-Page Template

page 2
 Stage 1: Identify Desired Results

Established Goals:
The following standards come from Common Core State Standards:

CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson,
or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to
the sequence of events.
CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists
reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.2.B
Develop the topic with facts, definitions, and details.
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.
CCSS.ELA-LITERACY.W.3.4
With guidance and support from adults, produce writing in which the development and organization are appropriate
to task and purpose.
CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
and editing.
CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others.
CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.

What understandings are desired?

Students will understand that:
1. There is a difference between fiction and nonfiction texts.
2. Characters actions in stories can be interpreted in more than one way.
3. There is not always a right or wrong answer to lifes situations or story events.

What essential questions will be considered?

1. What can we learn from others stories and experiences?
2. Is there always a right or wrong answer?
3. How do we know if or when a situation is fair?
4. Is it ever okay to break a rule or law? Why or why not?
5. How can research/evidence be used to support a main idea?

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What key knowledge and skills will students acquire as a result of this unit?
Students will know:
1. There are multiple viewpoints and perspectives to situations and current issues.
2. Fiction and non-fiction scenarios can be interpreted in more than one way.

Students will be able to:

1. Analyze character traits within context
2. Interpret moral/ethical conclusions from fiction texts (ex: Aesops Fables)
3. Observe and discuss main ideas in non-fiction texts
4. Research and organize information to support a statement or argument
5. Listen and learn from other students sharing about centralized topic
6. Respectfully conduct an organized debate about a researched issue

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 Stage 2: Determine Acceptable Evidence

What evidence will show that students understand?

Performance Task:
Students will use research/factual support to defend a viewpoint in writing and debate. They will
analyze texts and organize research to share in an essay, letter, brochure, skit or other written
format and organize content in an argumentative way to debate in front of class. Their written
piece will be assessed by themselves, a peer, and teacher with a rubric. The information students
use as support for their group debate will need to have an introductory statement, rebuttal, and
conclusion statement.

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Dialogues
Class discussion about topics
Fiction and non-fiction readings
Journal writing
Class interactions/discussions/questioning following debates

Student Self-Assessment and Reflection:

Journal writing
Peer edits/rubrics (content will be assessed on grammar, punctuation, sentence, structure, number
of supportive facts)

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 Stage 3: Plan - Learning Experiences and Instruction

Use a calendar format. Be sure to consider (and include) the W.H.E.R.E.T.O. elements.

Day 1 Day 2 Day 3 Day 4 Day 5

Review 4 story stations Fact vs Opinion/ 4 story stations Review -Students

compare/contrast & around room. Nonfiction reading. around room. share journal
looking at stories from Students read stories Class discussion - Students read entries from
multiple points of view. and journal examples of facts nonfiction texts and previous days.
responses to and opinions answer worksheets Discuss
Venn Diagram to review questions related to associated with connections
comparing similarities text. Discuss as Complete fact vs each text. Discuss between texts read
and differences class. opinion worksheet as class. over past days to
(link page 14). research.
Read The Three Little Exit card: What Exit card: What
Pigs, and The True Story reading did you KWL chart with reading did you Introduce students
of the Three Little Pigs enjoy most from nonfiction text enjoy most from to debate issues
by Jon Scieszka. today? What model prior today? What was topics. Choose one
Discuss similarities and problem was solved knowledge (K) and the main idea of this topic to share with
differences between in this story? Why asking questions passage? Why did students and model
texts and create Venn did you enjoy this about topic (W). you enjoy this comparing the 2
Diagram comparing reading? Read nonfiction text reading? sides of the issue
stories. W, H, aloud and students W, H, E1 by making T-chart.
finish L of KWL
Students journal As a class, students
responses to stories and T-chart listing decide which 4-5
class discussions of differences between issues should be
journal entries fiction and debated.
W, H nonfiction texts W, H, E1
W, H, E1, R

