Integrated Unit Template
By Kelly Godreau
Title: Because of Winn-Dixie, Because of My Friend
Curriculum: Language Arts
Grade Level Span: 4th-5th grade
Content Objectives: Kindness, Friendship, Overcoming Obstacles,
Growing Up, Accepting Others,
Single Parent Homes, Forgiveness, Looking Past the Surface,
Reading/Language Arts Objectives: (Big Understandings and Strategies addressed
about Reading and Language Arts) (What is it that you want your students to learn about the
language arts? Reading/Writing/ Listening/ Speaking and Viewing)
*Structure of American Sign Language
*Viewing of Deaf Role Models
*American Sign Language as a Visual Art
*Understanding Deaf Culture
*Experience a Cyberlesson
*Read a Terrific Novel
*Write a Critical Stance
*Keeping a Journal
*Complete Tasks Independently, With a Partner or in a Group
* Learning How to Function in a Community of Learners
*The Value of Friendship and Kindness to Others
*How Overcoming an Obstacle Can Change Our Life
*Note: Standards and Competencies are listed below*
LEARNING/TEACHI
NG
ACTIVITIES
IRA/NCTE
Student
Performanc
e
Indicators
IRA
Teacher
Competenci
es
1. Cyberlesson – to be
completed with a partner.
(Includes Independent
reading of story, Because
of Winn-Dixie.)
2. How Do You Rhyme in
1, 2, 3, 7, 8,
9, 10, 11, 12
1.4, 2.1, 2.2, 2.3,
4.1, 4.4
3, 4, 5, 6, 9,
1.3, 2.3, 4.1, 4.2
ARTS Standards
http://artsedge.kennedycenter.org/teach/standards.c
fm
Dance 1, 3, 4 (due to
ASL? – to be completed
within a small group.
Comparing written poetry
to American Sign
Language Poetry and
poetry in other sign
languages.
3. ASL Poets Study- to be
completed with a partner.
Images and a study of
various poets and types of
sign language poetry
worldwide. Special focus
on Black Deaf Poets.
4. ASL Poem – to be
completed individually or
with a partner. Create an
ASL poem (that focuses
on handshape, movement
and location) to represent
what we have learned from
our reading and other
activities centering on
friendship, kindness and
overcoming obstacles.
5. Low-Relief Art – to be
completed individually.
Create a low relief art
project – the center of
attention is the backyard
of Gloria Dump’s home at
the time of the party
(climax). Students must
use elements of design
including value, texture
and color.
6. Read one of the stories
listed in the annotated
bibliography section of
this unit. (individual
choice)
7. Critical Stance – to be
completed individually.
Children will write a
critical stance based on
their reading from activity
10, 12
movement requirements)
Visual Arts 3
2, 7, 8, 9, 10,
12
1.1, 1.3, 2.2, 2.3,
3.4, 4.1
2, 7, 8, 9, 10,
12
1.1, 1.3, 2.2, 2.3,
3.4, 4.1
Dance 1, 3, 4 (due to
movement requirements)
Visual Arts 3
7, 11, 12
4.4
Visual Arts 1, 2, 3, 6
1, 2, 3
1, 2, 3, 5, 6,
7, 11
4.1, 4.2, 4.4
2.3, 4.1, 4.2
above. Using the story of
their choice the children
will summarize the story,
give their opinion and
explain how the character
changes from the
beginning of the story to
the end.
8. 10 Random Acts of
1, 3, 4, 5
Kindness – to be
completed in small
groups. Children will
create bulletin boards
around the school to
promote random acts of
kindness. They will chart
(using tally marks or a bar
graph) the number of
“random acts of kindness”
they witness on school
grounds. (Students will
create various ways to
display this information)
9. Dramatization- to be
1, 2, 4, 5, 11,
completed in small
12
groups. Create a
dramatization on one of
the themes from the book.
In small groups students
will take a key element of
the rising action, climax,
or falling action in the
story. ( Because of WinnDixie.) Students have the
option to: act out how they
see it, recreate the scene
adding a twist, or rewriting
the scene completely to
have a more compelling
ending.
10. Mini- Lessons – to be
4, 5, 8, 12
completed individually or
with a partner. Technology
focused mini-lessons
bringing together different
skills children will need to
2.2, 2.3
2.1, 4.2, 4.4
Visual Arts 1, 2
Dance 3 (due to
movement requirements)
Theater 1, 2, 4, 6, 7
2.3, 2.3
complete the cyberlesson
activity. These minilessons will be completed
through the duration of
this unit. Mini-lessons:
How to change and format
font, size, bold, italics, and
spacing for a word
document.
