Language Arts Strand Project

EDUC 632

Language Arts Strand Project Assignment Instructions

Overview of Strand Project

Effective teachers integrate the six language arts and incorporate opportunities in their classrooms for students to use all 6 strands—listening, talking, reading, writing, viewing, and visually representing. A sample vignette in chapter one illustrates this for first graders in Mrs. McNeal’s language arts classroom. For this project, you will select a specific grade level (K-5) and design a strand project to include the six language arts (listening, talking, reading, writing, viewing, and visually representing). You will integrate the 6 language arts into a text set, lesson plan, student activities, tiered activities and assessments, focusing on a specific standard strand in language arts. Activities from the Patterns of Practice can be utilized in the Language Arts strand project.

Specific Guidelines

1. Select a grade level (K–5 grade)

2. Decide if your primary focus will be on fiction or nonfiction (genre selection). The focus will be used throughout the project; however, books and reading sources do not all have to be from this genre.

3. Select state standards. If using Virginia SOLs, you can find the link on the Language Arts Strand Project Assignment page under Language Arts Strand Project Assignment Resources.

4. Design instructional activities relating to the six language arts—listening, talking, reading, writing, viewing, and visually representing. This includes the text set, mini lessons, and reading groups.

5. Finally, complete the activities listed next. Use the template provided to incorporate all activities, samples, and descriptions of activities. Do not attach extra documents. Any sample should be included in the template, scan in if need be.

Complete the following activities:

1. Text Set: In order to teach reading effectively, a teacher must select appropriate literature. Choose 5–6 books/reading materials to create the text set (read-aloud texts can be instructional level or higher; independent books must be at independent level). List all the books/reading materials indicating Lexile or grade level. Then, write a paragraph describing why this text set was selected and the topic of focus.

2. Lesson Plan: Create 1 lesson. While there would realistically be multiple lessons used with this text set, write only one lesson. Sometimes the lesson plan can be the central focus for the rest of the strand project, the first lesson to introduce the strand, but it does not have to be. This lesson must include a piece of high quality children’s literature. Use the template provided with this assignment. Your lesson you must include what is the BIG IDEA!

3. Mini-lessons: Include 6 activities (1 for each strand) that integrate teaching a language arts concept/skill. This is where your state standards may change. There needs to be a state standard for each mini-lesson. Provide the details of all activities and include all materials that a student will receive for each activity. Label each mini-lesson with the strand name. All 6 of these activities must not be ones used in the lesson plan. (FYI: the assessment will match the mini-lessons – see below.)

4. Reading Groups—Tiered Activities: Explain, in detail, activities that can be used to teach the following 4 level of students: Group 1) below grade level, Group 2) on grade level, Group 3) above grade level, and Group 4) English language learners. This activity will focus on only 2–3 strands. Clearly label groups, strands, and activities. Make sure reading is taking place. Activities also must be different from the ones used in your lesson plan!

5. Assessments: Create 3 assessments that will assess the concept/skill in 3 of the 6 mini-lessons. Provide all the required details and the actual assessment. Assume that you are giving this to an actual student and they need to understand what is expected. Two formative assessments and 1 summative assessment (a total of 3 assessments). Think about what you know about language arts. Do not reuse the assessment that was used in your lesson plan.

Additional Requirements

· Spelling and mechanics: Read through the document to ensure that there are no spelling or grammatical errors.

· Current APA format is followed. Reference page and abstract is needed. The abstract will describe the strand project: grade, topics, and reading focus.

Page 1 of 2

Page is initially blank.

This will be your title page.

Abstract

Describe the Language Arts Strand Project 75-150 words.

Language Arts Strand Project

(This template will expand as you type.)

Grade Level:

State Standards:

2-3 Objective(s):

Children’s Literature/Reading Materials:

Text Set

Lesson Plan

Instructions: The lesson plan represents only one lesson a teacher would use in a language arts classroom. It can be the central point of the strand project but does not have to be the first lesson a teacher would teach. It should be a clear representation of a lesson in the strand. Make sure to include the information will be integrated with the language arts content. Provide details in each section of the lesson plan template followed by the “Big Idea” statements.