Day 6 Day 7 Day 8 Day 9 Day 10

Introduce students to Explain how students Research day Research day Research day IF
conducting research. conduct and organize students use students use NEEDED students
Powerpoint explaining research individually computers to research computers to research use computers to
parts of research: for writing assignment: support for their issue. support for their issue. research support for
What is research, Main idea/Topic & at Students can work Students can work their issue. Students
How do I decide what least 3 supporting with their group with their group can work with their
to research?, Where details. members to decide members to decide group members to
do I find my research?, how they should how they should decide how they
What is research Go over written organize their organize their should organize their
writing? assignment: Central arguments. arguments. arguments.
Idea, Supporting
Have each group topic Details, Examples, Need minimum of 5 Need minimum of 5 Need minimum of 5
and begin a KWL about Structure (based on facts to support their facts to support their facts to support their
topic. Groups will written format, letter to stance. stance. stance.
complete K and W editor, descriptive Need at least 3 Need at least 3 Need at least 3
today. brochure, supporting facts to supporting facts to supporting facts to
W, H, E1 argumentative essay, or explain in written explain in written explain in written
other ideas). Show piece. piece. piece.
examples of these
assignments. E1, T, O E1, T, O E1, T, O E1, T, O

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Day 11 Day 12 Day 13 Day 14 Day 15

Students begin work on Students continue work Students continue Peer edit day. Written assignments
written assignment with on written assignments. work on written Students need at least due.
research. Need to assignments. one other student to
determine how to best Review grading rubrics edit assignment. Introduce debates.
organize material, based for assignments and Have availability of Explain components
on the format they how content will be computers for After reviewing with required for debate
choose to write (letter to assessed (grammar, students typing peers, students use (opening statement,
editor, descriptive punctuation, structure, assignment. peer notes to revise minimum of 3
brochure, argumentative main idea and work and complete argumentative points,
essay, or other ideas). supportive facts) assignment. preparation for
If students finish, pair
up with another rebuttal/defensive
W, T, O Have availability of student and peer edit Have availability of points and closing
computers for students using rubric. computers for statement). Go over
typing assignment. students. rubric for debates.
E, R, E, T, O
W, E1, R, T, O E, R, E, T, O Student groups
organize collected
data for class debates.
W, E1, T, O

Day 16 Day 17 Day 18 Day 19 Day 20

Students meet with Students meet with Class debates.

group members to group members to Students meet with
organize data for class organize data for class groups.Topic debated
debates. debates. in front of class.

Students need opening Students need opening If time frame does not
statement, statement, allow all class
argumentative points, argumentative points, debates, resume
rebuttal/defensive points rebuttal/defensive debates on day 19.
and closing statement. points and closing W, R, E2, T, O
R, E2, T, O statement.
R, E2, T, O

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 Unit Lesson Plan: Day 1

Lesson Overview: Review concepts of compare/contrast and looking at stories from multiple
points of view. Use Venn Diagram to review idea of comparing similarities and differences
between 2 things (e.g., cats and dogs). Read aloud The Three Little Pigs, and The True Story of
the Three Little Pigs by Jon Scieszka. As a class, discuss the similarities and the differences
between the two texts and create a Venn Diagram comparing the stories. Have students journal
write their reactions to the two stories and convey class discussions relating to journal entries.

Estimated Time: 1 hour

Standard(s):
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.

Objectives:
The student will be able to
1. Compare and contrast the similarities and differences of two similar stories, told from
opposite perspectives.
2. Understand how situations presented can be viewed from multiple perspectives.

Necessary Material(s): The Three Little Pigs (any standard copy of this story), The True Story
of the Three Little Pigs by Jon Scieszka, Venn Diagram worksheets, student writing journals

Connection(s) to Previous Learning: This lesson comes at the beginning of the unit.
Therefore, this lesson should review prior knowledge student have about
comparing/contrasting two things. Students will share their understanding of this prior
knowledge by using the Venn Diagrams.