11. Prop Bag Activity – to
be completed as a class/
large group. This activity
uses a bag of props
related to the unit. Teacher
should demonstrate how
one must reach into the
bag and pull out one of the
props and then find a use
for it. (Purpose is to
enforce how language
relates to communication
and how shapes relate to
our environment. This
activity should be
completed before the ASL
poetry lesson) Encourage
kids to gesture rather than
sign.
12. Final Project – to be
completed with a partner
or within a small group.
“What friendship means to
me” Collage, visual art,
movement and a written
piece.
13. Portfolio – culmination
of work from beginning to
end of unit; includes
cyberlesson, pictures, art,
video of poetry, and
favorite piece discussion.
14. Response Journal –
Children are to keep a
response journal and
complete an entry each
day after completing each
4, 12
2.1, 2.2, 2.3, 4.2
Theater 2, 7
Visual Arts 2, 6
1, 2, 3, 4, 5, 6,
11, 12
1.1, 2.3, 4.1
Including but not limited
to: Theater 1, 2, 4, 6, 7
Visual Arts 1, 2, 3, 6
2, 3, 6, 11, 12,
2.2, 2.3, 3.1, 4.3,
4.4
Including but not limited
to: Theater 1, 2, 4, 6, 7
Visual Arts 1, 2, 3, 6
2, 3, 4, 5, 6, 7,
10, 11, 12
2.2, 2.3, 4.1
activity or part of the
activity.
TOOLS AND RESOURCES:
(List and briefly annotate websites, 5 annotated children’s books, specific software
and hardware, and other needs to support this unit)
*Personal Computers or Macintosh Computers
*Internet Access
*Microsoft Word
*Television with VCR
*Video of Deaf Poets, ASL Poetry: Selected Works of Clayton Valli
*Video, Motioning: Film Poetry in Sign Language (Dutch Sign Language)
*Video, Nathie No Hand-Me Downs, Poetry about being the 16th child of 17 children,
identifying herself as a Black Deaf woman.
*Annotated bibliography of books used in unit is attached. Other books to consider having
on display are: The Missing Piece by Shel Silverstein, The Giving Tree by Shel Silverstein,
The Very Lonely Firefly by Eric Carle, Someday is Not a Day of the Week by Denise
Brennan-Nelson, Micky McGuffin’s Ear by John Hall, Josefina Javelina - A Hairy Tale by
Susan Lowell,
Websites:
http://www.deafness.about.com
http://www.dawnsign.com
http://www.creativedrama.com
ASSESSMENT
(How will l you assess the students’ learning? Include rubrics here. Be as specific as
possible.)
The following is a list of the rubrics that are included in this unit:
Art Rubric for Low Relief Art
Language Arts Rubric for Developing a Critical Stance
ASL Poetry Rubric
Portfolio Rubric
(attached)
CREDITS (INCLUDING CONTACT INFORMATION) (Record the
names and email addresses, if possible, of those who contributed to the development
of this learning activity)
No credits to report.
REFLECTION:
(What are the ah-ha’s/experiences you had in developing this unit. How might it
connect to your own teaching to enhance student learning?)
The ASL poetry I knew would be interesting to connect to this unit, but the idea of trimming
and cutting it down so not to overwhelm the person who implements this unit is quite a
task. It was amazingly difficult. The visual elements took over most of the musical sign
systems, which is appropriate as my students use more rhythm in their signing. If you can
imagine the mechanics of music being drawn out in the air on someone’s hands then you
have the idea. It’s actually comical that I love the prop bag activity so much. This is
something that acting/drama teachers do with their students, but modifying it to teach deaf
children how to use their keen visual skills can produce terrific results. I already use this
idea in a different context. When I find something with interesting shape in the classroom, I
have the student think of as many situations possible that would represent the item and
then try to use it in their “signing space” as a real element. It’s a terrific way to get attention,
they see it as such a game when really their creativity just overflows!
As I was completing my template I found it to be difficult to list the IRA Teacher
Competencies. I found myself being more reserved while listing appropriate competencies
when I know that other competencies are included in the process. If I was able to complete
a lesson plan for each of my activities I could list more competencies because they would
be clearly appropriate. However, with the short descriptions, I limited myself to the most
obvious competencies due to the fact that this is my first class in the reading department
and I wasn’t sure if you should generalize without the specific skills being listed.
