My Rights! My Country,unique unit 17 MIDDLE SCHOOL =) 7 rs ) Unit Overview ale My Country, My Rights! This unit explores the rights and freedoms of U.S. citizens and how exercising those freedoms impacts others. Students will learn about different documents in U.S. history that helped to make fair and equal laws forall citizens. 1 Leveled Book Erie's Rights, Erie's Choicos 4 2 Road and Comprehend Leveled Book Comprehension 49 3 Chapter 1/Read and Comprehend | Laws and Rights in Washington 64 4 Life Skills Application 1 Visiting the Police Station 115) 5 Chapter 2/Read and Comprehond_| Declaring Independence 421 6 Life Skills Application 2 Classroom Gleaner 173, 7 Chapter 3/Read and Comprehond_| The Constitution 180 8 Life Skills Application 3 Volunteering for Constitution Day 229 9 Chapter 4/Read and Comprohond_| The Bill of Rights 246 40 | Life Skills Application 4 Helping My Community 301 41__| Chapter 5/Read and Gomprehend_| Freedom From Slavery 309 42__| Life Skills Application 5 ‘Todd and Reggie's Schedule 358 43 | Chapter 6/Read and Comprehend | Equal Rights for Everyone 365 414 __| Life Skills Application 6 Free to Have a Favorite ai7 15 | Word Study ‘Our Rights and Freedoms Dafined 422 46 | Editi Celebrate the United States 444 47__| Book Report Report on Self Selected Bock 458 48 __| Topic Paragraph ‘Newsletter and Activity Report 472 19a__| Math Story Problems Addition Volunteering at the School Club Fair 495 419b | Math Story Problems Subtraction | Volunteering at the School Club Fair 526 19¢ | Multiplication and Division Volunteering tthe School Club Fair 562 20 | Measure it My Ghoice Mini Pizzas ‘595 21 | Read This Chart ‘Student Government 614 22__| Money Volunteer Lunch 637 23__| Schedules and Times Time to Visit Washington D.C. 680 24 | Geometry ‘Community Election 690 25__| Algebra ‘Student Government Election 792 25b | Algebra ‘Student Government Election 869 26 _| Related Gontont Classroom Bill of Righis 915 27__| Related Content 1s My Opinion! 924 28 | Science Experiment Equal Balance 928 29 | History Timeline ‘A History of Rights, Laws and Freedoms 942 30 | Journal Writing Monthly Topi 950 ceremonies nie marae 2 cement aan oot: 7 Grime Cntr ahsSocial Studies Connection Tein ea aati re A MIDDLE SCHOOL © _ instructional Target beets Standards for Government *"Recognc he gcance of the Declaration ct Independence, the Blof iis and the Consitson n providing gts and Feadanein te United See «Recognise base caress of American Democrry 5 Recognie te ditonees ct pinone ay et betwen viduals and gous. & Recognize nay cntiue ee conmany tough ove parton Standards for US. Hitoy "Sezer ese of reat changes ine course of istry (2.9, oonizaton of Nonh Amare, Anaien Revaiton,enencaon Cr onctaved pel lone wi Habve Amerans) wil Differentiated Tasks Identity significant U.S. documents ‘Identity the Constitution as the ‘© Demonstrate freedoms provided ‘and how these contribute to the framework for the government of the by significant U.S. documents by freedoms of ctizens today. United States. indicating needs and wants to ‘© Describe basic ciizenship rights as ‘Identify basic human and evil rights others. dafines in the Constitution, (Bill of that are guaranteed to U.S. citizens, ‘© Make choices in dally living that Rights.) ‘© State a personal opinion on an issue. represent individual rights. 1 Identity examples of differences of oF a topic. © Select a choice that offers an ‘pinion within a group or between ‘¢ Participate in an activity to contribute opinion. individual and ways that th to the community. ‘© With suppor, participate ina diferences can be resolved. ‘Identity @ historical event that hes volunteer activity. ‘© Identify and participate in a variety influenced life today. ‘© Identity a person, a place, or an ‘of ways that contribute tothe local event from our country’s past. ‘commurity ‘© Describe resuits from a historical ‘event and how they've influenced life today. (a a ‘My Country, My This unit focuses onthe rights and freedoms of U.S. ctizons. In the Leveled Book, Erie's Rights, Eric's Choices, students will bo introduced to many diferent ights that US. ctizens have, Discuss havi each choice or action Enc makes isa rant he hi Encourage students to dently diferent rights they experience throughout the unt Inthe Chapter Book, Todd and Reggie's Hunt for Rights, students folow Todd end Reggie 8 they lear about rights laws and overrment as they viet Washington, D.C. Students learn about dillerent documents that helped to change the country and make laws and nghte far and equal forall US. citzane. Encourage stucents to discuss and relate the nights anc Freadome discussed in the unt wt ther everyday ves, My Community, My Choices ‘The Life Skills leecone in thia unit focus onthe community, daly living and making pareonal choicae. In Lesson 4, student wil Visit a police staton to leam about the diferent services provided at this community locaton. In Lesson 6, students wil flow ‘rections to make and use a clasning solstion in ther classroom, In Lesson 8, studante wil prapare anc plans Consittion Day part In Lesson 10, students will learn about diferent croups and clubs they ray jon. in Lesson 12, students wil practce reading ‘2 calondar In Lesson 14, student will practice communication skile by sharing their opinion, Throughout the Unt, continue to ‘encourage students to exercise thet rights by shaving tel leas and making choices e's Our Right! “Throughout tis un, students are learning about the rights nights of US. etizone to cl 1 freedoms of US. etizens. In Lesson 26, students will match the ‘room night. Then stusents will make a classroom Bill of Rights ‘The ndy Library hae ceveral books that may extend understanding of rights and freedome of U.S. citizen © Tho Constitution (Level J/k) Explains how and why the Constitution was writen «© Joey Series:Voting (Unleveled) Explains that everyone can make a choice wen they vate. ‘© The Right to Vote. (Level E) Explains the history behind voting rights and how the Constitution changed. ceremonies nie marae 2 cement aan oot: 7 Grime Cntr ahsLesson 1 - Leveled Book Eric's Rights, Eric's Choices © Instructional Targets Reading Standards for Literature + Koy Ideas and Details: Summarize the main theme and key events of a story. Sequence the events of a story. ‘* Range and Level of Text Complexity: Expetience grade level and age-appropriate literature materials, including poems biographies, chapter books, fiction and nonfiction works that are adapted to student reading level. al Differentiated Tasks te ens ARO) ot amen ‘* Summarize a story, including the © Use picture supports to retellkey Retell key details or characters main idea and key details. details or characters from a story. from a story through an active participation response ‘* Describe the plot of a story, '* Use picture supports to identify (eg., voice output device, eye including the series of events. ‘events and the order in which gaze choice board). they happened in a story. ‘© Independently read literature © Select a picture to identity an forms, including chapter books, ¢ Read supported and shared event from a story (single option biographies, poems, fiction and literature forms, including chapter ‘or errorless choice). nonfiction works that have been books, biographies, poems, adapted to student reading level. fiction and nonfiction works that '* Actively participate in supported have been adapted to student reading of literature forms, reading level. including chapter books, biographies, poems, fiction and rnonfiction works that have been adapted to student ability level. bs Beker In this unit, students are learning about the rights and freedoms of U.S. citizens. This unit's Leveled Book, Erie's Rights, Erie's Choices, introduces students to different rights that U.S. citizens have. Students will learn that there are many different rights that allow people to have a choice and protect their freedom. To leam more about how this book develops. ‘goverment concepts, visit the Social Studies Connection Page in the Unit Overview. choose citizen fair book cover author ilustration/picture™ free right vote story" title ilustrator read” character Words: Benchmark Assessments Monthly Checkpoint Assessments ‘¢ Reading Level Assessment and all Benchmark © Level 2-3 Reading ‘Assessments in the Reading section of the GPS. # Level 1 Combined Content, Questions 1 and 2 '* Phonemic Awareness Phoneme Blending ‘¢ Early Emerging Reading Rubric An informal assessment of a verbel student's reading abilities may be obtained using the Monthly Tools: Reading Observation. 2 mmm aesres “Ri A SNTENIASOTRNLesson 1 - Leveled Book Eric's Rights, Eric's Choices (o,0) PEE Re Ut Ea Activity 2 EOE! Activity 4 Read Aloud 1 Read Aloud 2 Guided/Shared Reading Selt-Selected Reading Eric's Rights, Eric's Choices (Level E) Eric's Rights, Eric's Choices yay Library books Communication Board (Levels E, C, B) Standards Connection Communication Board Instructional Guide: Active Participation Scripts Instructional Guide: Instructional Tips ‘SymbolStix PRIME L* Skills: Language Arts Skills Books from the school or classroom library to use for self-selected reading 02019 124 LC. A es reser MIDDLE, Unt 12, Govern Ny Coury, My Rigi ‘ksatsrag Syl, Sat 8 tase tslad eee Sg Eke CheLesson 1 - Leveled Book PN eC tt © Instructional Targets Reading Standards for Literature ‘© Key Ideas and Details: Summarize the main theme and key events of a story, Sequence the events of a story. ‘+ Range and Lovel of Text Complexity: Experience grade level and age-appropriate literature materials, including poems biographies, chapter books, fiction and nonfiction works that are adapted to student reading level @ ater art td Use Lesson 15, Activity 1 to introduce the Topic Words: choose, citizen, fair, free, right and vote, Talk to students about what they know about the word ‘choose’. For example, ask a focus question such 8, "What is something you can choose at school?" Display Erie's Rights, Erie's Choices (Level E) and read the ttle, author and illustrator’s names. Preview the book. Introduce the character Eric. For example, say, "This is Eric. Eric is a citizen of the United States. Because he is @ citizen, he can choose to do many things.” Ask the students to predict ‘what Eric has that lets him do many things. Then say, "As | read today, itis your job to find out what Eric has that lets him do many things.” '* Review the learning gosl with students: | will find out what Eric has that lets him do many things. Before Reading ‘Model Fluent Reading Read aloud with fluency and expression, © Call attention to the words ‘have’ and 'ights' each time you come to them by changing the tone of your voice. ‘* Emphasize the repetitive phrase "It is his right" by subtly raising or changing the tone of your voice. ‘Comment on Characters, Setting and Events + Look at the pictures in the text. How can you tell what Eric has that lets him do many things? Have the students make a connection to their lives by asking them if they are able to do any of the things that Eric does in the story, 2 i é a ‘© Revisit the learning goal. For example, ask, "What does Eric have that lets him do many things?” Lovel 3: Have students identify what Eric has that lets him do many things. Provide prompts such as, "Eric can do many things because of what?” Llovel 2: Have the student identiy what Eric has that lets him do many things. Provide picture supports such ect itt art ree oo eee Level 4: Have the student identify what Eric has that lets him do many things from a field of 2-3 choices (or erroriess choice). For example, display the symbol for right. Say, "Show me what Eric has.” ‘Symbols can be found in unit ilustrations, unit symbols or SymbolStix PRIME. ‘© Continus the discussion by talking with students about the different choices they can make. For example, ask, “What is something you can choose to do at home?” [Vf check understanding @ 3K Level 3: Can the student identify what Eric has tha ets him do many things? 2§e Level 2: Can the student identity what Eric has that lets him do many things using picture supports? 1 Level 1: Can the student identify what Eric has that lets him do many things by making a selection (may be errorless choice)? Aerie ———EE 2) samcay aes soe ee ere reLesson 1 - Leveled Book NT ee Cen att © Instructional Target Reading Standards for Literature ‘+ Range and Level of Text Complexity: Experience grade level and age-eppropriate literature materials, including poems biographies, chapter books, fiction and nonfiction works that are adapted to student reading level. ry ue ur Display Erie's Rights, Erie's Choice (Level E) and resd the tte, author and illustrator’s names. Present the story Using a diferent media than in the previous activity, such as a computer slideshow, text to speech or read aloud with @ paper copy of the story. Prompt recall of the text by asking a focus question such as, ‘What does Eric have?" Remind students that Eric has Fights. Then, talk with students about some ofthe different things Eric can do because of his rights that the book mentions, For example, say, "Eric can do many dfforent things and make different choices. The book talks about choices that Eric makes. AS | read today, itis your job to remember one thing Eric chooses.” Reviow the learning goal with students: | will remember one thing Eric chooses. Build Fluency ‘© Continue reading aloud to model fluent reading, or invite students to read portions ofthe text aloud. Build Comprehension + Point out the pictures of what Eric chooses that the book mentions «Talk with students about each choice. For example, on page 2 of the book, that Eric wants to ‘choose hie ovin lunch. Erie can choose what he wante to eat. During Readi + Ask the students to name something they get to choose. For each response, discuss how they make the same or different choices. Use text and illustrations to euppor the diecussion. '# Revisit the leaming goal. For example, ask, "What is one thing that Eric chooses?" Level 3: Have the student describe in his or her words one thing that Eric chooses. Level 2: Have the student identify one thing that Erie chooses, Picture supports such as the Communication Board Cr the text lustrations may be used as needed. Level 1: Have the student identity one thing that Eric chooses from a field of 2-3 choices (or errorless choice). For ‘example, display the symbol for ‘lunch’. Say, "Show me what Eric chooses." Symbols can be found in unit, illustrations, unit symbols or SymbolStix PRIME. ‘© Continue the discussion by talking with students about other choices that can be made. For example, discuss ‘what choices can be made at home or in the community that are not mentioned in the book. Check Understanding @ oe Level 3: Can the student identify one thing that Eric chooses? si Love! {ff Level 1: Con the student identify one thing that Ere chooses by making a eolction (may be errries choice)? an the student name one thing that Eric chooses using picture supports? 