Instructional Plan/Lesson Sequence:

Teaching Point with Demonstration
Review concepts of Compare/Contrast by drawing a Venn Diagram on the board, and having
students share the similarities and differences between two things the students already know
(e.g., cats and dogs or fruits and vegetables). It is okay to go through more than one example.

Active Engagement
Read aloud the two text The Three Little Pigs (any standard copy of this story will be fine) and
The True Story of the Three Little Pigs by Jon Scieszka. Have students work with a partner to
discuss these two texts and complete a Venn Diagram comparing these two stories.

Sharing Time/Reflection
After pairs complete their Venn Diagrams, regroup as a class and complete a larger Venn
Diagram in front of the room using the students input. Promote student engagement by asking
for at least one similarity or difference from each pair of students.

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Link to Ongoing Work
Students will use skills discussed/addressed in this lesson to connect with future lessons in
coming weeks of unit.

Cautions and Comments:

Some students may not understand the concept of interpreting the texts initially. Questions may
need to be guided directly to some students. May use worksheet with more concrete, short
answer questions vs open ended, journal entry questions, for accommodating and including all
students. Use caution when pairing students to work together. It is important that each student
may work with another student to enhance learning abilities; may use pre-assigned pairings
based on student strengths for writing abilities and comprehension levels.

Student Assessment/Reflections:
Venn Diagram sheets, Journal responses:From whose perspective was each story told?
What are 3 important differences between these stories? What are 3 similarities?

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page 10
 Unit Lesson Plan: Day 2

Lesson Overview: Fairy Tales around the room. Have story stations around room. There are two
fairy tale stories, (Puss in Boots and Jack and the Beanstalk), one folktale (From the Elephant Pit, a
Tibetan Folk Tale) and poem (The Elephant Poem). Students read each text and journal their answer
responses to questions related to text (for example, in Puss in Boots, Was Puss in Boots wrong to
lie to the king and to deceive him? Why or why not?)

Estimated Time: 1 hour

Standard(s):
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
the basis for the answers.

CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.

Objectives:
The student will be able to
1. Discuss and write about the ethical dilemmas and questions addressed in some traditional
folk/fairy tale and poetry.
2. Understand how scenarios and events presented can be interpreted in more than one way.

Necessary Material(s): Student writing journals, Copies of Jack and the Beanstalk, Puss in Boots,
The Elephant Poem by John Godfrey Saxe and From the Elephant Pit (a Tibetan Folk Story,
http://hazel.forest.net/whootie/stories/elephant_pit_tibet.html )
Connection(s) to Previous Learning: Class discussion and journal writing will link the scenarios
and characters choices and observations to students thought-provoking answers, using comparative
skills previously learned. For example, in Puss in Boots, Was Puss in Boots wrong to lie to the king
and to deceive him? Why or why not?; or, in From the Elephant Pit, Was the hunter better off
because he rescued the man from the pit? Why or why not?

Instructional Plan/Lesson Sequence:

Teaching Point with Demonstration

Read aloud a fairy tale/folk tale or fable and model how the students will write responses to
questions related to the texts they read.

Refer students to read aloud texts from previous day. Review how students compared the similarities
and differences to analyze the similar stories told from multiple perspectives. Explain that they use
that skill to interpret their answers to questions related to the stories set up around the room.

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Active Engagement
Students interact with texts by thinking about the characters and character choices made in the texts.
For each story, students will answer thought provoking questions in journal writing. After all
students have completed reading the texts, students will participate with a class discussion.

Sharing Time/Reflection
Self-reflection of texts by journal writing and class discussion comparing perspective
similarities/differences in texts.

Link to Ongoing Work

Students will use skills discussed/addressed in this lesson to connect with future lessons in coming
weeks of unit. They will need to transfer the skill of analyzing texts in the next two weeks as they
conduct research on a topic.

Cautions and Comments:

Some students may not understand the concept of interpreting the texts initially. Questions may need
to be guided directly to some students. May use worksheet with more concrete, short answer
questions vs open ended, journal entry questions, for accommodating and including all students.

