Rachel Temple-Roberts Reading Enrichment Unit FRIT 7737 Spring 2013

Title of Unit

Checking out biographies

Grade Level Time Frame

5 5 days

Stage 1 Desired Results

Content Standards: ELACC5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. ELACC5RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. AASL Standards 1. Inquire, Think Critically, and Gain Knowledge 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

Essential Questions
Overarching Questions: Why do we learn about the lives of others? What knowledge can we gain from those who lived before us? Topical Questions: Why do we read about other peoples lives and experiences? How can reading about other peoples lives help us? How do I locate a biography? What is the difference between a biography and an autobiography?

Knowledge and Skills

Knowledge
Students will know: How the biography section of the library is organized and how to navigate it. Why we value the stories of other peoples lives.

Skills
Students will be able to: How to locate a biography on a particular individual. How to communicate information about the subject of a biography. How to use a simple web 2.0 (Fakebook) application to share information about a person.

Determine Acceptable Evidence Performance tasks: Design a Fakebook presentation to share with the class with three to five posts in the voice of the subject Other Evidence Discussion during small groups Class Participation Student Self-Assessment and Reflection: Reflection questions Learning Experiences and Instruction . Learning Activities: Day 1- Teacher will book talk 3 different biographies on famous individuals from varying backgrounds and introduce students to the biography section. Students will select biographies that appeal to them. Book talk selections are: "Jesse James: Wild West Train Robber (Best of the West Biographies) [Library Binding]." Jesse James: Wild West Train Robber (Best of the West Biographies): Elaine Landau: 9780766022089: Amazon.com: Books. N.p., n.d. Web. 02 Apr. 2013. Raum, Elizabeth. Clara Barton. Chicago, IL: Heinemann Library, 2004. Print. Savage, Jeff. Barry Bonds. Minneapolis: LernerSports, 2004. Print. Day 2- Students will have the opportunity to meet in small groups and discuss their biographies and share what they have enjoyed or not enjoyed about reading the books. Once the small groups have met the class will have a whole group discussion in which they can share information about their experiences reading biographies. The class will discuss what value there is in the reading of biographies.

Day 3- The teacher will introduce Fakebook http://www.classtools.net/fb/home/page and demonstrate how to build a Fakebook page for the individual whose biography you read. Students will then have the opportunity over the next few days to build and post 2-3 times as the subject of the biography they read. Day 5- Students will be given time to explore the Fakebook pages created by their classmates and post responses to the posts.

Performance Task: Self-Assessment: What did you learn in this unit? Did you enjoy reading a biography? Did you enjoy building your Fakebook page? If you could repeat the work in this unit what would you do differently?