2 mmm aesres ema uaucrennangerg etLesson 1 - Leveled Book COP eect ire] Reading Standards for Literature ‘© Range and Level of Text Complexity: Experience grade level and age-eppropriate literature materials, including poems biographies, chapter books, fiction and nonfiction works that are adapted to student reading level ‘This Leveled Book is presented in three leveled formats: Level E, Level C and Level B. Select the level of book and the reading routine appropriate for each student. Instructional Routine emer rt) * Introduce the book by having students share what they have learned about rights. ' Use the Topic Words: choose, citizen, fit free, ight and vote in conversation about the book. Have students locate the words in the. book «© Read the frst three pages alous, introducing students to the structure of the language. «© Review the learning goal with students: Iwill read a book. «Listen as students read quiety to themselves © Monitor fluency, ‘© Medel, prompt or support use of ekils and During Reading «Revisit the learning goal and talk with studente ‘about the book. Have students locate the High-Frequency Words: have, own, because, say, change. help and idea I Check Understanding @ ee Eaten ey Se coi) 2 t or ttt * Introduce the book by having students share hat they have leamed about rights. ‘© Use the Topic Words: choose, citizen, fair free, right and vote in conversation about the book. Help students locate the words in the book Review the learning goal with students: will read a book. Read aloud while students follow along, Provide eupports that allow students to join inthe reading. Supports may include choral reading, echo reading or use of a Voice output device or eye gaze board. Monitor print concepts and fluency. Model and support use of sis and srateges @ Revisit the learning goal and tak with students about the book. Haye students locate the High-Frequency Words: have, own, because, say, change, help end idea. 2 Level 3: Can tho studontindepondenty read stores adapted to personal reacing level? {ff Levol 2: Can the studont read toxt adaptod to personal reading lovl with support? 1 Level 1: Can the student acively participate in reading stories edapted to student abiliy level? How? 2 mmm aesres “EIS ASRSLesson 1 - Leveled Book Activity 4 - Self-Selected Reading © Instructional Target Reading Standards for Literature ‘© Range and Level of Text Complexity:Experience grade level and age-appropriate iterature materials, including poems biographies, chapter books, fiction and nonfiction works that are adapted to student reading level r ater ar att ‘Tell students they will choose a book to read, Ask a focus question such as, "Would you like to read @ book about Fights or choices?" Telk with students about their choices, Explain that when choosing a book, its important to think about the topic, or what the Book is about, as well as how hard or easy the book will be to read. Say, "Today, your job is to choose a book to read Review the leaming goal with students: | will choose a book to read. Display 4 to 5 books on various topics writen at varioue lavele from the clase, echool or n2y Library ‘Mode! previewing a book to determine ifthe topic interests you, For example, read a few pages of one of the booke and eay, "This book is about ‘m not really interested in 0 I don' think I want to read this book" Then read a few pages of. diferent book and say, “This book is about "really lik | would lke to read this book" "Next, model previewing a book to determine whether tis too hard, to easy or just right. For example, read @ page aloud, counting the number of mistekes you make, Continue modeling until you find @ book that you can ead with only 2 to 3 mistakes per page. Level 3: Have the student choose a book to read from the class, school or n2y Library. Remind the student to ask "What is this book about? Is this book too hard, too easy or just right?” Level 2: Have the student choose a book to read from the class, school or n2y Library. Provide visual supports as necossary. Level 4: Using the student's interests and independent reading level as a guide, provide the students with a field (0f 2 to 3 appropriate books from which to choose. Have the student use his or her active participation mode to solect a book to read. '* Revisit the learning goal. Guide students to recall two things to think about when choosing a book to road. © Choose @ new book and different media, such as a movie, to present the story. Use the Standards Connection to ‘compare and discuss the difforant features of each version ofthe story, Throughout the Unit '* Engage etudents in eol-cclected reading using the reading routine appropriate for each student. Reading routines may include: Partner reading (with an adult or peer) shared reading or supported reading '* Moot with individual students to discuss the books they aro reading. Ask questions such as, ‘Do you like this book? Why or why Not? Is this Book too easy, too herd or just right? Do you have any questions about this book?” wy Check Understanding @ 1g Level 3: Con tho student choose appropiate books for independent reading? How? 3K Level 2: Can the student choose appropriate books to read wih supports? How? 3§e Level 1: Can the student choose a book from fed of 2t0 3 choices using an active patcipation mode? How? 2 somcmemasomsres “ah LUSTERTeo END 1 Se Eee rt} anneealeeueaan © Instructional Targets Reading Standards for Literature + Integration of Knowledge and Ideas: Compare various ways to read, isten to and view stories and drama (print, multimedia, ete, Standards for Speaking and Listening ‘© Comprehension and Collaboration: Engage in grade level and age-appropriate discussions, including ablty to follow rules of discussion, ask questions related to the topic, respond to others’ questions, make comments and share ideas. all Differentiated Tasks be © mes RRO SSE) al omen ‘© Describe similar and different ‘Identity similarities and differences ‘© Select a detail that is similar or Features of reading a story as between reading a story and diferent from two diferent ‘opposed to viewing and listening to ‘experiencing a multimedia version presentations of a story ‘multimedia version of that story, ofthat story. ‘* Participate in convereational ‘© Share information, ask and answer ‘Share information, ask and answer exchanges using communication questions, and make comments questions and make comments technology and picture supports. during a group discussion. during group diecussione, using picture supports. Have students use a self-selected book and illustrations to discuss, locate and answer questions in the top chart, Use the choices to identity students’ preferred ways of reading, listening and viewing texts. Exploring and discussing these options may lead to a lifetime ‘extension of ways thet students can gain information. Choose a different media for viewing the story, such as a movie or computer slideshow presentation. Use the bottom chart to compare the different versions ofthe story the students’ interacted with, 2 mmm aesres ma acre gaaEric’s Rights, Eric’s Choices Level E by Betsy Seltzer Illustrated by Alex WisehartEric is a citizen of the United States. Citizens have many rights. Eric can do many things because of these rights.Eric wants to choose his own lunch. It is his right. Eric can choose what he wants to eat.PUBLIC LIBRARY aso Ey BF Ee — A Eric wants to go to the library. It is his right. Eric can choose where to go.Eric wants to say when he disagrees with something. It is his right. Eric can disagree with others.Eric wants to go to school. It is his right. Eric can go to school to learn for free.Eric wants to tell others his ideas. It is his right. Eric can write and say what he wants.Civies Club Meeting! Eric wants to join a club. It is his right. Eric can join a club at school.Eric wants to vote in an election. It is his right. Eric can vote in a school election.Fairness Eric wants to make things fair. It is his right. Eric can help change things to be fair.10 Eric is proud of the things he can do. He is glad he has rights and can choose what he wants. Way to go, Eric !VOTE HERE The EndEric's Rights, Eric's Choices Level C by Betsy Seltzer Illustrated by Alex WisehartEric is a citizen. He has many rights.Eric can choose his lunch. That is his right.7 UBLIC LIBRARY Jj )} C Eric can choose where he goes. That is his right.Eric can disagree with others. That is his right.Eric can go to school. That is his right.Eric can tell others his ideas. That is his right.Pad Civics Club Meeting! _\am = | / te int Eric can join a club. That is his right.Eric can vote in a school election. That is his right.Eric can help make things fair. That is his right.Eric has rights. He can choose what he wants ! 10Qe The EndEric’s Rights, Eric’s Choices Level B by Betsy Seltzer Illustrated by Alex WisehartEric has rights.Eric chooses his lunch.Eric chooses where to go.Eric does not agree.Eric goes to school.Eric says what he wants.Civies Club Meeting Eric joins a club.Eric votes at school.Eric helps make things fair.Eric has rights ! 10The Endyes Eric's Choices © _ cel 's Rights Eric have United States library want 219-1 Se right oo p@ = “@ go g|—> Se bal J a fe choo: idea ¥ glad write change tegory, pictures are listed from eft to right inthe orderin which they appear say disagree @» | Ser) & vitin 6ro) en Cro sl0Le.g 1 Standards Connection eas What is the title of cg the story? vd From the title, what do ~9: you think the story will be about? Who is the author of the story? ) Who is the illustrator of the story? 3 I like to... Oo Read by myself. 2 ~ oO Have someone read to me. Se oO Listen on the computer. J aaa & How was the PA story presented? What was different | @ from one story to the other story? What was the same Oo Oo from one story to the other story? Check which version you liked better. 2 semncap museums tg CNSR garan etRe lee ull) Leveled Book Comprehension © Instructional Target Reading Standards for Literature * Key Ideas and Details: Answer questions to explain the main ideas, details and inferences of a story. ‘Summarize the main theme and key events of a story. Sequence the events of a story. Standards for Speaking and Listening * Comprehension and Collaboration: \dentify main ideas presented orally or from diverse media formats. ail Differentiated Tasks ee oe ‘+ Independently read questions ‘© Point o or select a picture from ‘Respond to a question by ‘about a story and write, speak ‘a choice of three in response to choosing a single option or or select an answer. ‘a question about a story. erroriess picture. ‘+ Summarize a story, including * Use picture supports to retell ‘* Retell key details or charactors the main idea or theme and key key details or characters from from a story through and active details. story. Participation response. ‘+ Describe the plot ofa story by ‘Use picture supports to identify ‘Select a picture to identify an putting events in order. events and the order in which, event from a story. they happened in a story. ‘* Summarize information from ‘ Respond to questions related ‘content specific reading, topics © Describe information, using to content topics and tasks and tasks. picture supports from content- using picture supports and specific reading, topics and. communication technologies. tasks. oe aC aera ela) In this unit, students are learning about the rights and freedoms of U.S. citizens. In this lesson, students will answer ‘questions and build comprehension of the story, Eric's Rights, Eric's Choices. BS Topic Words @ es Literacy Words book queation penton enor ater a slory* answer detail ines. ‘ight bid character setting Benchmark Assessments Monthly Checkpoint Assessments © Reading Level Assessment © Level 2-3 Content Understanding « Ustoning Comprohension + Level 2-3 Reading, Questions 1-3 and 8-12 + Early Emerging Reading Rubric + Level 1 Combined Content, Questions 3 and 4 expres a9 ..c rons. oo. unt avon co hs trite arin Seton Seteber 2078: Lesson 2: Read and Cororehend Bc Rigs, Eris CasRe Ale Oeil) Leveled Book Comprehension (o,) ee Rte} Te eS Instructional Activities Answer Questions. ‘Comprehension CSO eon OR See es Re a Eric's Rights, Eric's Choices (Level E) Eric's Rights, Eric's Choices (Level E) Comprehension Questions (Levels 3-1) Main Idea and Details Chart (Templates C, B and A) Fillin Cards Fill-n Sentence Strips @ Instructional Guide: Active Participation Scripts Instructional Guide: Instructional Tips ‘SymbolStix PRIME ‘Gopi © 20182, LLC. Al ots esas. MIDDLE, Unt17. Goverment, My County, My hist trie arin System September 2079 essen 2 Read and Oopreerd. Ec Rigs, Eris CnocesRe lee eure) Activity 1 - Answer Questions © Instructional Target Reading Standards for Literature * Key Ideas and Details: Answer questions to explain the main ideas, details and inferences of a story. @ te arty LL ‘+ Reroad the highest level of the Leveled Book, Erie's Rights, Eric's Choices, as directed in Lesson 1. ‘Then introduce this activity by asking a focus question about the book. For example, ask, "What does Eric have—rainbows or rights?" Discuss students’ responses. ‘© Tell students they will now answer other questions about the story, Eric's Rights, Eric's Choices. Explain that the answers to these questions can be found in the story. Say, "| am going to ask you ‘questions about the story, Erie's Rights, Erle's Choices. Your Job ito answer the questions. You can use the story to help you.” ‘* Review the leaming goal with students: | will answer questions about a story. ‘* Display the Comprehension Questions (vary the level displayed according to student needs) and read the first question aloud. Model using the story to answer the question. '* Mode! marking or selecting your answer on the Comprehension Questions page. Choose the most appropriate activity format on the basis of each student's skills and needs. Level 3: The questions are text only. Have the student answer the questions independently. Level 2: The questions are text only and the answers are symbol-supported. Have the student answer the questions by selecting a picture. Level 1: The questions are written in a symbol-supported sentence strip format. Have the student answer the questions by selecting from multiple choices or one errorless picture choice, '* Revisit the learning goal. Talk with students about where they found the answers to the questions. Point out that answers to questions can usually be found in the text or pictures. Check Understanding @ * Level 3: Can the student independently answer questions about a book? 3% Level 2: Can the student answer questions about a book by selecting a picture? 38 Level 4: Can the student answer questions about the book by selecting a picture? How many choices were presented? 12 eects cera Lesean’ Rend and Consroara Ere Rigs ees CrosRel eee lire) Pe Nee uel © instructional Target ‘Reading Standards for Literature «Key Ideas and Details: Summarize the main theme and key events ofa story. Sequence the events of story ‘Standards for Speaking and Listening + Comprehension and Collaboration: Identfy main ideas presented orally or from diverse media formats. @ te arty LL * Review the Leveled Book by asking a focus question. For example, ask, "What can Eric do?" Discuss students! responses. + Explain that stories have many diferent parts. The main idea is what the storys about. The details give moze information about the tory and support fe main dea, The theme ths mesage or lesson fo learn the tory Tel students, "Today, your jb isto find the main idea and message ofthe story and put cots rom the story in oFder Reviw th loarring goal wih students: | wl fin the main idea and mossage and put details from the story Display tng Main idea and Detas Chart, Thee forma of he Ghar are provid: Template (Text ny) TemoliteS (Single Symbol Suppor) ae Template A (@ymbol Supperieg) Coplay te Yomplate thal meds the majority of the students’ needs. Using the Leveled Book, discuss with students the main character and main idea ofthe story. For example, ask, "Who is the main character inthis story” Model selecting an answer from the given choices. Ask, "Wnat is this story about?" Select an answer to model identifying the main idea for the Main idea and Detals Chart. Continue using the Leveled Book to discuss details in the story. Use the choices and Fil-in Sentence Strips to Model adding details to the Main idea and Details Chart in the correct order. For example, say, in the beginning of the,siory te fist event was ___* Select the appropriate Fin Sentance Stips fo fil inthe Main idea and Complete the Main Idea and Details Chart by discussing the message of the story. Model choosing the correct message of the story. For example, ask, “What is te message or lesson to be learned from this Story" Model ‘Selecting the correct message from the provided choices. Discuss the completed chart. Provide students with appropriate Main Idea and Details Chart, Fill:n Sentence Strips and Leveled Book. Level 3: Have the student summarize the story including main idea or theme and describe the plot by puting events in order on the Main idea and Details Chart. Level 2: Have th stucont use pictur supports to rata key dota, charactors and events from the story in ordr by ‘completing the Main idea and Details Chart Lovel 1: Have the student retell kay datalls or characters from a story through an active participation response and Sele peur io Idently en event ome story using tne Man Ides and Delais Chat rom aed or 2 (or ‘* Revisit the learning goal by reviewing the completed Main Idea and Details Chart. Tak with students about how 3 they know the main Yea of the story. Check Understanding @ 2. Level 3: Cen the student summarize the story, Inuding main idea or theme, and describe the plot by puting events inorder onthe Main idea and Deiat Cnart? 