Student Assessment/Reflections:
Journal responses to questions related to texts. Exit card after class discussion to review readings
from the day. Exit card questions include What reading did you enjoy most from today?, What
problem was solved in this story?, Why did you enjoy this reading?

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 Unit Lesson Plan: Day 3

Lesson Overview: Review differences between facts and opinions as well as fiction and
nonfiction texts. Assessing this prior knowledge is important as students will need to read and
analyze nonfiction texts in future lessons (day 4 and week 2). Students complete Animal Facts
and Opinions worksheet and will create a T-chart comparing fiction and nonfiction texts.
Students will also fill out a KWL chart for a nonfiction text read by the teacher.

Estimated Time: 1 hour

Standard(s):
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.

CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support opinion.

Objectives:
The student will be able to
1. Compare and contrast the similarities and differences between fiction and nonfiction texts.
2. Use a graphic organizer (KWL), to access prior knowledge, ask questions and record new
information learned from new text.

Necessary Material(s): Animal Facts and Opinions worksheet, Chart paper or white board,
Grade level appropriate nonfiction text (e.g., American Revolution, Butterflies or Harriet
Tubman), KWL handouts

Connection(s) to Previous Learning: This lesson follows a previous lesson centered on reading
fiction texts. Students also practiced the skill of comparing two stories in the first lesson of this
unit. Students will transfer the experiences from the both of these lessons as they compare fiction
and nonfiction texts.

Instructional Plan/Lesson Sequence:

Teaching Point with Demonstration
Review with students the differences between facts and opinions by going over their responses to
the Animals Facts and Opinions worksheet. Discussing these answers will check for student
understanding. Guide the students interest regarding the nonfiction texts you will read by
helping them to complete sections K and W of the KWL chart before reading the nonfiction text
to the class.

Active Engagement
Students will participate with the class discussion by sharing their answers to the Animal Facts
and Opinions worksheet. Student will also participate with creating the T-chart and KWL chart
by sharing their input comparing fiction and nonfiction texts, as well as their prior knowledge
(K) and questions (W) for the nonfiction text the teacher will read aloud.

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Sharing Time/Reflection
Student will be able to participate with creating the T-chart and KWL chart by sharing their input
comparing fiction and nonfiction texts, as well as their prior knowledge (K) and questions (W)
for the nonfiction text the teacher will read aloud. After the nonfiction text is read aloud, student
will have the opportunity to discuss this reading with another student and finish the L section of
the KWL before sharing their thoughts to the rest of the class.

Link to Ongoing Work

In the next lesson, student will read multiple nonfiction texts and will need to address the main
idea and supporting details within the texts.

Cautions and Comments:

Some students may not understand the concept of interpreting the texts initially. Questions may
need to be guided directly to some students. To accommodate students, some students may
complete the Animal Facts and Opinions worksheet with a partner. It is important that students
work with another student to enhance learning abilities; may use pre-assigned pairings based on
student strengths for writing abilities and comprehension levels.

Student Assessment/Reflections:
Class T-chart comparing fiction and nonfiction texts, class KWL chart for nonfiction reading,
student KWL charts for nonfiction reading.

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Nonfiction Readings:

American Revolution
The first battle of the American Revolution occurred at Lexington, Massachusetts in
1775. The American colonists were angry about numerous taxes issued by the British king. In
1776, the colonists issued the Declaration of Independence, a document written by Thomas
Jefferson that outlined America's intention to become a new country separate from England.
England wanted to maintain control of America, and vowed to fight the colonists. The war lasted
eight long years. The Americans won many important battles such as those at Saratoga and
Yorktown. Many American heroes emerged such as George Washington, Thomas Jefferson and
Benjamin Franklin. Finally, in 1781, the British surrendered at Yorktown, Virginia and a new
nation was born two years later.

