Literacy Project
Shawna Sampson
Fall 2013

Content Text Set
Bennett, W. J. (1995). Children's book of virtues . New York, NY: Simon and Schuster.
This book of poem is full of poems to teach the character traits of good citizens.
Bish, R. (Artist). (2013, January 21). Stan Musial [Print Drawing]. Retrieved from http://www.google.com/imgres?client=firefox-a&hs=AE0&sa=X&rls=org.mozilla:en-
US:official&biw=1024&bih=605&tbm=isch&tbnid=15VM3gs8o90yqM:&imgrefurl=htt p://www.cagle.com/2013/01/stanmusial/&docid=0lYa2nJuykZxpM&imgurl=http://media.cagle.com/91/2013/01/21/12585
0_600.jpg&w=600&h=424&ei=FVU3UpzJKeaR2wX0yICgDg&zoom=1
This is a cartoon that helps teach the quality traits of the model citizen Stan Musial.
Blume, J. (1978).
Freckle juice . New York, NY: Yearling.
This book has an overall lesson about good character traits. It will be a valuable source for me to teach about citizenship.
Corbett, H. (2013, September). Fostering hope.
Women’s Day
, 35-36.
This article is about a woman going above and beyond what she is asked to do. I would use this in my classroom to teach about character traits of a citizen.
Cronin, D. O. (2002). Duck for President . New York, NY: Simon&Schuster.
I would use this book to teach about the different parts of our government that each citizen should be aware of and also to teach about the responsibilities of citizens as well as those in office.
Grodin, E. (2006). Everyone counts, a citizen's number book . Ann Arbor, MI: Sleep Bear Press.
This is a fun way for children to learn about the different parts of our government.

Higdon, T. (2013, September 13). Bright Futures Moves to new home. The Neosho Daily News,
108(169) , 1 ,3.
This newspaper article is about the bright futures program and their new location. It would be another good example of what a productive citizen looks like.
Klein, G. (Designer). (2012). Citizenship counts [Print Photo]. Retrieved from http://citizenshipcounts.org/
This site teaches how to become a citizen of the United States and also has lesson plans for teachers to use in their classrooms.
Pastan, A., & Levi, P. (2005). Martin Luther King, Jr.
K Publishing
This book is about the life of Martin Luther King Jr. and would be a great thing to use to teach the qualities of a productive and upstanding citizen.
Pinkwater, M.(1993). The Big orange splot . NewYork, NY: Scholastic.
This book will help me teach about being creative and an individual. Both of these are character traits in my citizenship lessons.
Rappaport, D. (2008). Abe's honest words- The life of Abraham Lincoln .New York, NY:
Hyperion Books.
This book would be an example of a productive citizen for the children to read about.
Sachar, L. (1999). Marvin Redpost: Class president . New York, NY: Random House Books for
Young Readers.
This is a story about a boy who learns what it means to have responsibility and to be in charge.
This book will help me teach the responsibilities of a citizen.
Stefanoni, A. 2013, September 14 .Historic candy company marking 100 th birthday. The Joplin
Globe,118 (39), 1.

This newspaper article is about an area business and how it has impacted the community. This will fit with my unit on what a productive citizen looks like.
The Dirksin Congressional Center. (2008). Congress for kids . Retrieved from http://www.congressforkids.net/
This site is a great tool for children to learn the different parts that make up our government. It is a fun interactive way for them to learn
Vecsey, G. (2012). Stan Musial: An American life . New York, NY: ESPN.
This book is about one of the upstanding citizens I will be teaching about. It tells about the great character traits that Stan Musial possessed.

Word Sort
Duck for President
Cronin, D. O. (2002). Duck for president . New York, NY: Simon&Schuster.
SS1B3 Discuss and apply responsibilities of citizens.
CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text.
Directions: Each group will work together to put the vocabulary in the categories provided.
Groups will have about 10 minutes to assign the words to the appropriate categories. We will have a class discussion with each group presenting your word list for one of the categories. You will be asked to defend your sorting of terms by sharing the common features of the categories and how each specific term/concept meets the criteria.
Election People /Jobs
Registering
Protested
Requirement
Ballot
Experience
Politician
Governor
Secret Service Agent
This word sort could be given before students read Duck for President . This would be a way to assess how much the students know about the terms. Then after the students have read the story they could do this word sort again as a checking for understanding assignment.