2 Level 2: Can ne student use picture supports ore key deta characters and events rom he soy nore by competing the Main [dea and Betas Chart? Foote 2 cermeszoncais mrorramnes om 7 roman cu Rane Semesters er erence raRe lee eure) CCE & Questions and Answers Crea er rin Ore 1.Ericisa___of the United States. (citizen) 2. Citizens have many___. (rights) 3.Ericcan____where to go. (choose) 4. Eric can vote ina school___. ( election) 5. Eric wants to make things . (fair) 2 concermscawenn on RE SEEric's Rights, Eric's Choices Name: 1. Ericis a of the United States. 2. Citizens have many 3. Eric can where to go. 4. Eric can vote in a school 5. Eric wants to make thingsEric's Rights, Eric's Choices Name: 1. Ericis a of the United States. 2. Citizens have many 3. Eric can where to go. 4. Eric can vote in a school 5. Eric wants to make thingsEric's Rights, Eric's Choices of the United States. -Eric's Rights, Eric's Choices 3. Eric can where to go. & ee =Eric's Rights, Eric's Choices 4. Eric can vote’ in a _ school @ @N 5. Eric wants to make things 9g Rem Sy emaik Main Idea and Key Details Who is the main character in this story? a. Brent b. Eric c. Danielle What is this story about? O a. Eric has no rights. O b. Eric has rights. O c. Eric is not from the United States. &° Theme What is the message or lesson in this story? O a. Eric cannot do anything with his rights. O b. Eric is sad he has rights. O c. Eric can do many things because of his rights.ik Main Idea and Key Details & Who is the main character in this story? A a. Brent g b. Eric c. Danielle te What is this story about? O a. Eric has no rights. x O b. Eric has rights. Ss O c. Eric is not from the United States. SS > What is the message or lesson in this story? O a. Eric cannot do anything with his rights. x O b. Eric is sad he has rights. © O c. Eric can do many things because of his rights. Qeik Main Idea and Key Details & Who is the main character in this story? a. Brent b. Eric c. Danielle 9 ‘le. what is this story about? a.Erichasnorights. b. Erichasrights. _—_¢- Eric is not from the United States. s = EE Events & What is the message or lesson in this story? a. Eric cannot do b. Eric is sad he c. Eric can do many anything with has rights. things because of his rights. @ his rights.election Ait citizen i election "9 [9:3Eric votes at school. Eric chooses his lunch. Eric goes to school. ec Eric votes at school. ad Eric chooses his lunch. affix Eric goes to school. ~& Eric votes at school. | Eric chooses his lunch. nfftz Eric goes to school.Pee ee lem Laws and Rights in Washington © Instructional Targets Reading Standards for Literature ‘* Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including poems, biographies, chapter books, fiction and nonfiction works that are adapted to student reading level * Key Ideas and Details: Answer questions to explain the main ideas, details and inferences of a story. wl Differentiated Tasks Lei sens | La @ bn Qn ‘* Independently read literature ‘* Read supported and shared ‘* Actively participate in supported forms, including chapter books, literature forms, including reading of literature forms, biographies, poems. fiction and ‘chapter books, biographies, including chapter books, nonfiction works that have been poems, fiction and nonfiction biographies, poems, fiction and adapted to student reading level. ‘works that have been adapted to nonfiction works that have been student reading level. adapted to student abiity level. ‘* Independently read questions about a story and write, speak ‘* Point to or select a picture from Respond toa question by or select an answer. ‘a choice of three in response to ‘choosing a single option or ‘a question about a story. ‘orroriess picture. ee Byrom eric tel} In this unit's Chapter Book, Todd and Reggie's Hunt for Rights , students will follow Todd and Reggie as they visit Washington D.C. to learn about different documents in U.S. history that help provide rights and freedoms to U.S. citizens. In this chapter, Laws and Rights in Washington , students wil lea about govemment and their job to meke and protect laws, BS Topic Words @ B Literacy Words book ltize fair government : chapter read author oe isratonpcie Gover etka eneracter Benchmark Assessments Monthly Checkpoint Assessments Reading Level Assessment * Lovel 2-3 Reading Reading with Symbols and all Benchmark Level 1 Combined Content, Questions 1 and 2 Assessments in the Reading section of the GPS. Early Leaming: Phonemic Awareness Phoneme Blending «Emerging Skills: Early Emerging Reading Rubric An informal assessment of a verbal student's reading abilities may be obtained using the Monthly Tools: Reading Observation. 2 mmmemeaas aeorer[Re eee CE UCR RRC ely (o,) ee Rte} Te ey Guided / Shared Reading ‘Answer Questions. @ See how these activities fit into the Suggested Monthly Plan Chapter 1: Laws and Rights in Washington) Chapter 1: Laws and Rights in Washington | Chaptor 1: Laws and Rights in Washington a (Level ik) (Level JK, FIG oF FIG Symbol Supported) | Communication Board Communication Board Communication Board Comprehension Questions Standards Connection A (Fill-in and Muitiple-Choice, Levels 3-1) ‘Advanced Questions Filln Cards gay Standards Connection B Standards Connection © Instructional Guide: Active Participation Scripts Instructional Guide: Instructional Tips ‘SymbolStix PRIME L? Skills: Language Arts Skills ‘Gepmant 02019124 1c. ats rears. MODLE, Unt17,Goverman My Coury My Heong Syl, Stabe 2019 hase "Soar awe sne gain eonLesson 3 - Chapter 4 OCB Uli © ‘Reading Standards for Literature ‘© Range and Level of Text Complexity: Experience grade level and age-appropriate iterature materials, including poems, biographies, chapter books, fiction and nonfiction works that are adapted to student reading level ‘* Key Ideas and Details: Answer questions to explain the main ideas, details and interferences of a story @ ine rt OM Use Lesson 15, Activity 3 to introduce and review the Topic Words: government and law and review the words citizen, fair and right. Continue talking about goverment. Ask a focus question such as, "Where is the capital ofthe United States— Washington, 0.C. or Orlando?" Discuss students’ responses, Display the tile page of the Chapter Book and read the tte, author and ilustrator’s names. Use Standards Connection A to provide a visual. Display Chapter 1, Laws and Rights in Washington (Level J/K), and read the chapter tte. Preview the chapter. Introduce Todd, Reggie and Audrey as they visit Washington, D.C. Discuss the different ilustratons that represent the government, such as the Capitol Building and the scales of justice. Point out the discussion questions at the end of each page. Then say, "As | read today, itis your job to remember what the ‘government does.” ‘* Review the learning goal with students: | wil remember one thing the government does. ‘Model Fluent Reading Read aloud with fluency and expression. '* Call attention to dialogue in the story by changing the tone of your voice. ‘Comment on Characters, Setting and Plot ‘+ Comment on how the illustrations help you know what the government does. For example, on page 4 of the book, ‘say, “The chapter says the government makes laws and makes sure our rights are not taken away. The ilustration ‘shows a government bulding where laws are made and symbols of the courts that uphold thase laws.” During Reading Discussion Questions ‘+ Read and discuss the questions at the bottom of each page in the chapter. ‘+ Revisit the learning goal. For example, ask, "What is one thing the government does?” Level 3: Have the student independently identify what the government does. Provide prompts such as, ‘What does ‘the government make?" Level 2: Have the student identify one thing the government does. Picture supports such as the Communication Board or the story illustrations may be used as neaded. Level 1: Have the student identify one thing the government does from a field of 2-3 choices (or single choice). For ‘example, display the symbols for law. Ask, "What does the goverment make?” ‘* Continue discussion by talking about the government. ‘Use Standards Connection A to discuss the current chapter book and student preferences. an the student identily one thing the government does from the chapter? an the student identiy one thing the government does? How? ‘an the student identity one thing the government does by making a selection (may be single choice)? ©2019 LLC, Arges resend. ‘Geeitseang Sylar Ceoson Gale Cave and gts WeanonLesson 3 - Chapter 4 ‘© Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including poems, blographies, chapter books, fiction and nonfiction works that are adapted to student reading level. ‘This Leveled Chapter Book is presented in three leveled formats: Level JIK, Level FIG and Level F/G Symbol-Supported. Select the level of book and the reading routine appropriate for each student. UEC La mL Uae Teta TC CTCL) LL ‘Introduce the chapter by having students share what they have learned about government. Use the Topic Words: cittzen, fair, government, law and right in conversation aout the chapter. Have students locate the words in the chapter. Read the first three pages loud, introducing ‘sudents to the structure of the language. Review the learning goal with students: Iwill read a chapter. Listen as students read quietly to themselves. Monitor fuency. Model, prompt or support use of skills and srategies. During Reading Revisit the learning goal and talk with students ‘about the chapter. Have students locate the High-Frequency Words: had, all, made, say, change, help and today. After Reading ww Check Understanding @ During Reading «Introduce the chapter by having students share what they have leamed about government. ‘Use the Topic Words: citizen, fair, government, law and right in conversation about the chapter. Help students locate the words in the chapter. ‘© Review the learning goal with students: will read a chapter. ‘© Read aloud while students follow along. * Provide supports that allow students to join inthe reading. Supports may include choral reading, echo reading or use of a voice output device or eye gaze board. ‘© Monitor print concepts and fluency. ‘© Model and support use of sils and @) ‘© Revisit the learning goal and talk with students about the chapter. ‘© Have students locate the High-Frequency Words: had, all, made, say, change, help and today. 1 Level 3: Can the student independently read chapter hooks adapted to personal racing level? 2§¢ Level 2: Can tho student reed chapter books adapted to persona 0 ing level with eupport? fe Level 1: Can the student actively participate in reading chapter books adapted to student ability level? How? 2 samsaraanauacayLesson 3 - Chapter 4 Pe mela Reading Standards for Literature ‘Key Ideas and Details: Answer questions to explain the main ideas, details and inferences of a story. cae! ‘* Introduce this activity by asking a focus question about the chapter. For example, ask, "What do ‘government leaders do in Washington D.C." Discuss students’ responses, ‘+ Tel students they will now answer other questions about the chapter, Laws and Rights in Washington Explain that the answers to these questions can be found in the chapter. For example, say, "Iam going to ‘ask you questions about the chapter,Laws and Rights in Washington . Your job is to answer the ‘questions. You can use the chapter to help you.” * Review the learning goal with students: | will answer questions about the chapter. '* Review the chapter. Use Standards Connection B to aid in the review by retelling the story with the main theme and key events. * Display the Comprehension Questions (vary the level displayed according to student needs) and read the first question aloud. Model using the chapter to answer the question. '* Model marking or selecting your answer on the Comprehension Questions page. Choose the most appropriate activity format on the basis of each student's skills and needs. Level 3: The questions are text only. Have the student answer the questions independently. Level 2: The questions are text only and the answers are symbol-supported. Have the student answer the questions by selecting a picture. Level 1: The questions are written in a symbol-supported sentence strip format. Have the student answer the questions by selecting from multiple choices or one errorless picture choice. ‘© Revisit the learning goal. Talk with students about where they found the answers to the questions. Point ‘out that answers to questions can usually be found in the text or pictures. ‘¢ Use Standards Connection C to continue discussion about the chapter and guide students in identifying and discussing the structure and feelings the author creates within the story. Level 3: Can the student independently answer questions about the chapter? Level 2: Can the student answer questions about the chapter by selecting a picture? Level 1: Can the student answer questions about the chapter by selecting a picture? How many choices were presented? ©2019 LLC, Arges resend. Gezarlasana Sotnoer 18Pee ee lem ECE 2 Questions and Answers er 1. Todd and Reggie erein_. { Washington, D.C.) 2. Tho leaders hore mako__. (laws ) ‘3. The ___ is a group of people that leads others. ( government ) 4.A____Isa treedom that people have. (right ) 5. People in our__ cd not always have rights. (country ) 41, Whats this chapter about? (Ohio, Washington, D.C. New York City ) 2. What do the leaders make? ( buildings, diner, laws) ‘8, What is a group of people that leads others? ( government, choir, team ) 4. What is freedom that people have? (story, Book. right ) ‘5. What is important fo know about this chapter? *© People in our country always had rights. '* People in our country did not always have rights. '* People in our country always had cars. Multiple-Choice (Levels 3-1) 4. Todd and Reggie are visiting a___in Washington, D.C. ( museum ) 2. Washington, D.C,, is the of the United States, ( capital) 3, Many of the government leaders make laws and ourrights. ( protect ) 4, The boys will loam about the rights they have as (citizens ) '5. The government makes sure our rights are not away. (taken) 6. Where did many people come from long ago? ( Moon, Great Britain, China ) 7. Where did the people want to live? ( a new land, an old country, the ocean ) ‘8. What did the new cities that people built become? (clouds, California, Thirteen Colonies ) ‘9, What was true about the Thirteen Colonies? © They had to follow laws written by Great Britain. ‘© They did not think the laws were fair. © They had rights. 