Butterflies
Butterflies are some of the most interesting insects on the planet Earth. There are more
than seventeen thousand different kinds of butterflies! Butterflies come in all shapes and sizes.
Butterflies go through four main stages of life. The first stage is the egg stage followed by the
larva stage. As a larva, or caterpillar, the future butterfly eats as much as possible. As it grows, it
sheds it outer skin, or exoskeleton. This may happen four or five times. After a few weeks, the
caterpillar enters the next stage of its life, the chrysalis stage. In the chrysalis, the caterpillar will
liquefy into a soup of living cells. Then, it will reorganize into a butterfly and the metamorphosis
is complete. In later parts of the chrysalis stage, you can see the forming butterfly through the
chrysalis.
When the butterfly emerges from the chrysalis, it pumps its wings to send blood through
them so that it can fly. Most butterflies only live a couple of weeks, just enough time to drink
flower nectar and to mate. Some, like the Monarch Butterfly, however, may live many months.

Harriet Tubman
Harriet Tubman was born a slave. In the 1800s, slaves were African-American people
who were forced to work. They were owned by their masters and had no rights. They could be
bought and sold, and ripped away from their families forever. Harriet Tubman wanted a better
life. She ran away from her owners on what came to be known as the Underground Railroad.
The Underground Railroad was not really underground and it was not really a railroad. It was a
series of long paths through the woods that lead to freedom for slaves in the Northern United
States. It was very dangerous, and very long, but Harriet Tubman made it to freedom!
After Harriet became free, she helped her family members and other slaves to freedom
along the Underground Railroad. Southern slave owners were very angry with Harriet, and
offered large rewards for anyone who could capture her. Harriet, however, was never captured.
In all, she helped over 300 slaves to freedom in the North. Former slaves called her Moses.
That is one reason why Harriet will be known forever as the Conductor of the Underground
Railroad.
(Adapted from http://mrnussbaum.com/third-grade-language-arts/)

page 15
page 16
 Assessment Tools

Assessment #1: Class Debate (group assignment)

This is a general presentation rubric related to the debate assignment students will complete at
the end of this unit.

Reference(s): Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension
to enhance understanding (pp. 169-171). York, Me.: Stenhouse.

Rubric for class debates

4 3 2 1 Points

Organization and Completely clear Mostly clear and Clear in some Unclear about topic
Clarity: and orderly orderly about topic parts but not viewpoint and
viewpoints and presentation viewpoint and about supporting details.
responses are outlined supporting details. supporting
both clearly and details.
orderly when
presented.

Use of Arguments: Most relevant Most reasons given: Some relevant Few or no relevant
Reasons are given to reasons given in most relevant reasons given reasons given
support viewpoint of support
topic.

Use of Support and Many relevant Many Some relevant Few or no relevant
Facts: Examples and supporting examples/facts examples/facts supporting
facts are given to examples and given: most given examples/facts
support reasons. facts given relevant

Use of Rebuttal: Strong, Some effective Few effective No effective counter-

Counter-arguments supported counter-arguments counter- arguments made
made by the other effective made arguments
teams. counter- made
arguments made

Presentation Style: Strong evidence Evidence of group Little or no Little or no evidence

Evidence of group of group work. work. Most group evidence of of group work. Only
members working well All group members group work. one or two members
together. Each members participated in Most group participated
member speaking at participated in debate. members
least once. debate. participated in
debate.

Total ------------>

Grade Equivalents: Mastered = 20-17 Developing = 16-13 Beginning = 12 or below GRADE: ____

page 17
Assessment #2: Journal Writing, Formative assessment

Within this unit, students participate in journal writing multiple times. Used as a formative
assessment, the students responses to posed questions will display their understanding of the
lesson completed, or their reactions to specific texts read.

Reference(s): Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.,
pp. 247-250). Alexandria, VA: Association for Supervision and Curriculum Development.