Preliminary Information

Subject / Topic:

Date of lesson: NOT NEEDED

Resources and materials required for the lesson (e.g. textbook(s), module, equipment, technology, art materials):

What are your goals for student learning and why are they appropriate for these students at this time?

Big Idea or Concept Being Taught – – CENTRAL FOCUS

1. Today I will _____________________________ (complete this statement with what the student will learn from this lesson – the objective)
2. So that I _______________________________ (provide students with a real-life situation where this skill/concept will be needed)
3. I know you’ve got it when you __________________ (provide students with performance expectation – the way students will show they have met the objective.

Rationale/Context for Learning – – JUSTIFICATION FOR YOUR PLANS
(Why this lesson at this time, for this learner? How does it connect to testing data, previous learning or succeeding lessons?)

Content Standards
State

State:

Learning Objective(s) (These must be behavioral & measurable.)
STATEMENTS OF WHAT STUDENT WILL KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THE LESSON (consider all three domains) – Include condition, performance, criterion

How will you support your client to meet your goals? Describe EXPLICITLY what you will do!

BEGINNING: Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage the client?)

MIDDLE: Instructional Strategies to Facilitate Student Learning
(For example: How will you engage students with ideas/texts to develop understandings? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage the student in learning? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson – with the correct answers.)

Instruction / Modeling:
Guided Practice:
Independent Practice:

END: Closure and Evaluation
(How will you end the lesson in a way that promotes student learning and retention?)

References

(Cite all sources used in the development of this lesson including URLs or other references)

Mini-Lessons

Reading Groups – Tiered Activities

Assessments

References

EDUC 632

Language Arts Strand Project Grading Rubric

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Advanced

Proficient

Developing

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Criteria	Levels of Achievement
Content 70%		Advanced		Proficient		Developing		Not present
Text Set	14 to 15 points The project includes 5–6 books/reading materials. The Lexile level or grade level is provided for each text. A detailed explanation indicating titles of texts and focus in LA strands is provided for each text.	13 points The project includes 3–4 books/reading materials. The Lexile level or grade level is provided for each text. An explanation indicating titles of texts and focus in LA strands is provided for each text.	1 to 12 points The project includes 1–2 books/reading materials. The Lexile level or grade level is provided for each text. An explanation indicating titles of texts and focus in LA strands is provided for each text.								0 points Not present
Lesson Plan and BIG IDEA	28 to 30 points The State standards relate to the focus in LA strands. · Language arts lesson integrates a piece of literature. · ALL components of the lesson plan are addressed. There are adequate and detailed information in each section. · Pictures or samples were provided to explain all activities in the lesson. · A sample of an evaluation is included. · All big idea statements are completed.	25 to 27 points At least 5 of the following are completed: · The State standards relate to the focus in LA strands. · Language arts lesson integrates a piece of literature. · ALL components of the lesson plan are addressed. · There are adequate and detailed information in each section. · Pictures or samples were provided to explain all activities in the lesson. · A sample of an evaluation is included. · All big idea statements are completed.	1 to 24 points At least 1–4 of the following are completed: · The State standards relate to the focus in LA strands. · Language arts lesson integrates a piece of literature. · ALL components of the lesson plan are addressed. · There are adequate and detailed information in each section. · Pictures or samples were provided to explain all activities in the lesson. · A sample of an evaluation is included. · All big idea statements are completed.
Mini Lessons	55 to 60 points There are 6 activities (1 for each strand). Grade level and state standards are identified for each activity. A detailed explanation is provided for each activity. Activity attachments are included.	50 to 54 points There are 5 activities that include most of the following: · Grade level and state standards are identified for each of the five activities. · A detailed explanation is provided for each activity. · Activity attachments are included.	1 to 49 points There are 1 to 4 activities that include some of following: · Grade level and state standards are identified for each of the five activities. · A detailed explanation is provided for each activity. · Activity attachments are included.
Reading Groups – Tiered Activities	18 to 20 points There are 4 tiered activities (label 4 types of reading groups). There are detailed explanations of each activity. Literature for each level is provided. No activity from lesson plan section has been reused.	17 points There are 3 tiered activities (label 4 types of reading groups). Each one follows most of the guidelines below: · There are detailed explanations of each activity. · Literature for each level is provided. · No activity from lesson plan section has been reused.	1 to 16 points There are 1 to 2 tiered activities (label 4 types of reading groups). Each one follows some of the guidelines below: · There are detailed explanations of each activity. · Literature for each level is provided. · No activity from lesson plan section has been reused.
Assessments	14 to 15 points Three assessments are provided. · Each one relates to one of the mini-lessons. · There are two formative and one summative assessment that can be used with one of the mini lessons. · An explanation is given for each assessment to explain student expectations for learning. Assessments attachments are included.	13 points Two assessments are provided. They include most of the following: · Each one relates to one of the mini-lessons. · There are two formatives or one formative and one summative assessment that can be used with one of the mini lessons. · An explanation is given for each assessment to explain student expectations for learning. · Assessments attachments are included.	1 to 12 points One assessment is provided. It includes some of the following: · It relates to one of the mini-lessons. · There is one formative or one summative assessment that can be used with one of the mini lessons. · An explanation is given for the assessment to explain student expectations for learning. · The assessment attachment is included.
Structure 30%
Grammar, Spelling and Mechanics	14 to 15 points The sentence structure is complete with correct spelling, punctuation, capitalization, varied word choices.	13 points The sentence structure has minor errors (fragments, run-ons, subject-verb not parallel) with correct spelling, punctuation, and capitalization. There is some variation in word choices.	1 to 12 points The sentence structure has several errors in sentence fluency with multiple fragments/run-ons and poor spelling, and punctuation. There is limited variation in word choice.
Project Document Set Up	28 to 30 points The Language Arts Strand Project is organized and neat in the template. The template order or format is unchanged and is submitted as one Microsoft Word document.	25 to 27 points The Language Arts Strand Project is organized and neat in the template, but one of the following is missing: The template order or format is not unchanged or the project is submitted as one Microsoft Word document.	1 to 24 points The Language Arts Strand Project is not submitted as one document in the template or multiple changes are made to the template interfering with the flow of the content.
APA Format Compliance	14 to 15 points The introduction has correct APA formatting including a title page, abstract, and reference page. The reference(s) are formatted correctly within the text and on the reference page.	13 points The introduction has some APA formatting errors and is missing one of the following: a title page, abstract, and reference page. The reference(s) have some errors in the formatting within the text or on the reference page.	1 to 12 points The introduction has many APA formatting errors and is missing two of the following: a title page, abstract, and reference page. The reference(s) have errors in the formatting within the text or on the reference page.
Total