10, How did things change in the United States? * People worked to give all people basic rights. ‘= People made nothing change. ** People worked to make things fair. 2 sememrmscsurern veggueueremmeancie gue!Pee ee lem Standards Connection A © Instructional Targets Reading Standards for Literature ‘+ Integration of Knowledge and Ideas: Compare different genres and identify personal preferences. al Differentiated Tasks «Identity diferent genres and match ‘Identity two stories or books of the ‘© Select a book or story of personal ‘books and stories that belong in ‘same genre. preference. ‘each genre, Level © stents wit. Fiction works tell a story that is made up in the writer's imagination. Fiction stories are not true. Nonfiction works tell facts ‘about a topic. Nonfiction stories are true. Have students use the book features and pictures to discuss, locate and answer the questions about gonre, and D wasremavscaer @ we merimeceatienne Vat teh Sok i. @ waar cnomner t jo Ga Qs coro nation Cte kth ee my QD weet ents 2 SERIES ae ate Atoms reers. Mipote: unt 7Pee ee lem Standards Connection B Reading Standards for Literature Key Ideas and Details: Summarize the main theme and key events of a story. Sequence the events of a story. ‘Standards for Speaking and Listening ‘* Comprehension and Collaboration: \dentity main ideas presented orally or from diverse media formats. Presentation of Knowledge and Ideas: Present information sequentially about a selacted topic; use appropriate eye contact, volume and clear pronunciation. ‘Standards for Language '* Knowledge of Language: Use conventions of language to generate sentences when speaking or writing, ail Differentiated Tasks ee eo ee ¢ Summarize a story, including the '* Use picture supports to retell key. ‘¢ Retell key details or characters from main idea ard key deals Getails or characters from 8 story. ‘story trough an active patipaton response (e.g., voice output device, © Describe the plot of a story by putting '* Use picture supports to identify events: eye gaze choice board). the events in order {andthe order in whic they happened in a story. ' Select a picture to identify an event © Summarize information from ina story (single option or erroriess contert-specfe reding, topics and» Describe information, using picture choice). tasks. supports from content-spectic reading, topics and tasks. © Using picture supports and + Communicate on a topic incuding ‘communication technologies, facts and details 0 suppor the main © Use picture supports to respond to questions related to idea. ‘communicate main ideas, including content topics and tasks. facts and details, ona given topic. + Use conventions of language to ‘= Communicate basic information on generate sentences specific to the '* Use conventions of language to ‘a topic or experience using Durpose when speaking or wring. generate a simpe sentence wen ‘communication technology and Speaking or wring. picture supports, ‘© Use language to share an idea with others. Use Standards Connection B to identify the main idea and details of a chapter and summarize and sequence events. ‘Standards for Language are means of building communication skills, This extended actvity, based on book reading, isan excellent tool for developing expressive communication. Incorporate augmentative systems (low tech and high tech) to encourage self-generated ‘sentences and model language expansion. “Ses ma state Tie baTe San 2 same aurasersyPee ee lem ESET TL Weel Tetll key Reading Standards for Literature © Craft and Structure: Identity the structure of a story, play or poem. Determine the feelings created by the author in a story all Differentiated Tasks Lot mons Lt DRL es ‘© Describe words, phrases or features Identify words, phrases orfeatures -—_* ‘Select a word or picture that is part that are part of the structure of a that are part ofthe structure of a of the structure of a story, play or story, play or poem. story, play or poem. poem. ‘© Describe the words, phrases or ‘© Identity words, phrases or features ‘Select a word or picture that evokes: features that evoke feelings in astory, _that evoke feeiings in a story, play or feelings in a story. play or poor. poem with suppor. Use Standards Connection C to guide students in identifying the structure of a story and the feelings created by the author by describing various features from the text such as characters, setting, narrator and events in the story. Students can use words and phrases from the story that show how they know what feelings the story suggests. ea 2 sumasen San 2 same aurasersyTodd and Reggie’s Hunt for Rights by Betsy Seltzer Illustrated by Alex WisehartTable of Contents Chapter 1: Laws and Rights in Washington.................4 pg 1 Chapter 2: Declaring Independence.............:ceceee pg 8 Chapter 3: The Constitution......0.0.0.00 eee pg 16 Chapter 4: The Bill Of Rights... cece eeeeneeee pg 23 Chapter 5: Freedom From Slavery........csseeeseeeseeeseed pg 32 Chapter 6: Equal Rights for Everyone Uplate Learang Syeeri® Seoteber 2018 ‘lesson 3, Chaotar 1, Laws anc Righisn WashingtonChapter 1: Laws and Rights in WashingtonTodd and Reggie are visiting a museum in Washington, D.C. Washington, D.C., is the capital of the United States. This is where many of the government leaders make laws and protect our rights. Where are Todd and Reggie?Todd and Reggie are excited to explore the museum. Todd’s mom, Audrey, has planned a fun way for the boys to learn about the government and the rights they have as citizens. What will Todd and Reggie learn about?The government is a group of people who lead a country, state or city. The government makes laws and makes sure our rights are not taken away. Audrey tells the boys that a right is a freedom that all people have, get or do. What is the government?“Did the people of our country always have rights?” asks Reggie. “No. Our country has changed a lot,” says Audrey. She explains that long ago, many people came to America from Great Britain. They wanted to live in a new land. Where did some people in America come from?The people worked hard and built new cities. These became the Thirteen Colonies. The people were called colonists. The colonists had to follow laws written by Great Britain. They did not think the laws were fair. They did not have rights. The colonists wanted a change. Why did the colonists want a change?“Today we will find out how people in the United States worked to make things fair,” says Audrey. “You are going ona scavenger hunt. You will find out how the people worked to make fair laws to give all people basic rights.” How will Todd and Reggie learn about laws and rights?Chapter 1: Laws and Rights in WashingtonTodd and Reggie are in Washington, D.C. It is the capital of the United States. Many leaders in the government are here. The leaders here make laws. They protect our rights too.ARCHIVES OF THE UNITED STATES OF AMERICA Todd and Reggie will learn about the government and rights. Todd’s mom, Audrey, has a plan to make it fun.The government is a group of people that leads others. The government makes laws. The government helps us keep our rights. A right is a freedom that people have.People in our country did not always have rights. The country has changed. Long ago, people came to America from Great Britain. They wanted to live in a new land.Sy = | h The people worked hard. They built cities. The people were colonists. They followed laws from Great Britain. The laws were not fair.Todd and Reggie are going on a scavenger hunt. They will learn how people made things fair. They will learn about laws and rights.Chapter 1: Laws and Rights in WashingtonTodd and Reggie are in Washington, D.C. — wy +2 = ie It is the capital of the United States. = Many leaders in the government are here. eB ill \ = ay The leaders here make laws. wih ae Pam “Sy They protect our rights ms MNSARCHIVES OF THE UNITED STATES OF AMERICA Todd and Reggie will learn +R A® about the government and _ rights. AL s Todd's mom, Audrey, has a plan to make it fun. @ is fQ 3 oo Sm «ll ©The government is a group of people that leads others. i = uo 44s 9 nih 28 The government makes laws. mi fm The government helps us keep our rights. 2 So m Ay ROC ARS A right is a freedom that people have. 2= © 8%People in our country did not always have rights. HF KOS The country has changed. Es oi Long ago, people came to America from Great Britain. —_ oy @ BY @ > = They wanted to live in a new land. i esThe people worked hard. They built cities. The people were colonists. Se = “ii They followed laws from Great Britain. - ii a | nae The laws were not fair. 6d oo = xX -@ oo= -@ Todd and Reggie are going on a scavenger hunt. eS 2: = *% They will learn how people oe things fa AX 2 % Om They will learn about laws and _ rights. $2 2 On:+S fair.Todd Reggie | Washington, United DC. States ©) 8) «|= leader en law right ae | fit “= Audrey people freedom OI &.1¥e1"S country Great land colonist SHAE ‘Within each category pictures are listed from left to right in the order in which they appear in the text.Pee ee lem KY Standards Connection A ‘Standards Connection A LB Whats the tte of this chapter? @ What do you think this chapter will be about? Fiction Nonfiction ee This is a Chapter Book. What kind of Chapter Book is this? iQ Science Biography What is the chapter topic? @ What kind of book would you choose? RH ap Compare this book to a Chapter Book that has been read recently. Picture Chapter Book Book sG pe 20192, L1. aes esos. DOLE, Unt 7, Goverment. My County, Sy Fas! oe Lesing Sym, Septerber 3018 Ceoson Gale Cave and gts Weanonty STS cad Chapter 1: Laws and Rights in Washington lame: 1. Todd and Reggie are in 2. The leaders here make 3. The is a group of people that leads others. 4.A is a freedom that people have. 5. People in our did not always have rights. Lesson, chap, Laws aty STS cad Chapter 1: Laws and Rights in Washington lame: 1. Todd and Reggie are in 2. The leaders here make 3. The is a group of people that leads others. 4A is a freedom that people have. 5. People in our did not always have rights. Lesson, chap, Laws a9 CT CIN d Chapter 1: Laws and Rights in Washington 1. Todd and Reggie O®+ &Chapter 1: Laws and Rights in Washington 2. The leaders here make wil me Pom is a group of people that leads others. = © S% wtChapter 1: Laws and Rights in Washington is a freedom that people have. = > % did not always have rights. xX@ iFty COTS CiNd Chapter 1; Laws and Rights in Washington Name: 1. What is this chapter about? b. Washington, a. Ohio D.C. c. New York City 2. What do the leaders make? a. buildings b. dinner c. laws 3. What is a group of people that leads others? a. government b. choir c. team 4. What is a freedom that people have? a. story b. book c. right 5. What is important to know about this chapter? O a. People in our country always had rights. O b. People in our country did not always have rights. O c. People in our country always had cars.ty COTS CiNd Chapter 1: Laws and Rights in Washington ame: 1. What is this chapter about? a. Ohio b. Washington, c. New York City D.C. A le ols ules 2. What do the leaders make? a. buildings b. dinner c. laws eo 63 Sap SD 3. What is a group of people that leads others? a. government b. choir c. team fim i 4. What is a freedom that people have? a. story b. book c. right 5. What is important to know about this chapter? O a. People in our country always had rights. © O b. People in our country did not always have rights. 33 O c. People in our country always had cars. BoChapter 1: Laws and Rights in Washington 1.What is this chapter about ? = 9 =] ©? Washington, New York D.C. aA w os sls idleChapter 1: Laws and Rights in Washington 2.What do the leaders make ? 1 wil Rm ? buildings dinnerChapter 1: Laws and Rights in Washington 3.What is a group of people that leads others ? C= & Be wh 28? government as puChapter 1: Laws and Rights in Washington 4.What is a freedom that people have ? = se £7?Chapter 1: Laws and Rights in Washington 5.What is Ecce NL 4W: aaa a People in our country always had rights. important to know about & © People in our country did not always have rights. this chapter ? ¢. a 7 People in our country always had cars. mety STS cad Chapter 1: Laws and Rights in Washington lame: Use your chapter book to help you fill in the blank. 1. Todd and Reggie are visiting a in Washington, D.C. 2. Washington, D.C., is the of the United States. 3. Many of the government leaders make laws and our rights. 4. The boys will learn about the rights they have as 5. The government makes sure our rights are not away.Chapter 1; Laws and Rights in Washington Name: These questions may have more than one correct answer: 6. Where did many people come from long ago? © a. Moon O b. Great Britain O «. China 7. Where did the people want to live? © a. anew land © b. an old country O «. the ocean 8. What did the new cities that people built become? O a. clouds O b. California O «. Thirteen Colonies 9. What was true about the Thirteen Colonies? O a. They had to follow laws written by Great Britain. O b. They did not think the laws were fair. O e. They had rights. 10. How did things change in the United States? © a. People worked to give all people basic rights. O b. People made nothing change. O c. People worked to make things fair.[Re ee lem Standards Connection B te Main Idea (What is this story about?) In the beginning... ann Then... ™ Eo At the end... mony Sie What is important to know? ‘Gop © 20182, LLC. aes esa. MIDDLE, Unt.17, Goverment, My Court. My Ris trie Learing Sytem, Seotembe 2079 Lest 3, Chair Lawes his in Washing[ol Rell Standards Connection C Story Board Who, What, When or Where? What . the feeling? How do you know? & Gi FB? Fs & (word or “~ from story) 2 ‘Copyright © 2019 n2y, LLC, MI igh reserved IDOLE. Yni.7 Gove, My Coury. yi trie Learing Sytem, Seotembe 2079 ‘Chater 1 Laws and Ris asiangovernment] country |Washington, government] country ee Ca peal menLesson 4 - Life Skills Application 1 Neko etait © Instructional Targets Standards for Language * Vocabulary Acquisition and Use: Use words acquired through academic and domain specific sources when ‘speaking and writing. Community Living © Community Resources: Explore community resources for personal, vocational and daily living supports. al Differentiated Tasks Lovet @ sense A eae ‘+ Use unit topic words in ‘© Point to pictures of key ‘© Make a selection to indicate a ‘conversation. vocabulary from unit toplos as, picture of key vocabulary within part of a discussion. a unit topic. ‘+ Independently identify ‘community locations where ‘© Match community locations with Select a product or service services and products may be a product or service. ‘aseocieted with a given obtained. ‘community location. =e ayer iy In Chapter 1, Laws and Rights in Washington, Todd, Reggie and Audrey are visiting Washington, D.C., to learn about laws and rights, Police in our communities help make sure citizens follow the law. In this Life Skills lesson, students wil take a field trip to a police station and identity different services the police station provides. “Prior to this lesson, set up a field trip to tour a local police station, if possible. ee ‘community discuss identity product select service citizen law right rule 2 SERA Alem reers. aeait0KE Uo Goverment my Canty. My istLesson 4 - Life Skills Application 1 Visiting the Police Station (o,) ee Rte} Prey @ Visiting the Police Station Instructional Activities CSO eon OR See es Re a a Police Station Field Trip Form ae Filln PicturelWord Cards gay Materials and Resources L Skills: Life Skills Virtual Police Station Tour Websites (optional) ON PATROL- Police Dept. Tour Part 1 (httpsi//archive.org/details/cig_0646-ON_PATROL_- Police Dept_Tour_Part_1) ON PATROL- Police Dept. Tout Part 2 (https//archive.org/detai's/cig_0646-ON_PATROL_-_Police_Dept,_Tour_Part_2) : cots wt dant yc ep zag. ata ae SemaLesson 4 - Life Skills Application 1 Activity 1 - Visiting the Police Station ‘Standards for Language * Vocabulary Acquisition and Use: Use words acquired through academic and domain-specific sources when speaking and writing, Community Living ‘* Community Resources: Explore community resources for personal, vocational