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Curriculum planning chart Generative Topic (Blythe et al, 1998): Leadership Powerful Communication Name: Lauren Scott

Concept* ("The student will understand") "enduring understanding" PA Standards Aligned System Reading Comprehension R5.B.3.1.1: Identify, explain, and/or interpret statements of fact and opinion in nonfictional text. R5.A.1.6.1: Identify the authors intended purpose of text. R5.A.1.6.2: Identify, explain, and/or describe examples of text that support the authors intended purpose. Writing 1.4.5.C: Write persuasive pieces. Include a clearly stated position or opinion. Include supporting details, citing sources when needed. Standard Assessment (How will you have evidence that they know it?) Facts ("The students will know") The students will know that authors write with a purpose. Students will know the expected structure of a 5paragraph essay (topic paragraph, supporting paragraph 1, supporting paragraph 2, supporting paragraph 3, closing paragraph) Students will know ways to research a topic internet, encyclopedi a, text books, news articles, etc) Skills ("The students will be able to") The student will be able to write a 5 paragraph persuasive essay. The students will be able to identify the authors intended purpose of a persuasive text and will identify examples from text that support the authors intended purpose/opinion .

Subject: Literacy
Problems to pose ("Guiding questions" or "unit questions") How can I be a powerful communicator? Where can I go to find information about a topic of interest? How can I determine an authors purpose and opinion in a text? Activities:

The student will understand that young people can advocate for change by being powerful communicators.
essential question

Indication of how young person acted as a leader in each Kids Make a Difference Scholastic news article on PSSA prep TAG writing responses and class discussion Product 5 paragraph persuasive essay o Brainstor ming session o Graphic Organizer o Draft o Finished Product o Delivery to school principal or school district administra tor (dependin g on topic) Guided reading discussion & writing responses of opinion/

Guided reading of persuasive writing, identifying strengths & weaknesses Reading & prompt writing of Scholastic Kids Make a Difference articles Brainstorming, researching, and Draft writing and final production of a 5 paragraph persuasive (advocacy essay) (Ex of topics: expansion of RBCS to include 7th and 8th grade / Lunch service at RBCS / yearlong school schedule) Class leadership poster w/ individual tags

How can young people be leaders in todays society?

persuasive texts

Class leadership poster w/ individual tags (each child I acted as a leader when) End of Unit where students can identifying examples of leadership goal is for examples of powerful communication to be included

(each child I acted as a leader when) End of Unit

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