Page 1 of 4

RUNNINGHEAD:

Third Grade Nonfiction

1

Third Grade Nonfiction 17

Third Grade Nonfiction

Student Name

EDUC 632

Liberty University

This Is A Sample, So Not All Components Are Included

.

Use For Format And General Idea Of Project Requirements. Any Book, Lesson Or Sample Used In This Document Cannot Be Used By Students.

Abstract

This Language Arts Strand Project describes a thematic unit on Abraham Lincoln being studied by a group of third grade students. They have almost reached their study on the Civil War in social studies, and the teacher believes that studying Abraham Lincoln and his character in Language Arts will prepare students for this topic. Over the course of this unit, students will work on a variety of skills including how to answer questions from a non-fiction book and compare and contrast two books on the same topic. They will also practice formulating opinions and supporting them as well as determining the main ideas and details of a variety of media. This unit provides a plethora of activities to practice these skills and although some topics seem unrelated to language arts, each one is specifically formulated to help students reach state-mandated standards.

Language Arts Strand Project

(This template will expand as you type.)

Grade Level:

3rd grade

State Standards:

Label standards:

Reading: 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Writing: 1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

Speaking and Listening: 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

2-3 Objective(s):

At the completion of this unit. . .

· Students will identify the key events in Abraham Lincoln’s life.

· Students will analyze what makes up Abraham Lincoln’s legacy.

