THEMATIC INTERDISCIPLINARY UNIT
Objectives/Outcomes, Grade Level, Language Level, and Theme
Objectives/Outcomes: Content Area 1
(Language Arts)
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Objectives/Outcomes: Content Area 1
(Reading)
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* Identify the different parts of speech.
* Find examples of (part of speech) using a text.
* Construct sentences using the correct S-V-O order.
* Determine the part of speech in a sentence.
* Apply the correct punctuation to a sentence.
* Write a short paragraph (3-5 sentences) and identify the Noun, Verb, Adjective,
* Determine the different tenses of verbs.
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* Identify the story elements.
*Sequence an event using the words; first, then, next, at last, and finally.
*Compare two stories from the same author using a Venn Diagram or Double Bubble Map.
* Determine the meaning of words using context clues.
* Create solutions to some problems.
* Explain how to grow a plant.
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Grade Level of Students Served:
2nd Grade Advanced
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Language Level of Students Served:
2nd Grade Advanced
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Unit Theme: Farm vocabularies, Sequencing, Main Idea, Problem and Solutions, making connections to text, SVO, Word Meanings
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Abstract (questions 1 and 2)
Brainstorm Associations
Content Area 1:
Language Arts
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Theme:
Farm vocabularies, Sequencing, Main Idea, Problem and Solutions, making connections to text, SVO, Word Meanings
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Content Area 1:
Reading
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Ideas:
* Use a tree map to introduce the different part of speech for teaching/modeling time.
* show videos from Brain Pop about the topic, one part of speech at a time.
* use graphic organizers to organize different ideas, one good organizer to use is a bubble map or circle map.
* encourage the students fill in the map with more examples of a (noun) using a circle map.
* give a diagnostic test before introducing the lesson.
* give a summative assessment.
* use ticket out the door to
Check for students’ understanding. (sticky notes)
* write example of sentences, underline the part of speech and identify whether it is a noun, verb or adjective,
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Ideas:
* show pictures of farms
* ask students to share their ideas about farming
* ask students about an activity with the family, what they did first, next and etc.
* discuss the importance of farming
* give an example of a problem and encourage to students to come up with a good solution.
* create a story using flow map to sequence the events.
* Research how to grow a specific plant using ipad and laptops.
* find a story in TumbleBooks.com and identify the elements (pair work)
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Guiding Questions:
Guiding Questions
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1. Using a graphic organizer (circle map, tree map or bubble map) write 10-15 examples of each parts of speech, and use 5 of them in your own sentences.
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2. How can I differentiate a problem from a solution?
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3. Why is farming important?
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4. How can I organize my story?
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Develop Activities
Module 1
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Remembering/
Knowledge
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Understanding/ Comprehension
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Applying/ Application
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Analyzing/ Analysis
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Evaluating/ Evaluation
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Creating/ Synthesis
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List examples of (noun, verb, and adjective).
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Identify the part of speech that is used in a sentence.
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Choose a part of speech and teach someone about it.
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Differentiate proper from common noun.
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Using the correct grammar rules (s-v-o) rules defend why a sentence is wrong.
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Construct a sentence using the correct grammar usage.
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Define what a (noun, verb, adjective) is.
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Construct a sentence using a given verb, adjective or noun.
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Illustrate a sentence with S-V-O.
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Examine different sentences and make the necessary corrections.
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Use an evidence to argue that a verb should be in present, past…etc.
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Write a letter to the principal using the different part of speech.
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Match proper and common nouns, and tenses of verbs.
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Classify the kinds of nouns.
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Write a dialogue using 10 adjectives.
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Distinguish the correct tense of verb to be used in a sentence.
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Present a short role play in the class using SVO.
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Module 2
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Remembering/
Knowledge
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Understanding/ Comprehension
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Applying/ Application
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Analyzing/ Analysis
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Evaluating/ Evaluation
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Creating/ Synthesis
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Recall an experience of seeing or visiting a farm.
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Describe the picture of a farm using adjectives.
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Use the given problem and find a solution.
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Compare two farm stories from the same author.
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Determine the solution to the problem in the story.
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Write a letter to the character of a story.
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Define what farming is.
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Explain why farming is important.
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Dramatize the story, “Mrs. McNosh…”
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Criticize the characters of the story for their actions.
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Justify the actions of the characters in the story.
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Develop a story that focuses on problem and solution.
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Recall events in a story by answering WH-questions.
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Identify the elements of a short story.
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Write a story that has all the elements.
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Differentiate a problem from a solution.
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Conclude a story using your knowledge on problem and solution.
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Create a chart with the things that one can find in the farm and classify them.
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Developing Activities: Cooperative Learning
Students will be group with two and three members in each group in order to practice cooperation in the classroom, and presenting their work to the class.
Module 1: (Group with two members each)
Knowledge/Remembering: Pair
Work with a partner and use graphic organizers to list some examples of verbs, nouns, and adjectives. (Circle map, Tree Map, and Bubble Map would be good for this activity)
Application: Pair
Work with a partner. Choose a part of speech to teach/share with the partner. Each student should have a different topic. The partner will share the learning to the bigger group.
Application: Pair
Create a short dialogue/role play to be presented in class. Each member should have at least 5 sentences with the correct SVO usage, and at least 3 parts of speech.
Module 2:
Knowledge/Remembering: Three members in a group
Share an experience of visiting a farm. The group write the common things that they shared. List down the things that they saw.
Comprehension: Pair
Work on an ipad or laptop to find a story on Tumblebooks and complete the table provided for elements of the story.
Application: Pair
Two students work on matching problems and solutions. Then, after matching the problems and solutions, one student think of a problem and the other will find a solution. The role will switch after 3 problems.
Developing Activities: Whole Language
Module 1: Pair
The pair will present a short role play using simple sentences with nouns, verbs and adjectives.
Module 2: Pair
The students will work identifying the sentences whether they’re problems or solutions. The pair will also work on concluding a story using the knowledge of story elements and problems and solutions.
Module 2: Pair
The pair works on discussing the importance of farming using a table. Their work will be collected by the teacher.
Developing Activities: Language Experience
The teacher asks a student to share his experience of visiting a farm. The teacher write the student’s exact words in a chart. Then, the student will read the transcript back to the teacher, and to the whole class. After this activity, the class will be grouped in pairs to write about their experience of visiting a farm, then share their work to the class.
References
Web page:
Harris, R. S. (2001). In Their Own Words. Retrieved from URL
Literacy Online. (2010, June). Language experience activities
Retrieved from URL
Meyerson, M., & Kulesza D. (2010, July). Language Experience Approach.
Retrieved from URL
Overbaugh, R. C., & Schultz, L. Bloom's Taxonomy. Retrieved from URL
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