NCTE English Language Arts Standards:
1. Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and of the cultures of the United
States and the world; to acquire new information; to respond to the needs
and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary
works.
2. Students read a wide range of literature from many periods in many
genres to build an understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience, their
interactions with other readers and writers, their knowledge of word
meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g.,
conventions, style, vocabulary) to communicate effectively with a variety of
audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with
different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions
(e.g., spelling and punctuation), media techniques, figurative language,
and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas
and questions, and by posing problems. They gather, evaluate, and
synthesize data from a variety of sources (e.g., print and non-print texts,
artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
8. Students use a variety of technological and information resources (e.g.,
libraries, databases, computer networks, video) to gather and synthesize
information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in
language use, patterns, and dialects across cultures, ethnic groups,
geographic regions, and social roles.
10. Students whose first language is not English make use of their first
language to develop competency in the English language arts and to
develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical
members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their
own purposes (e.g., for learning, enjoyment, persuasion, and the exchange
of information).
IRA Teaching Competencies
Standard 1: Foundational Knowledge
Element
Reading Specialist/
Literacy Coach Candidates
(plus previous 2 levels)
Demonstrate
knowledge
of
1.1
sociological
and
RDG psychological,
linguistic foundations of reading and
589
writing processes and instruction.
Refer to major theories in the
foundational area as they relate to
reading. They can explain, compare,
contrast, and critique the theories.
Demonstrate knowledge of reading Summarize seminal reading studies and
research and histories of reading.
articulate how these studies impacted
reading instruction. They can recount
historical developments in the history of
reading.
Demonstrate knowledge of language Identify, explain, compare, and contrast
1.3
development and reading acquisition the theories and research in the areas of
and the variations related to cultural language development and learning to
and linguistic diversity.
read.
Demonstrate knowledge of the major Are able to determine if students are
1.4
RDG components of reading (phonemic appropriately integrating the components
awareness, word identification and reading (phonemic awareness, word
589
phonics, vocabulary and background identification and phonics, vocabulary
knowledge, fluency, comprehension and background knowledge, fluency,
strategies, and motivation) and how comprehension
strategies,
and
they are integrated in fluent reading. motivation) in fluent reading.
1.2
Standard 2: Instructional Strategies and Curriculum Materials
Element
Reading Specialist/
Literacy Coach Candidates
(plus previous 2 levels)
Use instructional grouping options
2.1
RDG (individual, small-group, wholeclass, and computer based) as
589
appropriate for accomplishing given
purposes.
Support classroom teachers and
paraprofessionals in their use of
instructional grouping options. They help
teachers select appropriate options. They
demonstrate the options and explain the
evidence based rationale for changing
configurations to best meet the needs of
all students.
Use a wide range of instructional
2.2
RDG practices, approaches, and methods,
including technology-based practices
589
Support classroom teachers and
paraprofessionals in the use of a wide
range of instructional practices,
for learners at differing stages of
development and from differing
cultural and linguistic backgrounds.
approaches, and methods, including
technology-based practices. They help
teachers select appropriate options and
explain the evidence-base for selecting
practices to best meet the needs of all
students. They demonstrate the options in
their own teaching and in demonstration
teaching.
Use a wide range of curriculum
2.3
RDG materials in effective reading
instruction for learners at different
589
stages of reading and writing
development and from different
cultural and linguistic backgrounds.
Support classroom teachers and
paraprofessionals in the use of a wide
range of curriculum materials. They help
teachers select appropriate options and
explain the evidence base for selecting
practices to best meet the needs of all
students. They demonstrate the options in
their own teaching and in demonstrating
teaching.
Standard 3: Assessment, Diagnosis and Evaluation
Element
Reading Specialist/
Literacy Coach Candidates
(plus previous 2 levels)
3.1 Use a wide range of assessment tools
and practices that range from
individual and group standardized
tests to individual and group informal
classroom
assessment
strategies,
including
technology-based
assessment tools.
Compare and contrast, use, interpret, and
recommend a wide range of assessment
tools and practices. Assessments may
range from standardize tests to informal
assessments and also include technologybased assessments, they demonstrate
appropriate use of assessments in their
practice, and they can train classroom
teachers to administer and interpret these
assessments.