Children’s Literature/Reading

Materials:

· A Picture Book of Abraham Lincoln by David A. Adler

· Just Like Abraham Lincoln by Bernard Waber

· Abe Lincoln-The boy who loved books by Kay Winters

· Young Abraham Lincoln by Andrew Woods

· Lincoln and Grace: Why Abraham Lincoln Grew a Beard by Steve Metzger

· Our Abe Lincoln adapted by Jim Aylesworth

Text Set

Throughout this unit, students will be exploring the life of Abraham Lincoln in a variety of ways and will focus on a variety of State state standards, including third grade readings standards 1 and 9; writing standard 1; and speaking and listening standards 1 and 2. The students will use a combination of these texts as they create a visual project that will help them with Speaking and Listening standard 2 by using multiple texts to create a visually appealing project.

1. A Picture Book of Abraham Lincoln by David A. Adler – AD720L

A Picture Book of Abraham Lincoln (Adler, 1989) will help students focus on the standard of using a text to answer questions – reading standard 1. As the lexile measures believe this book should be read with an adult the first time, the teacher will read the book with the students and explain unfamiliar topics/terms before modeling how to use a text to answer questions.

2. Just Like Abraham Lincoln by Bernard Waber– AD570L

Just Like Abraham Lincoln (Waber, 1964) will introduce students to the concept of similes by its comparisons of Mr. Potts to Abraham Lincoln. This book will be used to help students practice writing standard 1 as after reading the text, they will be asked to formulate opinions using reasons.

3. Lincoln and Grace: Why Abraham Lincoln Grew a Beard by Steve Metzger – AD800L

Lincoln and Grace: Why Abraham Lincoln Grew a Beard (Metzger, 2013) is another text that will help students practice using writing standard 1. They will copy the example of Grace Bedell and create their own opinions and reasons about the features of the President. This book is specifically included for readers below grade level due to its repetitive, sing-song nature. It will help students practice reading standard 1 through direct instruction from the teacher during small group time.

THERE WILL BE 5-6 BOOKS. These do not have to be all fiction or nonfiction. It depends on your focus.

.

Lesson Plan

Instructions: The lesson plan represents only one lesson a teacher would use in a language arts classroom. It can be the central point of the strand project but does not have to be the first lesson a teacher would teach. It should be a clear representation of a lesson in the strand. Make sure to include the information will be integrated with the language arts content. Provide details in each section of the lesson plan template followed by the “Big Idea” statements.

Preliminary Information

Subject / Topic: Language Arts/ Finding Answers from a Text

Date of lesson: NOT NEEDED

Resources and materials required for the lesson (e.g. textbook(s), module, equipment, technology, art materials):

A Picture Book of Abraham Lincoln by David A. Adler – enough for one copy for each student
Jeopardy game jeopardylabs.com/play/a-picture-book-of-abraham-lincoln
Computer with wifi connection
SMART board

Questionnaire – one copy for every student
Chart paper with pre-written questions on it for modeling activity
Markers
Reading Journals

What are your goals for student learning and why are they appropriate for these students at this time?

Goals:
Students will be introduced to the concept of answering questions directly/almost directly out of a book.
Students will practice reading critically.

These third grade students are getting ready to start researching. The ability to answer questions from reading material is a valuable first step when students think about confronting a research problem.

Big Idea or Concept Being Taught – – CENTRAL FOCUS

Students will answer questions from a reading text.

1. Today I will correctly answer questions from a reading text. (complete this statement with what the student will learn from this lesson – the objective)

2. So that I can find answers in books to any questions I have. (provide students with a real-life situation where this skill/concept will be needed)

3. I know you’ve got it when you get all the answers right on the questionnaire.
(provide students with performance expectation – the way students will show they have met the objective.

Rationale/Context for Learning – – JUSTIFICATION FOR YOUR PLANS

(Why this lesson at this time, for this learner? How does it connect to testing data, previous learning or succeeding lessons?)

In social studies class, the students are coming very close to studying the Civil War. In preparation for this discussion, the teacher is teaching a thematic language arts unit on Abraham Lincoln.
Prior to this lesson, students have read several other texts on Abraham Lincoln and have developed a basic timeline of his life which will assist the students on knowing where to look for the answers to different questions. In lessons succeeding this one, students will practice asking their own questions and ultimately, how to take notes from a text – both skills require that students determine the most important information from a given text. These students are coming very close to learning how to research, and this idea begins to teach the students how to think about research questions.

Content Standards

State: State

Reading: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Learning Objective(s) (These must be behavioral & measurable.)