and daily living supports. @ tr ert RAL Introduce this activity by asking a focus question. For example, ask, "Whereis a place that helps protect lizens — grocery store or police station?” Discuss students’ resporises. Explain that police at a police station do many things for the community, including making sure people folow the law. Remind students that in Chapter 1, Todd and Reggie are learning about laws. Tel students that police officers have many jobs. One job is to enforce or make sure people follow the law. By making sure people follow the laws, police officers help keep citizens sate. Inruc he laring goal. Tl students they wil be exclrng the police sation tg eam about he srs it Provides. For example, say, "We wil ist a police station. Your job isto learn about the services it provides.” Review the learning goal with students: | will learn about the police station and the services it provides. Point out where the police station is located. Talk about how to locate the police station, by using a non-emergency umber. Display the Police Station Field Trip Form. Explain that students will be able to fl in the field trip form after the tip tothe police station. ‘Take students on a tour ofthe police station. Tak with students about the different uses for a police station. Point ‘ut people or areas ofthe police station that may be helpful or important to know. ‘Mode! how to fil in the Police Station Field Trip Form after the tour. For example, say, “I saw many different people who work in the police station. A police officer works at the police station. A polce officer takes reports.” If tour of a police station is not possible, contact a local police station and ask i they have a video tour to view online 2s an altemative option. I the local police station does not have a video tour, you may use the links provided fon the Lesson Ata Glance page to complete the activity. Provide students with the Police Station Field Trip Form. Level 3: Have the student independent identify community locations where services end products may be obtained by completing the Police Station Field trip Form. Level 2: Have the student match community locations wih a product or sence by completing the Paice Staton Field Trip Form. Level 1: Hove the student select a produc or sevice associated witha given community location by completing the Police Station Field Trip Form (use errorless choice or choose from a field of 2-3). '* Revisit the learning goal by having students share their completed Police Station Field Trip Form. an the student independent identty communiy locations where services and products may be obtained b completing the Police Station Field Trip Form? 7 seed 7 Level 2: Gan the student match community locations wih a product or service by completing the Police Station Field ip Form? Level Level |: Can the student select a product or service associated with a given community lacation by completing the Palice Station Field Trip Form (using errorloss choice or from a field of 23)? © 20192 LLC Agra ese MOLE. Unt. 17, Government, My County. yi Sairsana Seotimoee 18 Losana Ue Sl Ropeason vars he Pes SonPolice Station Field Trip Form The police station is located at The non-emergency phone number to the police station is: ( ) : Who works at the police station? What can be seen at the police station? What do people who work at the police station do? What can people do at the police station?— Who works at the police station? police officer detective emergency police chief dispatcher i ¥ "t AY prison school corrections resource officer ing Fh badge K9 officer handcuffs jail cell fingerprinting ‘station emergency police car dispatch center interview people wf enforce laws | check baby | background neighborhood car seats block watch direct traffic] help people who are lost af | te— What can people do at the police station? attend learn about |f report a crime community laws on programs \ wo turn in old drop off lost medications items reportan | report abuse accident a= | geta background check ElLesson 5 - Chapter 2 Declaring Independence © Instructional Targets Reading Standards for Literature ‘Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including poems, biographies, chapter books, fiction and nonfiction works that are adapted to student level. * Key Ideas and Details: Answer questions to explain the main ideas, details and inferences of a story. ail Differentiated Tasks ee eo oe * Independently read literature ‘¢ Read supported and shared ‘* Actively participate in supported ‘forms, including chapter books, literature forms, including chapter reading of iterature forms, biographies, poems. fiction and books, biographies, poems, ficion _including chapter books, nonfiction works that have been and nonfiction works that have biographies, poems, fiction and adapted to student reading level. been adapted to student reading nonfiction works that have been level. adapted to student abiity level. ‘© Independently read questions about a story and write, speak or Point to or select a picture froma Respond to a question by select an answer. choice of three in response to a ‘choosing a single option or question about a story. cerrorless picture, [seid Topic Connection | Topic Connection In this unit's Chapter Book, Todd and Reggie's Hunt for Rights , students wil follow Todd and Reggie as they they visit Washington, D.C., to learn about different documents in U.S. history that help provide rights and freedoms to U.S. citizens. In this chapter, Declaring Independence, students will follow Todd and Reggie as they learn about the Declaration of Independence and how it changed the country. BS Topic Words @ es Literacy Words choose equal fair book chapter read” author free goverment law Tustrctionfpicture” cover tle -—tlustrator fight rule character Benchmark Assessments Monthly Checkpoint Assessments '* Reading: Reading Level Assessment © Level 2-3 Reading ¢ Reading: Reading witn Symbols and allBenchmark Level 1 Combined Content, Question 4 and 2 ‘Assessments in the Reading section of the GPS ‘© Early Learning: Phonemic Awareness Phoneme Blending ‘* Emerging Skils: Early Emerging Reading Rubric An informal assessment of a verbal student's reading abilities may be obtained using the Monthly Tools: Reading Observation. 2 SERIES ae ate Atoms reers. a eee ae aeLesson 5 - Chapter 2 Declaring Independence (o,) ee Rte} Te Guided / Shared Reading CSO eon OR See es Re a Chapter 2: Declaring Independence (Level uk) Communication Board Standards Connection A Chapter 2: Declaring Independence (Level J/K, F/G or F/G Symbol-Supported) Communication Board Instructional Guide: Active Participation Scripts Instructional Guide: Instructional Tips ‘SymbolStix PRIME L Skills: Language Arts Skills (Gopi © 20182, LLC. gis esse. trie Learing Sytem, Seotembe 2079 Activity 3 ‘Answer Questions Chapter 2: Declaring Independence Communication Board Comprehension Questions (Flin and Mutpe-Choic, Levels 31) Advanced Questions Fillin Cards (2) Standards Connection 8 Standards Connection CLesson 5 - Chapter 2 OCB Uli © ‘Reading Standards for Literature ‘© Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including poems, biographies, chapter books, fiction and nonfiction works that are adapted to student reading level. ‘* Key Ideas and Details: Answer questions to explain the main ideas, details and interferences of a story Instructional Routi rc Ete elt ar CT me LG Use Lesson 15, Activity 3 to introduce the Topic Word: equel and to review the words: choose, fair, free, ‘government, aw and right. Continue talking about laws and rights. Ask a focus question such as, "What are Todd and Reggie learning about in Washington, D.C.—sports or government?” Discuss students’ responses, Display Chapter 2, Dectaring Independence (Level JK), and read the chapter tie. Use Standards Connection A to} provide a visual. Preview the chapter. Discuss the illustrations. For example, point out the ilustrations showing the Declaration ‘of Independence. Have the students discuss what indepedence means. Then say, "As | read today, itis your job to remember one way the Declaration of Independence helped people in the United States." Before Reading Review the leaming goal with students: | will remember one way the Declaration of Independence helped people in the United States ‘Model Fluent Reading ‘* Read aloud with fluency and expression. '* Call attention to the phrases “free from the laws of Great Britain’, “own government" and "own country" ‘Comment on Characters, Setting and Plot ‘© Comment on how the illustrations help you know one way the Declaration of Independence helped people in the United States. For example, point out how the ilustration on page 14 shows the county to be free. Say, “The ‘chapter says it made the people free and happy to do what they wanted. It made the United States free from the laws of Great Britain. The ilustration shows the Declaration of Independence and a free bird. it means the people were free from Great Britain and the rules they made the colonists follow.” Discussion Questions ‘* Read and discuss the questions at the bottom of each page in the chapter. '* Revisit the learning goal. For example, ask, "What is one way the Declaration of Independence helped people in tho United States” Level 3: Have the student independently identify one way the Declaration of Independence helped people in the United States, Level 2: Have the student identify one way the Deciaration of Independence helped people inthe United States. PPicture suppor's such as the Communication Board or the story ilustrations may be used as needed, Level 4: Have the student identify one way the Declaration of Independence helped people in the United States from a field of 2-3 choices (or single choice). For example, display the symbol for ree! and ask, "What is ‘one way the Deciaration of Independence helped peopie in the United States?” ‘* Continue discussion by talking about goverment and laws. ‘¢ Use Standards Connection A to discuss the current chapter book and student preferences when reading ‘an the student identity one way the Declaration of Independence helped people in the United States from the chapter? ‘nthe student identify one way the Declaration of Independence helped people in the United Statest using " picture supports? Hi ify one way the Declaration of Independence helped people in the United States by : Can the stident making a selection (may be single choice)? ©2019 LLC, Arges resend. MIDDLE, Unt 17, Govemment, My Coury My Res! ‘Geeitseang Sylar eteon Shaper 2 Desig indepenLesson 5 - Chapter 2 ‘Reading Standards for Literature ‘¢ Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including poems, biographies, chapter books, icton and nonfiction works that are adapted to student reading level. ‘This leveled Chapter Book is presented in three leveled formats: Level J/K, Level F/G and Level F/G Symbol-Supported. Select the level of book and the reading routine appropriate for each student. Instructional Routine aE erate Cd Mee Cnr} Pn ae LD See ces) i ae tL) “Introduce the chapter by having students share Introduce the chapter by having sludents share what they have learned about Declaration of ‘what they have leamed about the Declaration Independence. of Independence. Use the Topic Words: choose, equal, fair, free, ‘© Use the Topic Words: choose, equal, fir, free, ‘government, law, right and rule in conversation government, law, right and rule in conversation ‘about the chapter. Have students locale the about the chapter. Help students locate the ‘words in the chapter. ‘words in the chapter. Read the first three pages aloud, introducing ** Review the learning goal with students: students to the structure ofthe language. Twill read a chapter. Review the leaming goal with students: © Read aloud while students follow along. | will read a chapter. + Provide supports that allow students to join Inthe reading. Supports may include choral reading, echo reading or use of a Listen as students read quietly to themselves. foe rea totes crayon trae Monitor fluency. + Monitor print concepts and fluency During Reading Mol, prompt or support use of sls and # Model and supportuse of sls and @ eaten. stralegies Revisit the learning goal and talk with students ‘© Revisit the leaming goal and talk with students ‘about the chapter. ‘about the chapter. Have students locate the High-Frequency ‘© Have students locate the High-Frequency Words: had, all, but, did, have, made, own, Words: had, all, but, dd, have, made, own, read, read, say, change and help. say, change and heip. [Vf check understanding @ 2§e Level 3: Can the student independent read chapter books adapted to personal reading level? 2% Level 2: Can the student read chapler books adapted to persona Jing evel with suppor? 1 Level 1: Can the student actively participate in reading chapter books adapted to student abil level? How? Eig eee ol 2 saenpaus auras SL Ce creasLesson 5 - Chapter 2 Reading Standards for Literature * Key Ideas and Details: Answer questions to explain the main ideas, details and interferences of a story. @ sat ter ar at ty * Introduce this activity by asking a focus question about the chapter. For example, ask, "How did the Declaration of Independence help people?" Discuss students’ responses. + Tell students they will now answer other questions about the chapter, Declaring Independence. Explain that the answers to these questions can be found in the chapter. For example, say, "I am going to ask you ‘questions about the chapter, Declaring Independence . Your job is to answer the questions. You can use the chapter to help you.” ‘* Review the leaming goal with students: | will answer questions about the chapter. * Review the chapter. Use Standards Connection B to aid in the review by retelling the story with the main theme and key events. © Display the Comprehension Questions (vary the level displayed according to student needs) and read the first question aloud, Model using the chapter to answer the question, '* Model marking or selecting your answer on the Comprehension Questions page. Choose the most appropriate activity format on the basis of each student's skills and needs. Level 3:The questions are text only. Have the student answer the questions independently. Level 2:The questions are text only and the answers are symbol-supported. Have the student answer the questions by selecting a picture. Level 1:The questions are written in a symbol-supported sentence strip format. Have the student answer the questions by selecting from multiple choices or one erroriess picture choice. ‘© Revisit the learning goal. Talk with students about where they found the answers to the questions. Point ‘out that answers to questions can usually be found in the text or pictures. ‘* Use Standards Connection C to continue discussion about the chapter and guide students in identifying and discussing the structure and feelings the author creates within the story. Check Understanding @ 2§e Level 3: Can the student independently answer questions about the chapter? 2% Level 2: Can the student answer questions about the chapter by selecting a picture? 2 Level 1: Can the student answer questions about the chapter by selecting a picture? How many choices were presented? Eig eee ol 2 saenpaus auras SL Ce creasLesson 5 - Chapter 2 ECE #& Questions and Answers 3 i 3 3 i i Multiple-Choice Advanced deed Cy 1. Thomas Jefferson helped write the ___. ( Declaration of Independence ) 2. Itsays the king was not _. ( fair) 3. The_would become their own country. ( Colonies ) 4, The Colonies would make thelr own_. (rules ) 5. The people could _ their government. ( choose ) 1. What is this chapter about? ( Declaration of Independence , Constitution, Pilgrims ) 2. What was the king? (ai; happy, nat fai) ‘3. What would become their own country? ( states, Colonies, rivers ) 4. What would the Colonies make? ( rules, books, songs ) 5. What is important o know about this chaptor? + The people could choose their unch '* The people could not choose anything © The people could choose their government. 