3.2 Place students along a developmental Support the classroom teacher in
continuum and identify students’ assessment of individual students. They
proficiencies and difficulties.
extend the assessment to further determine
proficiencies
and
difficulties
for
appropriate services.
3.3 Use assessment information to plan, Assist the classroom teacher in using
evaluate,
and
revise
effective assessment to plan instruction for all
instruction that meets the needs of all students. They use in-depth assessment
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
information to plan individual instruction
for struggling readers. They collaborate
with other education professionals to
implement appropriate reading instruction
for individual students. They collect,
analyze, and use school-wide assessment
data to implement and revise school
reading programs.
3.4 Communicate results of assessment to
specific individuals (students, parents,
caregivers, colleagues, administrators,
policymakers,
policy
officials,
community, etc.).
Communicate assessment information to
various audiences for both accountability
and instructional purposes (policymakers,
public officials, community members,
clinical specialists, school psychologists,
social workers, classroom teachers, and
parents).
Standard 4: Creating a Literate Environment
Element
Reading Specialist/
Literacy Coach Candidates
(plus previous 2 levels)
Use students’ interests, reading
4.1
RDG abilities, and backgrounds as
foundations for the reading and
589
writing program.
Assist the classroom teacher and
paraprofessional in selecting materials
that match the reading levels, interests,
and cultural background of students.
Use a large supply of books,
4.2
RDG technology-based information, and
non-print materials representing
589
multiple levels, broad interests, and
cultural and linguistic backgrounds.
Assist the classroom teacher in selecting
books, technology-based information, and
non-print materials representing multiple
levels, broad interests, and cultural and
linguistic backgrounds.
Model
reading
and
writing Demonstrate and model reading and
4.3
RDG enthusiastically as valued lifelong writing for real purposes in daily
activities.
interactions with students and education
589
professionals. Assist teachers and
paraprofessionals to model reading and
writing as valued lifelong activities
Motivate learners to be lifelong Use methods to effectively revise
4.4
instructional plans to motivate all
RDG readers.
students. They assist classroom teachers
589
in designing programs that will
intrinsically and extrinsically motivate
students. They demonstrate these
techniques and they can articulate the
research base that grounds their practice.
Standard 5: Professional Development
Element
5.1
Reading Specialist/
Literacy Coach Candidates
(plus previous 2 levels)
Display positive dispositions related Articulate the theories related to the
to reading and the teaching of connections between teacher dispositions
reading.
and student achievement.
Continue to pursue the development Conduct professional study groups for
5.2
RDG of professional knowledge and paraprofessionals and teachers. Assist
dispositions.
classroom teachers and paraprofessionals
589
in
identifying,
planning,
and
implementing
personal
professional
development plans. Advocate to advance
the professional research base to expand
knowledge-based practices
Work with colleagues to observe, Positively and constructively provide an
5.3
RDG evaluate, and provide feedback on evaluation own or others’ teaching
each other’s practice.
policies. Assist classroom teachers and
589
paraprofessionals as they strive to
improve their practice.
Participate in, initiate, implement, Exhibit leadership skills in professional
5.4
evaluate
professional development. They plan, implement, and
RDG and
development programs.
evaluate professional development efforts
589
at the grade, school, district, and/or state
level. They are cognizant of and can
identify and describe the characteristics of
sound
professional
development
programs. They can articulate the
evidence base that grounds their practice.
ARTS STANDARDS
DANCE
Content Standard 1
Identifying and demonstrating movement elements and skills in performing dance.
Content Standard 3
Understanding dance as a way to create and communicate meaning
Content Standard 4
Applying and demonstrating critical and creative thinking skills in dance
THEATER
Content Standard 1
Script writing by the creation of improvisations and scripted scenes based on personal
experience and heritage, imagination, literature, and history
Content Standard 2
Acting by developing basic acting skills to portray characters who interact in improvised
and scripted scenes
Content Standard 4
Directing by organizing rehearsals for improvised and scripted scenes
Content Standard 6
Comparing and incorporating art forms by analyzing methods of presentation and audience response for
theatre, dramatic media (such as film, television, and electronic media), and other art forms
Content Standard 7
Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre,
film, television, and electronic media productions
VISUAL ARTS
Content Standard 1
Understanding and applying media, techniques, and processes
Content Standard 2
Using knowledge of structures and functions
Content Standard 3
Choosing and evaluating a range of subject matter, symbols, and ideas
Content Standard 6
Making connections between visual arts and other disciplines