Vocabulary Self-Awareness Chart
Duck for President
Cronin, D. O. (2002). Duck for President . New York, NY: Simon&Schuster
SS1B3 Discuss and apply responsibilities of citizens.
CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Student Directions:
1.
Examine the list of words you have written in the first column
2.
Put a “+” next to each word you know well, and give an accurate example and definition of the word. Your definition and example must relate to the unit of study.
3.
Place a “*” next to any words for which you can write only a definition or an example, but not both.
4.
Place a “-“ next to words that are new to you.
5.
Add any additional words you feel are important to know or are unfamiliar to you.
You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil. word
Register ballot requirement
+
+
*
*
-
- Example
I registered so I could vote in this election.
The are requirement to vote is 18.
Definition
The act of signing up to vote. protested experience mayor
President content
Model the process of using this chart for students prior to the reading. After modeling, have the students fill out the chart. Students should continue to fill out the chart and revise their responses while they read the book and again after. This will allow students to monitor their knowledge of the terms/concepts throughout the study. The classroom teacher can also monitor student responses throughout the study.

Question Answer Relationship (QAR)
APA Reference(s)
Cronin, D. O. (2002).
Duck for president . New York, NY: Simon&Schuster.
Content Standards
CCSS.ELA-Literacy.RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS ELA Standards
SS1B3 Discuss and apply responsibilities of citizens.
Student directions:
Read the text and then complete the following questions using details from the text.
IN THE TEXT
Right There questions (2)
(think who is, where is, list, when is, how many, when did, name, what kind of-
Remember that the answer will be in one location in the text)
Question
1.
Which character wanted to be president
Answer
The duck wanted to be president.
Think and Search questions
(2)
(require students to "search" through the entire passage they read to find information)
2. What was the first job that the duck wanted?
1.For what reason did duck want to leave the farm.
He wanted to be a farmer.
He thought all of the other jobs look very glamorous.
2. What caused the duck to want to He realized that all of the jobs he wanted

(
IN YOUR HEAD
Author and You questions
(1)
( require students to answer with information not in the text; however, students must read the text material to understand what the question is asking then use the information from the text and explain what you know or have experienced )
On Your Own questions (1) can be answered with information from the students' background knowledge and do not require reading the text go back to the farm.
1.
What would you advise the duck to include in the book he writes and why? Based on the ducks many jobs.
Which one do you think caused him to realize he was not having a much fun as he thought he would and caused him to miss home.
Use information from the text to support your answer.
1.
Write about a time that you did something you thought would be a great adventure and then once you did, it was not nearly as fun as you thought it would be. What lesson did you learn from this? were a lot more work than he had realized and that he really liked his place on the farm.
I would advise the duck to write about being a farmer. The duck knew as soon as he started the job that he did not want to do that much work. If he had listened to his heart then he would have saved himself the trouble of all the other jobs.
I would advise the duck to write about his job as president. He had many adventures at his other jobs to get there.
Although the duck realized it was a lot of work to be president he also got to learn many things about our government.
I thought it would be a lot of fun to make dinner for a large group of people. I took pride that I did it all by myself, but by the end of the night I was so tired. I learned that it is okay to ask for help.
Rubric for Author and Me (adjust your rubric to match your question)
4 3 2
Student states what they would advise the duck to write about. Two pieces of information from the text are used to support the answer. The
Student states what they would advise the duck to write about.
At least one piece of information from the text is used to support
Student states what they would advise the duck to write about and uses at least one piece of information from the text OR uses student thoroughly explains background knowledge or experiences to further support their answer. the answer and the student uses some background knowledge or background knowledge/experiences to support and explain, experience to further explain and support their answer.
Rubric for On My Own (adjust your rubric to match your question)
4
Student stated an
3
Student stated an
1
Student states what they would advise the duck to write about but does not use information from the text or personal knowledge/experience to support or explain.
2 1
Student vaguely states Student failed to clearly