4. This document says that allmen are___. (equal) 2. It says everyone has the to ve ree and be happy. (right ) 3. The Declaration of Independence made the Colonies __ from the laws of another country. (free) 4. The colonists were mad about the ules and __the king of Great Britain made them folow. (laws) 5. They wanted tobe teicown ___. (country) 6. What did the king in Great Britain not do? ( agree, rule, fight ) 7. What happened when the king sent soldiers to fight? ( Civil Wer, Revolutionary War, World War I!) £8, What did the Declaration of Independence say? (The king was fair. The colonists were unfair. The king was unfair. ‘9. What could the Colonies do because of the Declaration of Independence? ‘© They could make their own government. © They could make their own rules. © They could do nothing for a new government. 410. What is true about the Declaration of Independence? «It made the United States of America its own country. * It made all people free from slavery * Ithelped change the country. 2 SERIES ae ate Atoms reers. ‘DOLE, Unt 17, Govenmers wy Cou, iy asLesson 5 - Chapter 2 Standards Connection A © Instructional Targets Reading Standards for Literature ‘+ Integration of Knowledge and Ideas: Compare different genres and identify personal preferences. al Differentiated Tasks Level © stents wit. ‘= Identity different genres and match ‘Identity two stories or books of the ‘© Select a book or story of personal ‘books and stories that belong in ‘same genre. preference. ‘each genre, Fiction works tell a story that is made up in the writer's imagination. Fiction stories are not true. Nonfiction works tell facts ‘about a topic. Nonfiction stories are true. Have students use the book features and pictures to discuss, locate and answer the questions about genre, and select the type of book they prefer. D vasremeans ger @ Weer nrn mera noe Qe “corewe he noon a Chater Book Patra Deo ees cee x Been $ er 2 SERIES ae ate Atoms reers. ‘DOLE, Unt 17, Govenmers wy Cou, iy asLesson 5 - Chapter 2 Standards Connection B © Instructional Targets Reading Standards for Literature ‘* Key Ideas and Details: Summarize the main theme and key events of a story. Sequence the events of a story. ‘Standards for Speaking and Listening '* Comprehension and Collaboration: \dentily main ideas presented orally or from diverse media formats. Presentation of Knowledge and ideas: Present iformatonsequontaly about a solecied top; use appropriate eye contact, ‘volume and clear pronunciation. ‘Standards for Language '* Knowledge of Language: Use conventions of language to generate sentences when speaking or writing, al Differentiated Tasks ee eo oe aera oer aerceremey te eaiermeeeeeee Saeed ope rel ee eo ee vs “ Se atrecetre ecm eee oat Fete cree ree ears foomnnaae YM ° abeudetnuncnteyneorad oe 7 ina story. ' Select a picture to identify an event » stn mn ten po eaee or content-specific reading, topics and '* Describe information, using picture choice). = ee eee era eine ‘© Communicate topic, including communication technologies, SCART, unaamemh acer = a facts and details, on a given topic. See ceaee + Cement generate sentences specific to the ‘© Use conventions of language to ‘a topic or experience using Durpose when speaking or writing. ‘generate a simple sentence when ‘communication technology and Snob ames ‘© Use language to share an idea with others. Use Standards Connection B to identify the main idea and details of a chapter and summarize and sequence events, ‘Standards for Language are means of building communication skils, This extended activity, based on book reading, s en excellent tool for developing expressive communication. Incorporate augmentative systems (low tech and high tech) to encourage self-generated sentences and model language expansion. Eig eee ol 2 vamemausaeecey SL Ce creasLesson 5 - Chapter 2 ESET TL Weel Tetll key Reading Standards for Literature ‘© Craft and Structure: Identity the structure of a story, play or poem. Determine the feelings created by the author in a story ail Differentiated Tasks ee ec ‘© Describe words, phrases or features Identify words, phrases orfeatures -—_® ‘Select a word or picture thatis part that are part of the structure of a that are part ofthe structure of a of the structure of a story, play or story, play or poem. story, play or poem. oem. ‘© Describe the words, phrases or ‘© Identity words, phrases or features -—® ‘Select a word or picture that evokes: features that evoke feelings ina story, _that evoke feeiings in a story, play or feelings in a story. play or poem. poem with suppor. Use Standards Connection C to guide students in identifying the structure of a story and the feelings created by the author by describing various features from the text such as characters, setting, narrator and events in the story. Students can use words and phrases from the story that show how they know what feelings the story suggests. San resem ee Toe 2 vamemausaeecey nS Seapet Somy a aesChapter 2: Declaring Independence9 Todd, Reggie and Audrey walk into the museum to start the scavenger hunt. They will learn about laws, rights and the government. “Here is your first clue,” says Audrey. Reggie ) =e and Todd read * GO iV 8 the clue. It says, “This document says that all men are equal. It says everyone has the right to live free and be happy.” What does the first document say?10 “| know what that is! It is the Declaration of Independence!” says Reggie. Thomas Jefferson helped to write the Declaration of Independence. The Declaration of Independence made the Colonies free from the laws of another country. What did the Declaration of Independence do for the Colonies?11 The colonists were mad about the rules and laws the king of Great Britain made them follow. The colonists did not want to be a part of Great Britain anymore. They wanted to be their own country. The king of Great Britain did not agree. He sent soldiers to fight. This was the Revolutionary War. Why did the king send soldiers to the Colonies?12 Todd, Reggie and Audrey walk over to a glass case and find the Declaration of Independence. It says all of the unfair things the king did. It says how the colonists tried to be fair to the king. But the king did not agree. He would not try to be fair. How did the king treat the colonists?13 “So Thomas Jefferson wrote in the Declaration of Independence that the Thirteen Colonies would become their own country. They would be free from the laws of Great Britain. They would make their own government and rules. And from now on, they would be called the United States of America,” says Audrey. Discuss what was written in the Declaration of Independence.14 The Declaration of Independence made the United States of America its own country. It made the people free and happy to do what they wanted. It made the United States free from the laws of Great Britain. The people of the United States could choose their government. Why is the Declaration of Independence important?15 “But how did the people in the United States know what kind of rules, laws and government to choose?” asks Reggie. “They had a plan! Let’s find out with the next clue,” says Audrey. Reggie and Todd check off the first clue on the scavenger hunt. They are happy they learned how the Declaration of Independence helped change the country. What did Reggie and Todd learn about?Chapter 2: Declaring Independence~e AL © Todd and Reggie start the scavenger hunt. They read the first clue. It says that all men are equal. It says people have the right to live free. It says people have the right to be happy.10 It is the Declaration of Independence! Thomas Jefferson helped write the Declaration of Independence. It made the Colonies free.11 TCH CACC CW The colonists wanted to be their own country. The king of Great Britain did not agree. He sent soldiers and there was a war. This was the Revolutionary War.12 InCONGRESS, Jot. A DECLARATION UNITED STATES OF AMERICA, Todd, Reggie and Audrey find the Declaration of Independence. It says the king was not fair. The colonists tried to be fair to the king. He did not agree. The king would not be fair.13 The Colonies would become their own country. The Declaration of Independence made the colonists free. They would not have to follow the laws of Great Britain. They would make their own government. The Colonies would make their own rules.14 The Declaration of Independence made the United States a country. They were free from Great Britain’s laws. The people could choose their government.15 Reggie and Todd check off the first clue. They learned about the Declaration of Independence. They learned how it changed the country.Chapter 2: Declaring IndependenceTodd and Reggie start the scavenger hunt. O@+RA They read the first clue. $a a vad says that all men are equal. Pe ae it = == says people have the Fight to live free. Pe %> 2 @ i *S says people have the right to be happy. Pe 3 @= ©10 is the Declaration of Independence ! It sa = Thomas Jefferson helped write the Declaration of Independence. made the Colonies free. Ba ? 8The colonists he knihaae to be “f own country. “He. = 2a & The king of Great Britain did not agree. i He sent a ==] This BRE x «Re soldiers and there was a war. m+ eT = gi was _— the Revolutionary War. AS 1112 Todd, Reggie and Audrey find the Declaration of Independence. ORM+QAH It says the king was not fair. @® k xe The colonists tried to be fair to the king. “Hi @= =e ft He did not agree. hx 8 The king would not be fail fi xX = Fe13 The Colonies would become _ their own country. The Declaration of Independence made the colonists free. ta “8 They would not have to follow the laws of Great Britain. A xh > B They would make their own government. Ht Om Hg 7 7 The Colonies would make their own rules. Fa % & aaa caa14 The Declaration of Independence made the United States a country. They were free from Great Britain's laws. =~ : 5 = © Fo 7 J — The people could choose _ their government. Se RF im15 Reggie and Todd check off the first clue. &+e~< an They learned about the Declaration of Independence. feo 9 © Bl 7 They learned how it changed the country. Baa ra 4yes no Todd Reggie clue i P| £ @ agree find free Declaration of | Thomas Colonies country Q9 x Independence |) Jefferson 4 follow make own king Great soldier law AAG SPH | ee] ASS inge fair government rule Op imLesson 5 - Chapter 2 Standards Connection A ‘Standards Connection A LB Whats the tte of this chapter? @ What do you think this chapter will be about? \? This is a Chapter Book. eat penta What kind of Chapter Book is this? iQ fe Science Biography What is the chapter topic? @ What kind of book would you choose? ap Compare this book to a Chapter Book that has been read recently. Picture Chapter Book Book sG oe Lesing Sym, Septerber 3018 * [aneon Chap 2 Delving dependencety STS cad Chapter 2: Declaring Independence Name: 1. Thomas Jefferson helped write the 2. It says the king was not 3. The would become their own country. 4. The Colonies would make their own 5. The people could their government. Lesson 5, rapier 2ty STS cad Chapter 2: Declaring Independence Name: 1. Thomas Jefferson helped write the 2. It says the king was not 3. The would become their own country. 4. The Colonies would make their own 5. The people could their government. Lesson 5, rapier 2Chapter 2: Declaring Independence 1. Thomas Jefferson helped write the ah &¢Chapter 2: Declaring Independence x would become their own country. > me ¢Chapter 2: Declaring Independence 4. The Colonies would make their own o fa 7 8 5. The people could their government. 8p ® imty COTS CiNd Chapter 2: Declaring Independence Name: 1. What is this chapter about? a. Declaration of Independence b. Constitution c. Pilgrims 2. What was the king? a. fair b. happy c. not fair 3. What would become their own country? a. states b. Colonies c. rivers 4. What would the Colonies make? a. rules b. books c. songs 5. What is important to know about this chapter? O a. The people could choose their lunch. O b. The people could not choose anything. O c. The people could choose their government.ty COTS CiNd Chapter 2: Declaring Independence Name: 1. What is this chapter about? a. Declaration of b. Constitution c. Pilgrims Independence = it 2. What was the king? a. fair b. happy c. not fair =@© © ®@ 3. What would become their own country? a. states b. Colonies c. rivers ay é e 4. What would the Colonies make? a. rules b. books c. songs : = 5. What is important to know about this chapter? O a. The people could choose their lunch. aod oag oRa O b. The people could not choose anything. 3 O c. The people could choose their government. iiChapter 2: Declaring Independence 1.What is this chapter about ? =o ol ©? Declaration of Constitution Independence PilgrimsChapter 2: Declaring Independence 2.What was the king ? = hi not fair =© =@Chapter 2: Declaring Independence 3. What would become their own country ? 2 => i 2 F? states Colonies riversChapter 2: Declaring Independence 4.What would the Colonies make ? 2 f Pm?Chapter 2: Declaring Independence 5.What is important to know about this chapter ? = © ik @ 2 we? The people The people The people could choose could not could choose their lunch. choose anything. their government. imty STS cad Chapter 2: Declaring Independence Name: Use your chapter book to help you fill in the blank. 1. This document says that all men are 2. It says everyone has the to live free and be happy. 3. The Declaration of Independence made the Colonies from the laws of another country. 4. The colonists were mad about the rules and the king of Great Britain made them follow. 5. They wanted to be their ownChapter 2: Declaring Independence Name: These questions may have more than one correct answer: 6. What did the king in Great Britain not do? O a. agree O b. tule O «. fight 7. What happened when the king sent soldiers to fight? © a. Civil War O b. Revolutionary War O «. World War II 8. What did the Declaration of Independence say? © a@. The king was fair. O b. The colonists were unfair. O c. The king was unfair. 9. What could the Colonies do because of the Declaration of Independence? © a. They could make their own government. O b. They could make their own rules. O c. They could do nothing for a new government. 