STATEMENTS OF WHAT STUDENT WILL KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THE LESSON (consider all three domains) – Include condition, performance, criterion

Given five questions from a book, the student will correctly answer 100% of the questions, using the book to answer the questions.

How will you support your client to meet your goals? Describe EXPLICITLY what you will do!
The teacher will begin with a fascinating hook about how students can answer questions from a text. She will then model the skill that the students will learn by coming to class with questions that can be answered by the text and by coming with a list of strategies to help students learn this skill: Where is the most logical place for the answer to be? What prior knowledge can help me find the answer? And Are there any pictures that can help me find the answer?
When students have seen this skill modeled, they will practice the skill in small groups by playing a Jeopardy game. The students will work together to find the answer to different questions from the book. Once they have the chance to practice the skill with teammates, they will also practice the skill individually by completing a teacher-made questionnaire.

BEGINNING: Launch/Hook/Anticipatory Set

(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage the client?)

Have you ever had a really interesting question you just couldn’t find the answer to? What were some of those questions? (Allow students time to answer). What if I told you some of the best answers to those questions come from books and that you can find the answers to your questions by reading books? Today, we’re going to start learning how to answer questions from books.

MIDDLE: Instructional Strategies to Facilitate Student Learning

(For example: How will you engage students with ideas/texts to develop understandings? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage the student in learning? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson – with the correct answers.)

Instruction / Modeling:

· Read A Picture Book by Abraham Lincoln.

· Display prepared questions on chart paper. “I have these questions about Abraham Lincoln, and I think the answers are somewhere in this book.” How do you think I should go about finding the answers? (Allow this question to generate discussion. Gear students away from using sheer memory.)

· Before we start, let me give you a hint. Since we’re just starting to learn this skill, most of the answers will be almost word-for-word from the story.

· Let’s see the first question is – What day was Abraham Lincoln born on? Let’s think – this whole book is about Abraham Lincoln. If this question is asking about when he was born, do you think the answer will be at the beginning, in the middle, or at the end?
That’s the first thing we have to do when answering a question from a book – Figure out the most logical place for the answer to be.

· Let’s look near the beginning then – “Abraham Lincoln was born on February 12, 1809. . .” Did I find my answer? I DID! Let’s write it on the chart paper next to the question.

· Who can read the next question for us?

· Good, What did Abraham Lincoln often stop to do while he plowed? Hmm, do you think this answer will be in the beginning, middle, or end?
You’re right! It will be somewhere in the middle. The second thing we have to do when answering a question from the book – Turn on your prior knowledge. What have we already learned about Abraham Lincoln’s life that might help us know where to look for the answer? (Allow question to generate discussion)

· You are all right! Abraham Lincoln did plow fields LONG before he became President. Let’s look through those pages in the book that talk about his life before he became President. Here’s a picture of a plow and Abraham Lincoln. The third thing we should do when answering a question from a book (at least a picture book) – Find a picture that helps us answer the question. Let’s read this page. “Abraham loved to borrow books.” It’s not in the first sentence. Who will read the second sentence for us? Is the answer in the second sentence? No. Who will read the third sentence for us? Did we find the answer this time? Good! Yes, Abraham Lincoln stopped to read while he plowed?

· Let’s do one more question together before we play our game to practice. How many black slaves were in the southern states when Lincoln became President?

Remember our first question – beginning, middle, or end?
Good! His Presidency was near the end of his life.
Our second question – What prior knowledge can we use? (Initiate Discussion)
Can any pictures in the book help us find our answer?
You’re right! There is a picture of slaves working in the fields. Let’s start reading. “When Abraham Lincoln became president there were more than three million black slaves in the southern states.”
Did we find our answer? Good job! Let’s let you work together to find the answers in a book.

Guided Practice:
Jeopardy Game

· The students will split into four teams – each team will have a copy of the book A Picture Book of Abraham Lincoln.

· The teams will take turns selecting a category and point value – each team gets 1 question from each category and cannot pick the same point value more than once. (Unlike real Jeopardy, this is not a race)

· The teacher will ask the appropriate question, and the students will work together to find the answer in the book.

· If the students find the correct answer, they will gain the appropriate number of points. If they fail to find the correct answer, they will not lose points.

