Nov 18-22, 2013
Day 1
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AKS- 19, 11,17
Title- Eleanor Roosevelt
E/Q- How can childhood circumstances shape a person?
DOK- 2, 3
Vocabulary- cite evidence, determine the meaning, biography, chronological, character traits, claim
Materials/ Resources- Interactive Reader (up to page 79), text-dependent questions
Standards/ SWBAT- read and comprehend the text by answering text dependent questions
Teacher Input- Hook- What do you know about Eleanor Roosevelt? She married her cousin. She was considered
to be “ugly”. Her husband was not faithful to her.
9. Guided Practice- define biography
Characteristics of a biography – chronological order
Read page 71 in the workbook. Let students use the information to complete
Page 70. Check partners work.
Read and/or listen to the audio version of the selection. Stop periodically to discuss and answer
The Pause and Reflect at the side of the page.
10. Independent Practice- page 70.
questions
1. Write 3 words that would describe Eleanor Roosevelt.
2. Based on the information on pages 74-75, how would you describe Theodore Roosevelt?
3. What kinds of internal conflicts did Eleanor face?
4. When writers of nonfiction give a strong opinion in their writing about something they believe is
true, they are making a claim. Like all opinions, claims need to be supported with evidence. Look
back at lines 12-17. Name one claim the author makes about Eleanor Roosevelt.
5. What was life like for Eleanor at Grandmother Hall’s?
6. What does the figure of speech, “the bride at every wedding and the corpse at every funeral” mean?
Who do you know that would fit this description?
11. Closing /Summary
Students orally summarize selection thus far.
Day 2
1. AKS- 10, 11, 17,14
2. Title-Eleanor Roosevelt
3. E/Q- How can childhood circumstances shape a person?
4. DOK- 2,3
5. Vocabulary- cite evidence, determine the meaning, biography, chronological, character traits, claim
6. Materials/Resources- Interactive Reader
7. Standards/ SWBAT- read and comprehend the text by answering text dependent questions
8. Teacher Input- What is polio?
9. Guided Practice10. Independent Practice- questions
1. What type of text structure is used to advance the selection on page 80?
2. What were some of the causes Eleanor fought for?
3. What did Eleanor do to help the Red Cross?
4. Refer back to lines 346- 370. How was Eleanor a link between the president and the public?
5. In order, tell what happened after the Daughters of the American Revolution denied Marian Anderson
the opportunity to sing in their auditorium?
6. Reread lines 452- 472. These paragraphs tell about Eleanor’s life after her husband died. What words
help you figure out the order in which the events took place?
7. The author makes the claim that Eleanor devoted her life to helping others. List 3 pieces of evidence
from the text to support this.
11. Closing / Summary
Discuss questions from the selection. On sticky note students write one of Eleanor Roosevelt’s character
traits and one accomplishment.
Day 3 and Day 4
1. AKS-11, 14, 12
2. Title- Timeline
3. E/Q- How is chronological order used to help you comprehend the selection?
4. DOK5. Vocabulary- flow map, chronological,
6. Materials/Resources- rulers, colored pencils, 11x 18 sheets of white paper, Interactive Reader, timeline
handout
7. Standards/ SWBAT- to put dates and events in chronological order.
Create a flow map to show events in Eleanor Roosevelt’s life
8. Teacher Input- explain flow map and frame of reference question
9. Guided Practice- Help students put the dates in order before starting flow map
10. Independent Practice- flow map
11. Closing / Summary- Students share events from one date of choice. Collect maps and continue next day
in class.
Day 5
1. AKS- 10, 11, 19, 30
2. Title- Who am I –Stick Figure
3. E/Q- How does the author use factual evidence to help you as the reader make inferences?
4. DOK- 2-4
5. Vocabulary- representation, symbol
6. Materials/Resources- stick figure power point, copy paper, “Do I belong Here” handout
7. Standards/ SWBAT- summarize the selection through stick figure lesson
8. Teacher Input- Hook- Draw something that represent you. What symbol represents you?
9. Guided Practice- students complete the assignment.
10. Independent Practice-add slide to the power point- If Eleanor Roosevelt were alive today, which
national and world issues do you think would concern her? To what person living today would you compare
her? Extension activity- write a poem for or about Eleanor Roosevelt
11. Closing / Summary- What do you feel were Eleanor Roosevelt’s strengths and weaknesses.
Journal- How do you think Eleanor Roosevelt would feel about Miguel’s experience in
“Do I Belong Here”
Day 6
1. AKS- 10, 11, 19, 30
2. Title- A Picture is Worth a Thousand Words
3. E/Q-What role do pictures and other multimedia formats play in informational text?
4. DOK- 3
5. Vocabulary- support, evidence
6. Materials/Resources- illustrations from Eleanor , sentence strips, chart paper.
7. Standards/ SWBAT- compare and contrast a text to an
8. Teacher Input- post the pictures around the room. Keep the pictures up for all classes. Put chart paper
under the pictures for students to add their captions.
9. Guided Practice- Model writing a caption for students
10. Independent Practice- Gallery Walk. Start students are various points so not all are working on the
same picture.
Closing / Summary- call on several students to explain their postings.
Day 7 and 8
1. AKS- 18, Standards RW 4, 5, 9, 10
2. Title-I’ve Got My Rights!
3. E/Q- What rights do you as human beings have?
4. DOK- 3
5. Vocabulary- declare / declaration, support, reasoning, examples, opinion, article (law a section of a legal
document that deals with a specific point
6. Materials/Resources- http://www.un.org/en/documents/udhr/history.shtml
Computer lab, laptops, or project the site on the board, several paper copies of The
Universal Declaration of Human Rights
7. Standards/ SWBAT- write a response to one of the Articles of the Declaration of Human Rights
8. Teacher Input- Why is this document necessary for nations to have? Who are the writers of this
document?
9. Guided Practice- Show students the various tabs on the webpage. Guide students through the writing
process. Students need to draft and rewrite their response in class.
10. Independent Practice- written response.
Which right do you feel is the most important right? Why do you feel this way? Give specific
reasons and/or examples using any of the text you have read in this class or a personal experience you have
had to back up your opinion.
11.Closing / Summary- students share with elbow partner
Extension activity- create a public service advertisement for a magazine using the right that you feel is most
important. What images will you choose to get your point across to the public?