adventure they chose to try. They explained two reasons that caused it to not be as fun as they anticipated. Student states the lesson learned. adventure they chose to try and stated one reason that caused it to not be as fun as they anticipated.
Student states the lesson learned. an adventure and then tells either why it was not fun or a lesson learned.
When and why I would use this strategy
I would use this when reading a new text to look for comprehension. state an adventure. No clear reasons why it was not fun are given.
Student vaguely mentions a lesson learned.

Graphic Organizer
Duck for President
Cronin, D. O. (2002). Duck for President . New York, NY: Simon&Schuster
SS1B3 Discuss and apply responsibilities of citizens.
CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Student Directions:
1.
Examine the list of words you have written in the first column
2.
Describe what it makes you feel like in the second column.
3.
Write a word with the opposite meaning in the third column.
4.
Write a word with a similar meaning in the third column. You may use your thesaurus.
5.
Redefine the word in your own words in the last column.
Word
Registered
Ballot
Feels Like power
My opinion
Opposite unprepared restriction
Similar record poll
Redefine
Sign up
Way to share opinion
Stood up for rights Protested power quiet petition
Model the process of using this chart for students prior to the reading. After modeling, have the students fill out the chart. Students should continue to fill out the chart and revise their responses while they read the book and again after. This will allow students to monitor their knowledge of the terms/concepts throughout the study. The classroom teacher can also monitor student responses throughout the study.

Making/Taking Notes
3 Column Notes
Duck for President
Cronin, D. O. (2002).
Duck for President . New York, NY: Simon&Schuster
SS1B3 Discuss and apply responsibilities of citizens.
CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Student Directions:
1.
Examine the list of words you have written in the first column
2.
Place a definition of the term in your own words in the second column.
3.
Draw a picture of the word in the third column.
Word
Registered
Requirement
Ballot
Protested
Definition (in your own words)
To sign up for something
Something you have to do
Voting card
Stand up for something you are against
Knowledge of a job-background
Draw a picture
Experience
Word Feels Like Opposite Similar Redefine
Model the process of using this chart for students prior to the reading. After modeling, have the students fill out the chart. Students should continue to fill out the chart and revise their responses while they read the book and again after. This will allow students to monitor their knowledge of the terms/concepts throughout the study. The classroom teacher can also monitor student responses throughout the study.

Cronin, D. O. (2002).
Duck for President . New York, NY: Simon&Schuster
SS1B3 Discuss and apply responsibilities of citizens.
CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area .
CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text
Text
Duck for President
Teacher commentary during the think aloud
Strategies modeled/practiced
“As I look at this book,I see pictures of a duck in many different settings. The title of this book is Duck for
President. I wonder if the duck really becomes president Lets read it and see.”
Predicting and using titles and graphics provides focus and motivation to read further.
The duck had many differnet jobs but never seems happy.
The votes are counted and the duck is elected as
“The duck wins many elections and becomes many differnet things but he never seems happy. We will have to read on to see if he becomes president. Do you remember what it takes to become the president?”
Activating prior knowledge
“ I see that the votes were counted and the duck did
Vocabulary, finding the meaning of an unknown

president. Even after this he is unhappy and goes back to the farm. get elected as president!
Let’s talk about the words elected and votes. word, context clues and the glossary
Summary: This approach in the classroom shows students how they can use numerous strategies during reading and think alouds. Students participate in activating their prior knowledge to help form new knowledge. This is a great way for students to learn in a constructivist setting. I could use this strategy in all areas of the classroom.