Link: https://jeopardylabs.com/play/a-picture-book-of-abraham-lincoln

Independent Practice:
Independent Reading Activity

· Each student will receive a copy of A Picture Book of Abraham Lincoln by David A. Adler.

· They will read the text independently.

· After they read the text, they will be given a questionnaire with five questions from the text on it.

· They will answer the questions and turn the questionnaire and the book back to the teacher when they finish.

· The teacher will walk around the classroom during this time and will help individual students as needed.

END: Closure and Evaluation

(How will you end the lesson in a way that promotes student learning and retention?)

You did an amazing job answering questions from the book we read. Before we move on, grab your Language Arts Journal and answer this question in your own words – What three things do we do when we’re answering a question from a non-fiction book?

INSERT SAMPLE JOURNAL HERE

References

(Cite all sources used in the development of this lesson including URLs or other references)

Adler, D. A. (1989). A Picture Book of Abraham Lincoln(A Trumpet Club Special Edition ed.). New York, NY: Scholastic.

Bragg, D. (2018, December 04). A Picture Book of Abraham Lincoln (D. Adler Original author.). Retrieved from https://jeopardylabs.com/play/a-picture-book-of-abraham-lincoln

Lynette, R. (2015, October 27). Text Evidence for Beginners. Retrieved from https://minds-in-bloom.com/text-evidence-for-beginners/

Reading Rockets. (2017, October 30). Question-Answer Relationship (QAR) | Classroom Strategy. Retrieved from http://www.readingrockets.org/strategies/question_answer_relationship

THESE ARE ALSO LISTED ON THE REFERENCE PAGE

Mini-Lessons

1. Mini-Lesson on Comparing and Contrasting Two Texts on the Same Subject

(Reading Strand):

Reading Standard:
Compare and contrast the most important points and key details presented in two texts on the same topic.

The teacher will introduce the terms compare and contrast using a Venn Diagram. He/She will correlate the word same with compare and the word different with contrast. They will practice this skill by comparing apples and oranges.

The teacher will then discuss that students can compare and contrast two books that share some of the same information too, using the same skills and the same diagram. The teacher will read Abe Lincoln: The boy who loved books to the whole class. The class will then break up into small groups and read the book Young Abraham Lincoln. The small groups will make a list of similarities and differences between the two books. The whole class will come back together and begin to discuss some of the similarities and differences. The teacher will begin writing the comparisons/contrasts in the Venn Diagram, but as students become more comfortable with the content, they will take over the writing part of it. They should also copy these into their Language Arts notebooks as an illustration of a Venn Diagram.

Example:

Materials:

· White board and markers

· Abe Lincoln: The boy who loved books by Kay Winters – one large copy for the class to see

· Young Abraham Lincoln by Andrew Woods– one copy for each student or one copy for each small group

· Language Arts Notebooks

· The students will use a combination of these texts as they create a visual project that will help them with Speaking and Listening standard 2 by using multiple texts to create a visually appealing project.

THERE ARE SIX MINI LESSONS.

Reading Groups – Tiered Activities

Group 1 – ON GRADE LEVEL

The teacher will present a copy of Our Abe Lincoln (Aylesworth, 2009) to each student. This book was selected due to its repetitive pattern. The teacher will read the book WITH the students and help the with words along the way, including defining words as necessary.

After the story is over, the teacher will start on page one of the story and ask the students a question from that page – from the repetitive portion of the page. For example, “Babe Able Lincoln was born in the wilderness/Born in the wilderness/Born in the wilderness/Babe Abe Lincoln was born in the wilderness/Many long years ago.” From this page, the teacher would ask “Where was Abe Lincoln born?” The students would reread the page together and answer the question. The teacher would then move on to page 2 and so on until the students have a grasp on answering questions from a book.

THERE ARE FOUR READING GROUPS, STUDENTS SHOULD BE READING!

Assessments

1 Formative Assessment: Mini Lesson 3: Abraham Lincoln’s Beard (Writing)

While students are completing their list of reasons for why Donald Trump would look better with whatever quality the student chose, the teacher will have mini-conferences with each student at their desks to talk about the list of reasons the student is creating and to make sure the student is staying on topic, i.e do the reasons actually support the opinion that the student made?