10. What is true about the Declaration of Independence? O a. It made the United States of America its own country. O b. It made all people free from slavery. O c. It helped change the country.Lesson 5 - Chapter 2 Standards Connection B te Main Idea (What is this story about?) In the beginning... Vann At the end... mony Sie What is important to know? Serpe ee retest era hs Samet costa aool ae 19) ard Standards Connection C Story Board Who, What, When or Where? What . the feeling? How do you know? & Gi FB? Fs & (word or “~ from story) emoreau eee 2 ceramempsaus amen a come ceerraneetfair choose rules Declaration Colonies of Independence — 4 scare @) a . | =| a — fair @, Declaration off Colonies Independence 8 soLesson 6 - Life Skills Application 2 Classroom Cleaner © Instructional Targets ‘Standards for Language * Vocabulary Acquisition and Use: Use words acquired through academic and domain specific sources when speaking and writing. Daily Living ¢ Home Living: Maintain basic home cleaning routines and organization. al Differentiated Tasks Le ome RAO REET) Lat Dame ‘* Use unit topic words in «* Point to pictures of key ‘¢ Make a selection to indicate a conversation. ‘vocabulary from unit topics as picture of key vocabulary within part of a discussion. a unit topic. ‘+ Independently follow a muit-step sequence of directions to ‘¢ Follow directions to complete a ‘¢ Use a consistent response to ‘complete a daily living task. daily living task, using picture indicate choices during a daily supports to do so. living task, ee Topic Connection In Chapter 2: Declaring Independence, students follow Todd and Reggie as they visit a museum and learn about the Declaration of independence and the history of our government. Many people go in and out of the museums and ‘monuments in Washington D.C. and the museums get dirty. Just ike a classroom that is used daily, these museums need to be cleaned. In this Life Skills lesson, students will follow directions to make a cleaning solution using equel parts of ingredients and then will clean items in their classroom. ee directions discuss respond solect sequence oa government peer eeaaeioraeeeees ete eee ree ce 1 ee he as cones Se eee edLesson 6 - Life Skills Application 2 Classroom Cleaner (o,@) eeu) @ Activity 4 Classroom Cleaner ee ee On Classroom Cleaner Directions Cleaning Checklist Picture/Word Cards gy funnel spray bottle white vinegar water spray bottle 41/2 C white vinegar 1/2 C water rag Q cerssieneasus meres ws yr srnooe emtLesson 6 - Life Skills Application 2 Activity 1 - Classroom Cleaner © instructional Targets ‘Standards for Language * Vocabulary Acquisition and Use: Use words acquired through academic and domain-specific sources when speaking and writing, Daily Living Home Living: Maintain basic home cleaning routines and organization. r ee arty ee Introduce this activity by asking a focus question. For example, ask, ‘What is something that you clean everyday?" Discuss students’ responses. Explain that cleaning is an important part of our home and school fe and that keeping a clean space helps us stay healthy. Cleaning should be a part of your daly routine. Tell students that they wil follow directions to make a Cleaning solution. For example, say, "We need to keep our homes clean so we can stay healthy. You have two Jobs today. First you wil follow directions to make a cleaning solution. Then, you will use a chart to organize that have been cleaned.” { will follow directions to make a cleaning solution. Review the learning goal wit students: I will use a checklist to organize a cleaning routine. Display the Classroom Cleaner Directions. Remind students that to make the solution correctly, they must follow the directions. For example, say, "Today we will make a cleaning solution with equal parts vinegar and water. In ‘order to make it correctly, we mist folow the directions." Read the Classroom Cleaner Directions, Model following the directions by thinking aloud. For example, say, "Put funnel ino spray bolte. That Is what wil do frst, The dections say fo Use 1/2 cup of white vinegar That Means | will pour 1/2 cup white vinegar into the spray bettie." ‘After mixing the Classroom Cleaner with students. display the Cleaning Checklist. Explain to students the ‘checklist ems in the Glageroom that can be cleaned with the Classroom Cleaner. Model for students how to ‘Check off an item ones it has been sprayed and cleaned. For example, say, "When we have sprayed the tables, ‘We will check this mark under: Sprayed. next to Tables. gn the Cleaning Checklist Then when we wipe the table ‘ean, we will check under ‘wiped clean The Cleaning Checklist shows us what's lef to spray and wipe ciean.* Display the Classroom Cleaner Directions and Cleaning Checklist. Picture/Word Cards are provided for additional assistance. Assist students In measuring and adding ingredients as needed. Level 3: Haye the student independently follow a muit-step sequence of directions to complete a daily living task to rake the Classroom Gleaner. Then, have the student Independently complete the Cleaning Checklist to organize the cleaning routine. Level 2: Have the student follow directions to,complete a daly living task, using picture or physical supports, to make the Gidssroom Clesnet Then, ave the sudent complet the Cleaning Cheodist wi = PP Support to organize the clearing routine. Level 1: Have the student use a consistent response to indicate a choice when following the Classroom Cleaner Directions and when organizing a cleaning routine with the Cleaning Credit + Revisit the learning goal by having students use the Classroom Cleaner to clean items in the room. * Discuss which items on the Cleaning Checklist have been completed and which have not. Discuss what items at home could be cleaned with the Classroom Cleaner [Vf check Understanding @ sks Level 3: Can the student independently follow a multi-step sequence of directions to complete a dally ving task to make the Classroom Cleaner? Can the student independent complete the Clearing Cheekist to organize @ cleaning routine’ 2 Level 2: Can the student olow sections to complete a dally ving task, using picure or physical support, to make the Classroom Clegne’? Can the student complete the Cleaning Checklst, with Support, to organize a cleaning routine’ 2 Level 4: Can the student use a consistent response to indicate a choice when following the Classroom Cleaner Directions fend when organizing @ cleaning routine with the Cleaning Checklist? opyatt© 2019.24 LLC ants reserves, ‘MIDDLE, Unt 17, Goverment. My Cou. My his! (hae rang Seton, Soper soto Lescon 6, i ils Appleaton 3, Cassoor ClaretBA Classroom Cleaner Craft <—— © Ae NEED mi A ~ Pes The leaders did not always agree. mw x @ ee People talked about their ideas. 3 @, @ % People listened. %> 8The leaders listened to ideas. nl @ > ‘e They agreed on a plan for the government. Bae En The plan was the Constitution. 5= 2 The Constitution became laws. = "—_ B=21 The Constitution says the government has_ branches. 6 "mn 2° There is a Congress, a president and judges. et = [4 y+ * Ht ee They each work with laws in different ways. We 2% O02 S mt dd ADS. Ne By22 Now the United States had a government. % Ee wg They could make rules and laws. - Sa H+ But not all people had the same rights. § X @ MQ ams aaa baayes no make meet after people right Constitution am |S oO | ae choose agree different "5 a talk same ‘Within each category pictures are listed from left to right in the order in which they appear in the text.Lesson 7 - Chapter 3 7 Standards Connection A Bee nA LB Whats the tte of this chapter? @ What do you think this chapter will be about? Fiction Nonfiction ee This is a Chapter Book. What kind of Chapter Book is this? iQ Science Biography What is the chapter topic? @ What kind of book would you choose? RH ap Compare this book to a Chapter Book that has been read recently. Picture Chapter Book Book sG oe Lesing Sym, Septerber 3018 mtr Seconty COTS CiNd Chapter 3: The Constitution Name: 1.The helped make a new government. 2. of the United States met after the war. 3. The Constitution says the government has 4. They each work with in different ways. 5. But not all people had the samety COTS CiNd Chapter 3: The Constitution Name: 1.The helped make a new government. 2. of the United States met after the war. 3. The Constitution says the government has 4. They each work with in different ways. 5. But not all people had the sameChapter 3: The Constitution helped make a new government. Ae «Sam SatChapter 3: The Constitution of the United States met after the war. Ee hr we 3. The Constitution says the government has Ba ® mChapter 3: The Constitution each work with in different ways. bia ROH \ go &, 5. But not all people had the same § “OS People can say and_ write what they want. 2p © +E Re People have the right to tell their ideas. 8% & ‘> oo % ©28 People have the right to meet as a group. AA sé @ 3% @ ty &. They must meet peacefully. si iP te B® Groups can say what they don't _ like. ° 27 an @» GF «5 X 2 7 This is a protest. fa = ti29 The Bill of Rights says people can choose. S Qi % People can choose how to worship. ? oe fs 2 YW . They can also’ choose if they want to worship. ee G9 fs PR @ 730 The Bill of Rights protects people. = 2 Bp No one can go through your’ things without a good reason. Su FE AD HS PR 7 OF People who break the law have — rights too. SBR Os Se They can explain what happened. # ne 8 a. P fag C2 Ox31 bp ihitaeig fm ge fa fa mtn abn iy Some citizens were still not treated as equals. us ‘Be 2. arr) an They did not have the same_ rights as_ others. BXZ usyes no The Bill of Rights @ give equal Reggie Todd Ra8 | © @.® choose Bs rotest | TOUS | weRe eee 9 Standards Connection A Cee en LB Whats the tte of this chapter? @ RH ap Compare this book to a Chapter Book that has been read recently. What do you think this chapter will be about? Fiction Nonfiction ee This is a Chapter Book. What kind of Chapter Book is this? iQ Science Biography What is the chapter topic? @ What kind of book would you choose? Picture Chapter Comic Book Book Book Book with facts sG oe Lesing Sym, Septerber 3018 **gezon 8 repo & rao isty COTS CiNd Chapter 4: The Bill of Rights Name: 1.The is ten amendments to the Constitution. 2. The Bill of Rights gives people 3. People have the right to meet as a 4. The Bill of Rights says people can 5.Some were still not treated as equals.ty COTS CiNd Chapter 4: The Bill of Rights Name: 1.The is ten amendments to the Constitution. 2. The Bill of Rights gives people 3. People have the right to meet as a 4. The Bill of Rights says people can 5.Some were still not treated as equals.9 Bracing Chapter 4: The Bill of Rights is ten amendments to the Constitution. =10 “= — BChapter 4: The Bill of Rights 2. The Bill of Rights gives people = aS Be 3. People have the right to meet as a %> 2 @ 2Chapter 4: The Bill of Rights 4. The Bill of Rights says people can were still not treated as equals. 2X £8 —ty COTS CiNd Chapter 4: The Bill of Rights Name: 1. What is this chapter about? c. Declaration of a. Constitution b. Bill of Rights Independence 2. What does the Bill of Rights give people? a. freedom b. money c. food 3. What do people have the right to meet as? a. war b. nothing c. group 4. What does the Bill of Rights say people can do? a. fly b. cook c. choose 5. What is important to know about this chapter? O a. All citizens were treated as equals. O b. Some citizens were still not treated as equals. O c. Laws and rights were fair for nobody.ty COTS CiNd Chapter 4: The Bill of Rights Name: 1. What is this chapter about? a. Constitution b. Bill of Rights c. Declaration of Independence 2. What does the Bill of Rights give people? a. freedom b. money c. food (S) @ we 3. What do people have the right to meet as? a. war b. nothing c. group ra xd ff . 4. What does the Bill of Rights say people can do? a. fly b. cook c. choose a & fee 5. What is important to know about this chapter? x O a. All citizens were treated as equals. =e O b. Some citizens were still not treated as equals Sef O c. Laws and rights were fair for nobody. YeChapter 4: The Bill of Rights 1.What is this chapter about ? =f © Constitution Bill of Rights Declaration of CG cousrroron\ Independence \ ‘BILL OF RIGHTS | cc)Chapter 4: The Bill of Rights 2.What does the Bill of Rights give people? & S&S Be? freedom “®Chapter 4: The Bill of Rights 3.What do people have the right to meet as? 2 % 2 B® th 7 nothingChapter 4: The Bill of Rights 4.What does the Bill of Rights say people can do ? 2-2? chooseChapter 4: The Bill of Rights 5.What is important to know about this chapter ? ¢. a 7 All citizens were Some citizens Laws and rights treated as equals. were still not were fair for treated as equals. nobody.9 STS ad Chapter 4: The Bill of Rights Name: Use your chapter book to help you fill in the blank. 1. This document is a , but not the kind you have to pay. 2. It helped make laws more 3. After the Constitution was written, not all people had the same 4. In 1789, many were written. 5. An amendment is a change inaChapter 4: The Bill of Rights Name: These questions may have more than one correct answer: 6. What does the Bill of Rights say people can say or write? © a. what they want © b. that they disagree © e. what the government wants 7. What can people tell others? © a. ideas © b. what they like O c. thoughts 8. What does the Bill of Rights say groups and clubs can do? © a. search your things O b. protest O c. meet 9. What choices do people have because of the Bill of Rights? © a. They can choose how and where to worship. @ b. They have no choice in how to worship. O c. They can choose if they want to worship. 10. What is true about the Bill of Rights? © a. People who break the law have rights. O b. No one can go through your things without a good reason. O c. The Bill of Rights gives no freedom.Lesson 9 - Chapter 4 Standards Connection B te Main Idea (What is this story about?) In the beginning... ann At the end... mony Sie What is important to know? ‘Gop © 20182, LLC. aes esa. MODLE, Unt 17, Goverment My Couey, trie Learing Sytem, Seotembe 2079 {Lesson 8, Chapt, The Blo RasRo) emt] leg Standards Connection C Story Board Who, What, When or Where? What . the feeling? How do you know? & Gi FB? Fs & (word or “~ from story) 2 ‘Copyright © 2019 n2y, LLC, MI igh reserved MOLE, Unt 17, Govern, on trie Learing Sytem, Seotembe 2079 sire &freedom choose iti Bill of Rights © Zn b oe 7 & 5 freedom | chooseRe MER ML RS) Ce Nee) ecleaes Pech meta ais © Instructional Targets ‘Standards for Language * Vocabulary Acquisition and Use: Use words acquired through academic and domain-specific sources when speaking and writing. Community Living ‘© Community Resources: Explore opportunities for civic participation. ail Differentiated Tasks ee ec ee ‘* Use unit topic words in ‘© Point to pictures of key ‘© Make a selection to indicate a ‘conversation. vocabulary from unit topios as Picture of key vocabulary within part of a discussion. a unit topic. ‘+ Independently identify and describe opportunities for civic ‘* With support, identify and '* Actively respond to identify Participation. describe opportunities for civic ‘opportunities for civic participation. participation. oe a yket ner iy In Chapter 4, The Bill of Rights, students follow Todd and Reggie as they learn about the Bill of Rights. This document is a list of ten rights of U.S. citizens. One right is the right to meet as a group. Groups in the community provide many benefits through civic participation. Some groups raise money for charity and help make the community better. Some ‘groups meet to provide enjoyment and relaxation for the members. In this lesson, students will earn about different ‘student groups and clubs and decide which group they would choose to join. choose citizen fair government describe discuss. identify participate Fight rule vote respond select wee. gore coy aes 2 ceemsamerac maremees at anvLeo) LON MRI IPA) oleae eg Helping My Community (o,) Ee RU) CO a Helping My Community ema n Community Groups Poster Group Interest Form (Template C and B) Fill-n PictureWord Cards =} L? Skills: Life Skills Community group brochures Copy © 2018724 LC, i reer. ‘itesenng Sytois:Soten 078Re MEAL RS) de Neel s Pe mec Surat ats) © instructional Targets ‘Standards for Language © Vocabulary Acquisition and Use: Use words acquired through academic and domal and writing, specific sources when speaking Community Living: ‘¢ Community Resources: Explore opportunities for civic participation. ry ie ar Crt OM Introduce this activ by asking a focus question, For example, ask, "What ls something people do for fun—read a book or get dressed?" Discuss students’ responses. Explain that somo poopie like to read books for fun and somotimos pogple moot as a group to talk about Boks. Meeting as a group isa ight of U.S. cizens. There are many diferent groups in sengols and commiynites that pedpe joi in Oder to mest hers and help he community. Yel students that hey will eam about different groups and what they do. Then, they will identity if they would like to join a group. For example, Say, “We wil ead about and maich groups to ther descrpion, then choose groups that we ‘would like to join. Your job is to match a description to a group and say if you want to join a group.” Review the learning goal with students: | will match descriptions to groups and say if | want to join a group. Display the Community Groups Poster. Read each group and discuss the descriptions. Encourage students io ask questions. Explain to students that gome groups are in schoal and some of these groups Can be found outside of school. For example, say, “Our school has an art club. Students meet in the art club to learn about and make art.” Display the Group Interest Form: Made} completing he Group Inlrest Form. For example, say, "Ong think is inte group resting is te student government. People inthe student government meat and vote Sh ways to make rules fair and the school better. | am interested in joining IN's group, $0 | will choose, "yes. Provide students with the Community Groups Poster and the Group interest Form. Level 3: Have the student independentyidentiy and describe opportunities fr civic participation by ‘completing the Group Interest Form, Level 2: Have the student identify and describe opportunities for civic participation by completing the Group Interest Form, with support Level 1: Have the student atively respond to identity opportunities fr civic participation by making a choice to complete the Group interest Form, given a field of 2-3 or errorless choice, ‘ Review the learning goal by having students share their completed Group Interest Form. Encourage students to discuss why they choose certain groups to join. * Provide students an opportunity to view and discuss additional brochures of community and school groups to further explore civic participation. if possible, coordinate a meeting with group or club leaders. End Sponsors for students to experience. [V[ check Understanding @ 1 Level 3: Can the student independently identiy and describe opportunities for cvie participation by completing the Group interest Form? 2 Level 2: Can the student identity and describe opportunites for civic participation by completing the Group Interest Form, with support? 