Assessment #3: Written Assignment (Choice assignment: Essay, Letter, Brochure, Skit)

This is a general writing rubric related to the written assignment students will complete towards
the end of this unit.

Reference(s): Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension
to enhance understanding (pp. 190-192). York, Me.: Stenhouse.

page 18
Rubric for Writing Assignment

4 3 2 1 Points

INTRODUCTION Well- Introduction Introduction Main idea is

Background developed contains some states the main unclear. Writer
/History introduction background idea but does not does not
containing information, but explain the attempt to
detailed does not explain background, create interest.
background using details. lacks detail. Background
information, a details are
clear seemingly
explanation of random and
the main idea unclear.

SUPPORTING Three or more Three or more Three or more Fewer than

DETAILS supporting supporting supporting three
Body Paragraphs details are details are details, but all supporting
developed present but may lack details, with
with lack detail and development. poor
supporting development in development
details. one or two. of ideas.

CONCLUSION Conclusion Conclusion Conclusion Conclusion

summarizes summarizes summarizes does not
the main main topics. main topics, but adequately
topics without is too repetitive. summarize the
repeating main points.
previous
sentences.

WORKS CITED All sources Source material Source material Lacks sources
are used to is used. All is used, but and/or sources
support the sources are sources are not are not
details and accurately all accurately accurately
main idea, documented. documented. documented.
and all
sources are
accurately
documented.

MECHANICS AND Sentence Sentence Work contains Work contains

STYLE structure is structure is some sentence multiple
Sentence Structure correct. generally errors (2 or 3) incorrect
Punctuation Punctuation, correct. There and grammatical sentence
Capitalization spelling and are one or two errors. There are structures
Spelling capitalization errors in three or four (more than 3).
are correct. punctuation, errors in There are more
No other spelling, punctuation, than 4 errors in
mechanical capitalization spelling, punctuation,
errors. and/or other capitalization, spelling,
mechanics. and/or other capitalization,
mechanics. and/or other
mechanics.

Total ------------>

Grade Equivalents: Mastered = 20-17 Developing = 16-13 Beginning = 12 or below GRADE: ____

page 19
 References

Fisher, D. (2008). Effective use of the Gradual Release of Responsibility model. Retrieved from
https://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf

Fisher, D., Frey, N., & Rothenberg, C. (2008). Why Talk Is Important in Classrooms.
Content-Area Conversations: How to Plan Discussion-based Lessons for Diverse
Language Learners. Alexandria, VA: Association for Supervision and Curriculum
Development.

Guest, K. (2000). Introducing Critical Thinking to 'Non-standard' Entry Students. The Use of a
Catalyst to Spark Debate. Teaching in Higher Education, 5(3), 289-299. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/713699139#.VSQuQ_nF-H4

Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance
understanding. York, Me.: Stenhouse.

Tomlinson, C., & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by
Design: Connecting Content and Kids. Alexandria, Va.: Association for Supervision and
Curriculum Development.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria,
VA: Association for Supervision and Curriculum Development.

Possible Websites to Support This Unit Annotated List

1. From the Elephant Pit (Tibet)

Web address:http://hazel.forest.net/whootie/stories/elephant_pit_tibet.html
This is a link to the Tibetan Folk Story From the Elephant Pit. This is one of the stories
than can be used during lesson 2. It is an excellent resource to include in the lesson because
there are multiple characters facing moral dilemmas, and will allow students to interpret the
characters choices in multiple ways.

2. Ideas for Debate Topics

Web address: http://kiwiyert.tripod.com/ideas_for_debate_topics.htm
This is a link to a list of possible debate topics that are suitable to include in an upper
elementary classroom. These are great ideas for which students may choose their debate topics.

3. Resources for Classroom Debates

Web address: http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml
This link if for a website that includes helpful guidelines for organizing and conducting
student debates. This website include debate instructions, rules, and other debate rubrics,
different from the one created for this unit. There website also includes links for other debate
lesson ideas and lists for debate topics.

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