Performance Task
“Citizenship….what does this look like?”
Grade 4
SS1B3 Discuss and apply responsibilities of citizens.
Citizenship
Classroom Activity (20 min)
In order to adequately prepare for the Citizenship constructed-response questions and performance task, students will:
1.Be introduced to the concept of citizenship.
2.Be engaged in a compare and contrast group activity.
3. Be reminded of the qualities of an explanatory article or essay.
1.
Student Tasks 1 and 2
The classroom activity is designed to take place BEFORE Part 1 and Part 2 of the performance task. The interaction increases students' basic understanding of the topic
Addressed in the constructed response questions and the performance task, helps them
Access both assessment stimuli, and prepares students for the kind of thinking and writing
They will be asked to demonstrate in the performance task. During the classroom activity, the teacher will first introduce the topic of Citizenship the assessment and the text “Duck for
President” used in the writing assessment. The teacher will lead a whole class discussion about citizenship using examples from the text. Students may take notes based on their ideas and the ideas of their classmates. Students may refer to their notes from the classroom activity when they plan, draft, and revise a multi-paragraph explanatory essay in Part 2
Part 1
(35 Min)
Students will examine the sources and take notes. They will then respond to two (2) constructedresponse questions.
Part 2
(70minutes)
Students will have access to the sources they examined in Part 1. They will refer to their notes and their answers to the constructed-response questions to compose a full-length argumentative article. Students cannot change their answers to the constructed-response questions. They will pre-write, draft, and revise an article.
Storable products
Students will not generate storable products during the classroom activity. Student responses to the constructed response questions at the end of Part 1 and the article completed in Part 2 will be scored. Notes completed in Part 1 and prewriting and drafting in Part 2 will not be scored.
Teacher Preparation/Resources Required

This is a computer-based test that requires an interface for each test-taker. The testing software will include access to spell check, but not to grammar check. The teacher should ensure that sufficient blank paper and writing tools are available for student note-taking.
Teacher Directions
Introductory classroom activity (20 min)
Step 1 Orientation to the Topic (-8 min)
Provide an introduction to the classroom activity by indicating that after this activity, students will be completing an assessment focused on the topic of citizenship. Write the word citizenship on the board and ask students what it means. Be sure that students understand the characteristics of a good citizen. Ask: "What are some of the things that make a responsible citizen?” Have you seen an example in your neighborhood this week of someone being a good citizen?
Step 2 Access the Stimuli
Read the book “Everyone Counts” have the students take notes as I read.
Read the book “Duck for President” have the students take notes as I read
Research Questions:
After examining the research sources, use the remaining time in Part 1 to answer three questions about them. Your answers to these questions will be scored. Also, your answers will help you think about the research sources you have read and viewed, which should help you write your explanatory article. You may click on the source buttons to refer back to the sources when you think it would be helpful. You may also refer to your notes. Answer the questions in the spaces provided below them
Question 1: In the picture book "Everyone Counts," what were some of the characteristics of a good citizen?
Question 2: How do these qualities help people to make a difference in their community?
Step 3 Clarify Expectations of the Writing Task (-4min)
Explain: "In a few minutes you will read an article and answer some questions about citizenship from both of the pictures books we read in class. Then you will write an explanatory essay in response to a particular question."
Explain what students are expected to do in their explanatory essay:
An explanatory essay:
□ Explains information clearly
□ is well organized and stays on the topic
□ Provides evidence from the sources to support your main idea
□ Uses clear language that suits your purpose

□ Follows rules of writing (spelling, capitalization, punctuation, and grammar)
Answer questions that students might have about the task. Students will keep their notes from this classroom activity for the "Citizenship" assessment.
Reference
Cronin, D. O. (2002).
Duck for President . New York, NY: Simon&Schuster.
Grodin, E. (2006). Everyone counts, a citizen's number book .
2
1
0
The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.
The response includes detailed information from the texts about what characteristics make a responsible citizen). The response is supported with relevant details from the text.
The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.
The response includes limited information from the text about what make a responsible citizen). The response is supported with limited relevant details from the text.
A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.
The response does not include an explanation of what characteristics make a responsible citizen) or confuses the reasons why animals roll up. The response does not include relevant details and may be vague, incorrect, or completely absent.