Reading & Literacy Unit

1. Melisa Eichele
FRIT 7234

2. Classroom Outline:
• Three mini-lessons over six
days.
• 45 minutes each day.
• Use school laptop cart for each
mini-lesson.
• Group and independent
activities.
Requirement Outline:
• Collaborate to define a hero
• Choose a hero from your culture,
ancestry, or neighborhood.
• Research background
information on the hero.
• Present the information in a
PowerPoint.

3. AASL Learning Standards
#1 Inquire, think critically, and gain knowledge
1.1 Skills
1.2 Dispositions in Action
1.3 Responsibilities
1.4 Self-Assessment Strategies
Georgia Performance & Common Core Standards
Social Studies Standard (GPS) - SS4CG5
Common Core Standards (CCGPS) - ELACC4RI7,
ELACC4RI9, ELACC4RI3.

4. Standards and Principles
• AASL: 1.1 Skills
• GPS: SS4CG5
• DIF: Inquiry– What
information am I looking
for?
• Inquiry Principle: #1, #2,
Overview
• Topic: Inquiry Based
Learning, Digital Fluency,
Social Studies.
• Grade: Fifth
• Classroom: 28 students
• Duration: Two class
periods 45 minutes each.

5. EQ: What is a Hero?
• Large group discussion.
• Create a class list on
qualities of a hero.
• Talk about different heroes
in different cultures, places,
etc.
• Continue to brainstorm in
small groups.
• Homework: Five
characteristics and possible
heroes.
Technology Lesson
• Large group demonstration of a
graphic organizer using Word.
• Demonstrate inserting shapes.
• Demonstrate adding text.
• Introduce curated resources:
https://www.smore.com/g3g5
• Create a graphic organizer to
print and take home.

6. Small Group & Individual
• Review curated list:
https://www.smore.com/g3g
5
• Small group collaboration.
• Individual time to create an
outline.
• Hand out summary form.
• Assessment: Observe
during small groups. Check-
off outline.
• Homework: Note taking
form.
• My Hero Note-Taking Form
• Name
______________________________________
___ Date___________
• The hero I read about is
_____________________________________
• 1. Date and place of birth:
• 2. Family (parents, spouse, children, etc.):
• 3. A chronological account of his/her life:
• 4. Hardships or struggles s/he overcame:
• 5. Major accomplishments:
• 6. ____________________ demonstrated
heroism when:
• •
• •
• •
• •
• 7. _______________________’s behavior
reflected these characteristics of a hero.
Characteristic When or how
demonstrated

7. Standards and
Principles
 AASL 1.2 Dispositions in
Action
 AASL 1.3 Responsibilities
 DIF: Evaluating - How
good is the information?
 DIF: Using - How will I
ethically use the
information?
 Inquiry Principle: #4, #7
and #8.
Overview
 Introduce cyber ethics.
 Discuss cheating and
plagiarism.
 Discuss citing resources.
 Examples of citing
references.
 Discuss reliable
resources.
 Teach students to find
reliable resources.

8. EQ: What is Plagiarism
• Sign Internet Safety
Contract (handout)
• Define plagiarism.
• Large group: Give
examples and ask if
plagiarism.
• Separate into pairs.
• Students use lap tops to
investigate scenarios.
How to Cite Resources
• Discuss the common types
of citing resources.
• Teach students to cite
common resources.
• Work in pairs to practice
citing resources.
• Handout on when and how
to cite references.
• Introduce curated list:
http://www.pearltrees.com/m
elisaeichele1

9. 3 2 1
One hero established Specific hero identified with supporting
information
Specific hero identified but information is
scattered with unrelated information
Unsure of specific hero.
2 reasons why the person is a hero. 2 reasons with 2 supporting details for each
reason.
2 reasons with 1 supporting detail for each
reason.
1 reason with weak supporting detail.
Why the hero was chosen. Reason is clear with supporting details. Reason is clear without supporting details. Reason is unclear and minimal supporting
details.
Title slide and reference slide done
correctly.
Title slide and reference slide free of errors. Title slide and reference slide with errors. Does not have both a title slide and a reference
slide.
5 slide minimum to address requires points. 5 clear slides with supporting information. 4 clear slides with supporting information 3 clear slides with supporting information.
3 references used 3 different resources used. 2 different resources used. 1 resource used.
Presentation is clear and organized The presentation is well done, organized, and
easy to understand.
The presentation is unorganized but easy to
understand.
The presentation is unorganized and difficult to
understand.
Punctuation, Spelling, and Grammar Contains few (if any) errors. Contains multiple errors. But the meaning and
objective are still clear.
Contains many errors that interfere with the
meaning.
Pictures and graphics used 2 pictures and graphics used. 1 picture or graphic used. Pictures and graphics used but unrelated or
unorganized.
PowerPoint rules. Bullet points contain 7 words or less with
speaker notes for explanations.
Bullet points contain more than 7 words (or a
complete sentence) with speaker notes.
Bullet points are long and contain all the
explanations and/or no speaker notes.
Checkpoints: Outline Yes
Note taking form Yes
Plagiarism scenarios Yes

10. • Discuss rubric and answer
questions.
• Discuss timeline for the end of
the project.
• Large group lesson on reliable
resources with handout
(http://www.pearltrees.com/meli
saeichele1)
• Separate into pairs to find
reliable resources for project.
Day 2

11. Standards and Principles
• AASL 1.4 Self-
Assessment Strategies.
• CCGPS: ELACC4R17,
ELACC4R19,
ELACC4R13
• DIF: Using – How will I
ethically use this
information?
• Inquiry Principle: #4 and #
5
Overview
• Review assignment.
• Review learned skills.
• Organize materials.
• Research information.
• Complete the PowerPoint.

12. EQ: How do I create a
PowerPoint
• Review requirements.
• Example of a PowerPoint.
• Large group: Open
PowerPoint and navigate.
• Which students are
familiar with PowerPoint.
• Introduce curated list of
resources.
http://www.symbaloo.com/
mix/webmixcollection411
How will I organize my
information?
• Example of an organized
PowerPoint.
• Discuss PowerPoint slide
rules.
• Outline presentation.
• Use specific resources on
curated list
• Give examples of placing
pictures and graphics.

13. • Go through requirements.
• Ask students to check off
information requirements.
• Complete the PowerPoint
project.Day 2 – Finish the
Project