Formative Assessment 2: Mini Lesson 4: Abraham Lincoln’s Legacy (Talking)

During the grand conversation the students have, the teacher will make careful note of each student and his/her comments during the discussion. The teacher will take anecdotal records of these comments for each student and make special note of which students may need more help organizing information.

Sample Activity:

The teacher will specifically be looking for

· Initial comments that students make about their own work:

· Did the student share an appropriate reason?

· Did the student share willingly or did the teacher need to ask them to speak? Note: No student will be forced to speak, but all will be given the opportunity.

· Did the student say anything particularly remarkable that the teacher should take note of?

· Comments that students make about others work:

· Was the comment focused and relevant to the discussion?

· Was the comment insightful?

· Was the student kind in his/her disagreements?

· Did the student say anything particularly remarkable that the teacher should take note of?

2 Summative Assessment Mini Lesson 6: Determining the main idea (Visually Representing)

After the students complete their quilt blocks and turn them in to the teacher, the teacher will assess the assignment by using a 15-point rubric indicating how well the student completed the project. The rubric focuses on how well students correlate main ideas and details from multiple sources, the ability to organize, the ability to create a visually appealing project.

Mastery (5 points)	Proficient (3-4 points)	Emerging (1-2 pts)	Absent (0 pts)
Main Ideas and Details – What is the quilt block about?	The student used at least three key aspects of Abraham Lincoln’s life.	The student used at two key aspects of Abraham Lincoln’s life.	The student used one key aspect of Abraham Lincoln’s life.	The student did not use any aspects of Abraham Lincoln’s life.
Organization – Is there a sense of organization to the project?	The student has a clear layout that indicates thinking of sequencing AND order of importance.	The student has a clear layout that indicates thinking of sequencing OR order of importance.	The student has a clear layout but does not indicate sequencing or order of importance.	The student has not organized the assignment to indicate either sequencing or order of importance.
Visual Appeal – How does the quilt block look?	The student uses an remarkable sense of color and detail with the realms of the assignment.	The student uses good detail well within the realms of the assignment. He/She did not make good use of color.	The student uses good color but does not make good use of detail.	The student uses both color and detail poorly.

THERE ARE THREE ASSESSMENTS

References

Adler, D. A. (1989). A Picture Book of Abraham Lincoln (A Trumpet Club Special Edition ed.). New York, NY: Scholastic.

Aylesworth, J. (2009). Our Abe Lincoln. New York: Scholastic Press.

Bedell, G. (1860, January 01). Grace Bedell to Abraham Lincoln, Thursday, October 18, 1860 (Typed copy). Retrieved from https://picryl.com/media/grace-bedell-to-abraham-lincoln- thursday-october-18-1860-typed-copy

Bragg, D. (2018, December 04). A Picture Book of Abraham Lincoln (D. Adler Original author.). Retrieved from https://jeopardylabs.com/play/a-picture-book-of-abraham- Lincoln

Horton, J.(1960). Young Abe Lincoln. Retrieved from https://genius.com/Johnny-horton-young- abe-lincoln-lyrics

Lynette, R. (2015, October 27). Text Evidence for Beginners. Retrieved from https://minds-in- bloom.com/text-evidence-for-beginners/

McCoy, L. (2015, April 24). Valley painting honors Abraham Lincoln’s legacy. Retrieved from http://www.wfmj.com/story/28894248/valley-painting-honors-abraham-lincolns-legacy

MetaMetrics.com. (2018). Quick Book Search. Retrieved from https://fab.lexile.com/search/

State Department of Education. (2018). State K-12 Standards: English Language Arts.

Tompkins, G. E. (2016). Language arts: Patterns of practice (9th ed.). Boston: Pearson Education.

Waber, B. (1964). Just like Abraham Lincoln. New York: Scholastic.

The White House. (n.d.). Donald J. Trump. Retrieved from https://www.whitehouse.gov/people/donald-j-trump/

Winters, K. (2003). Abe Lincoln: The boy who loved books. New York: Scholastic.

Woods, A. (2007). Young Abraham Lincoln: Log-cabin president (Fresh Start Biography). New York: Scholastic.

ALL RESOURCES, BOOKS ETC ARE INCLUDED ON REFERENCE PAGE