Presidents' Day

Students enjoy learning about American history and famous presidents.  This unit integrates literacy skills with facts about George Washington and Abraham Lincoln along with some myths using higher order thinking skills.

Many literacy skills are taught in this unit.  The students will do a close reading (using annotation codes and summarizing/stopping and jotting) of the passage.  They will use prediction skills and inferring with the anticipation guide and support their answers with text along with summarizing what they learn ed with a 3-2-1 reading strategy printout and a QUAD reading strategy what they form their own questions.  Opinion writing is included in this unit by having students use a prewriting graphic organizer.  They will then publish it on themed journal paper.  They will also practice Standard English command of conventions with a focus on capitalization, punctuation, and spelling.  Speech and Language will be used when they get in small groups to discuss or "argue" over their anticipation guide and their questions from the QUAD printout.

Common Core State Standards:

  • CCRA.R.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusion drawn from the text.
  • CCRA.R.1 - Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.
  • CCRA.R.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • CCRA.W.1 - Write arguments to support claims in an analysis of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
  • CCRA.SL.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
  • CCRA.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Enduring Understandings:

  • Holidays are special events that honor important people or events.
  • The meaning of holidays sometimes change over time.
  • Information from two texts can be combined to create a more complete understanding of a topic.
  • Challenging texts do not give up their meanins easily and good readers reread more than once.
  • Close reading will use evidence from the text to support answers.
  • The sequence of events in the past can be represented on a timeline.
  • Prewriting is essential to the organization of an essay.
  • A good writer will gather information from more than one text when writing an opinion essay.
  • Opinions are strong if they have strong, logical reasons to support them.
  • Using correct capitalization, punctuation, and spelling make writing mroe clear.
  • Ideas are shared through presenting and listening.

Essential Questions:

  • From where do we get our holidays and celebrations?
  • How have holidays changed over time?
  • How does rereading a text give deeper meaning to it?
  • How does a timeline help organize historical events?
  • How does a student find answers from a text?
  • How do writers organize their ideas?
  • Why are correct punctuation, capitalization, and spelling important in the understanding of a text?
  • How does evidence from a text help support an opinion?
  • How does speaking and listening increase understanding and knowledge?

Skills/Learning Goals:

  • Students will be able to identify key and relevant details from a text.
  • Students will be able to close read a complex text.
  • Students will be able to support their answers using evidence from the text.
  • Students will be able to compare/contrast more than 2 topics.
  • Students will be able to sequence events in correct order.
  • Students will be able to use strong reasons to write an opinion.
  • Students will be able to demonstrate command of conventions of Standard English.
  • Students will be able to prepare and participate in various conversations.

Learning Evidence/Assessment:

  • Students will do a close read by using annotation codes and will summarize by chunking text.
  • Students will present evidence from text that supports their answers on the anticipation guide.
  • Students will identify key points and details using a 3-2-1 and QUAD reading strategy.
  • Students will compare/contrast George Washington's and Abraham Lincoln's lives.
  • Students will use a sequencing timeline to order main events using art integrations.
  • Students will use a Pros/Cons t-chart to analyze evidence and form an opinion.
  • Students will organize reasons that support an opinion using a graphic organizer.
  • Students will use a rubric to check for correct capitalization, punctuation, and spelling in their essay.
  • Students will participate in small group discussion.