2% Level 1: Can the student actively respond to identify opportunities for civic participation by making a choice to complete the Group Interest Form, given a field of 2-3 or erroriess choice? Gopi © 20182 LLC. ais eso MODE, Unt 17, Goverment. My Coun My his! Gree Leeming Stent, Septonber 28 Lester 10, Lis Sl Applenion& Heng i Commerae Community and Student Groups HR Meet and vote on ways to ane iv ih make rules fair and the jovernment e school better. Art Club Saf Learn about and make art. H Learn about a balanced diet Fitness Club and exercise. Read and talk about different Book Club @.© books. Technology Practice and learn more about Club computers and technology. Photography Take pictures of students and Club the community. ? Practice speaking and act out Drama Club different plays or musicals.Group Interest Form Are you interested in Name of group/club What does the group do? Joining this group?Group Interest Form Are you interested What does the a A Set Name of group/club o- group do? in joining this group?Learn about a balanced diet and exercise. E16 oy art club technology club Meet ¥ aoe on ways to make rules fair and the school better. Read and talk about different books. ac fitness club photography club 4 Learn about and make art. = Practice and learn more about computers and technology.K Practice speaking and act Take pictures of students out different plays or and the community. musicals.Lesson 11 - Chapter 5 baer eI Ine © Instructional Targets Reading Standards for Literature ‘* Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including poems, biographies, chapter books, fiction and nonfiction works that are adapted to student reading level. * Key Ideas and Details: Answer questions to explain the main ideas, details and inferences of a story. | Differentiated Tasks Le een [LRH Ba) Lae Qe ‘+ Independently read literature ‘© Read supported and shared ‘© Actively participate in supported forms, including chapter books, literature forms, including chapter reading of literature forms, biographies, poems, fiction and books, biographies, poems, including chapter books, nonfiction works that have been fiction and nonfiction works that biographies, pooms, fiction and ‘adapted to student reading level. have boon adapted to student nonfiction works that have boon reading level. ‘adapted to student abilty level. ‘* Independently read questions about a story and write, speak * Point to or select apicture from Respond to a question by ‘or select an answer. a choice of three in response to choosing a single option or ‘a question about a story. errorless picture. oe Bey demerit) In this unit's Chapter Book, Todd and Reggie's Hunt for Rights, students will follow Todd and Reggie as they visit Washington, D.C.., to leam about different documents in U.S. history that help provide rights and freedoms to U.S. citizens. In this chapter, Freedom From Slavery, students follow Todd and Reggie as they lear about how the Emancipation Prociamation helped to change laws to free people and end siavery. BS Topic Words © B Literacy Words croose eau tir book chapter read* author free government law itstatonpcturet cover file —_—uatator fight vote ‘character Benchmark Assessments Monthly Checkpoint Assessments + Reacng: Reading Love Assessment + Level 2-3 Reading '* Reading: Reading with Symbols and all Benchmark * Level 1 Combined Content, Questions 1 and 2 Assessments in the Reading section of the GPS. * Early Learning: Phonemic Awareness Phoneme Blending ¢ Emerging Skils: Early Emerging Reading Rubric An informal assessment of a verbal student's reading abilities may be obtained using the Monthly Tools: Reading Observation. eet aba Geile fut 2 vamemausaeecey a, eer ceeLesson 11 - Chapter 5 baer IC hin (o,) ee Rte} Te Guided / Shared Reading CSO eon OR See es Re a ee 01, Uefa trang Chapter 5: Freedom From Slavery (Level JK) Communication Board Standards Connection A Chapter 5: Freedom From Slavery (Level J/K, F/G or F/G Symbol-Supported) Communication Board Instructional Guide: Active Participation Scripts Instructional Guide: Instructional Tips ‘SymbolStix PRIME L? Skills: Language Arts Skills LLG. ges reser. September 2079, Activity 3 ‘Answer Questions Chapter 5: Freedom From Slavery Communication Board Comprehension Questions (Flin and Mutiple-Choice, Levels 31) Advanced Questions Fillin Cards. 2 Standards Connection 8 ‘Standards Connection C MOLE, Unt 17, Goverment My oston 1, Crap. Peso it am SeyLesson 11 - Chapter 5 OCB Uli © ‘Reading Standards for Literature ‘© Range and Level of Text Complexity: Experience grade level and age-appropriate Iterature materials, including poems, biographies, chapter books, fiction and nonfiction works that are adapted to student reading level. Key Ideas and Details: Answer questions to explain the main ideas, details and inferences of a story. rY ir rt) RAO '* Use Lesson 15, Activity 3 to review the Topic Words: choose, equal, fair, free, government, law, right and vote. ‘© Continue talking about rights. Ask a focus question such as, "What does it mean to have rights?" Discuss students’ responses, * Display Chapter 5, Freedom From Slavery (Level Jk), and read the chapter ite, Use Standards Connection A to provide a visual. ‘+ Proview the chapter. For example, point cut how the illustrations show that some people did not have the basic right of freedom. Discuss how some people were slaves in the United States. Then, say, "As | read today, tis your job to remember how the Emancipation Proclamation helped people.” ‘* Review the learning goal with students: | will remember how the Emancipation Proclamation helped people. ‘Model Fluent Reading ‘» Read aloud with fluency and expression ‘© Call attention to what document helped to free slaves by emphasizing the phrase ‘Emancipation Proclamation’ when reading. ‘Comment on Characters, Setting and Plot '* Comment on how the ilustrations help you know how the Emancipation Proclamation helped people. For example, ‘on page 37 of the book, say, "The chapter says that the Emancipation Proclamation helped make slaves free. After the war, the government made a new amendment that changed the law. It said no one could be a stave. The illustration shows the chains of a slave breaking. This means they are free.” Discussion Questions ‘* Road and discuss the questions at the bottom of each page in the chapter. During Reading '* Revisit the learning goal. For example, ask, "How did the Emancipation Proclamation help people?” Level 3: Have the student independently identify how the Emancipation Proclamation helped people. Level 2: Have the student identify how the Emancipation Proclamation helped people. Picture supports such as the ‘Communication Board or the story illustrations may be used as needed. Level 1: Have the student identify how the Emancipation Proctamation helped people from a field of 2-3 choices (or single choice). For example, display the symbol for ‘ree’ and ask, “How did the Emancipation Proclamation help some people?” '* Continue discussion by talking about freedom, ‘* Use Standards Connection A to discuss and compare different book genres and student preferences. 3: Can the student independently identify how the Emancipation Proctamation helped people? Level Level 2: Can the student identify how the Emancipation Proclamation helped people? How? Level 1: Can the student identify how the Emancipation Proclamation helped people from a field of 2-3 choices (or single choice]? SROrSETURS orereay Seeger esetLesson 11 - Chapter ‘© Range and Level of Text Complexity: Experience grade level and age-eppropriate literature materials, including poems, ‘bographies, chapter books, fiction and nonfiction works that are adapted to student reading level ‘This leveled Chapter Book is presented in three leveled formats: Level J/K, Level F/G and Level F/G Symbol-Supported. Select the level of book and the reading routine appropriate for each student. PES OTe Cor oly Cem CCI) ‘Introduce the chapter by having students share what they have learned about freedom. '* Use the Topic Words: choose, equal, far tree, ‘government, law, right and vote in conversation ‘about the chapter. Have students locate the words in the chapter. ‘+ Read the first three pages aloud, introducing students to the structure of the language. ‘+ Review the learning goal with students: will read a chapter. ‘+ Listen as students read quietly to themselves. ‘© Monitor fluency. ‘* Model, prompt or support use of skils and suatedes. ‘* Revisit the learning goal and talk with students ‘about the chapter. ‘+ Have students locate the High-Frequency Words: had, did, have, after, al, made, own, should, say, change, help, important and stil Check Understanding @ 2 t or ttt During Reading are E Cl SI oi) 2 t or ttt * Introduce the chapter by having students share ‘what they have leamed about freedom, ‘© Use the Topic Words: choose, equal, fir, free, government, law, right and vote, in conversation about the chapter. Help students locate the words| in the chapter. '* Review the learning goal with students: Twill read a chaptor. *© Read aloud while students foliow along. «© Provide supports that allow students to join Inthe reading. Supports may include choral reading, echo reading or use of a voice output device or eye gaze board. ‘© Monitor print concepts and fluency. ‘© Model and support use of skis and @) strategies, * Revisit the leaming goal and talk with students about the chapter. ‘© Have students locate the High-Frequency Words: had, did, have, after, all, made, own, should, say, change, help, important and sii 2% Level 3: Can the student independent read chapter books adeped to personal reading love? 2 Level 2: Can the student read chapter books adapted to persona ing level with support? 1 Level 1: Can the student actively participate in reading chapter books adapted to student abil level? How? 2 samsaraanauacay ‘MDL, Unt 17, Gove Ri ton Chase Pesdom Fon SreyLesson 11 - Chapter 5 Introduce this activity by asking a focus question about the chapter. For example, ask, "How did the Emancipation Proclamation help slaves?" Discuss students’ responses. oll students they will now answer other questions about the chapter, Freedom From Slavery. Explain that the ‘answers fo these questions can be found in the chapter. For example, say, "I am going to ask you questions about the chapter, Freedom From Slavery. Your job is to answer the questions, You can use the chapter to help you." Review the learing goal with students: | will answer questions about the chapter. Review the chapter. Use Standards Connection B to aid in the review by reteling the story with the main theme and key events, Display the Comprehension Questions (vary the level displayed according to student needs) and read the first ‘question aloud. Model using the chapter to answer the question. ‘Mode! marking or selecting your answer on the Comprehension Questions page. (Choose the most appropriate activity format on the basis of each student's skills and needs. Level 3: The questions are text only. Have the student answer the questions independently. Level 2: The questions are text only and the answers are symbol-supported. Have the student answer the Questions by selecting a picture. Level 1: The questions are writen in a symbol-supported sentence stip format. Have the student answer the {Questions by selecting from muitile choices or one errorless picture choice. ‘* Revisit the learning goal. Talk with students about where they found the answers to the questions. Point out that answers to questions can usually be found in the text or pictures, '* Use Standards Connection C to continue discussion about the chapter and guide students in identfying and iscussing the structure and feelings the author creates within the story. Check Understanding @ sie Level 3: Cen the student independent answer questions about the chapter? 1 Level 2: Can the student answer questions about the chapter by selecting a picture? 1 Level 1: Can the student answer questions about the chapter by selecting a picture? How many choices were presented? 2 somes Me ce RE Pat SyLesson 11 - Chapter ECE #& Questions and Answers Fill4n (Levels 3-1) = i | i Multiple-Choice Advanced Seanad oe 1.The \was important in the Civil War. ( Emancipation Proclamation) 2.Many people had__. ( slaves ) 3. Abraham Lincoln said slaves should be___. ( free ) 4. The new _ said no one could be a slave. ( law) 5. Not all people had equal yet. (rights ) 1. What is this chapter about? ( Emancipation Proclamation, Constitution, Bill of Rights ) 2. What ci many people have? (cars, boats slaves ) ‘3. What did Abraham Lincoln say slaves should be? ( free, owned, sad ) 4. What said no one could be a slave? (new book, new law, new show ) ‘5. What is important fo know about this chapter? '* People could choose where to go. '* Al people had the right to vote. ‘© Not all people had equal rights yet. 4. This document said the __ would no longer have slaves. ( United States ) 2. Aslave was a person who was_by another person. (owned ) 3. People _on whether slavery should end. (disagreed ) ‘4, Some people thought it was not_ to keep people as slaves. (fair) ‘5. Other people wanted to be able to_slaves. ( keep) 6, Who wrote the Emancipation Proclamation? ( Thomas Jefferson, George W. Bush, Abraham Lincoln ) 7, What did the Emancipation Proclamation say? (people could not have slaves, nobody was free, all people were free) 8, What made a new amendment after the Civil War? ( school, government, store ) 9, How did the law change after the Civil War? '* Everybody had the right to vote. '* No laws changed after the Civil War. ‘= The 43th Amendment said no one could be a slave. 410. Why did people want more equal rights? '* Not all people had the right to vote. ‘+ People could not choose where to go. ‘+ All people's rights were fair and eq 2 somes som a Me My arLesson 11 - Chapter 5 Standards Connection A © Instructional Targets Reading Standards for Literature ‘+ Integration of Knowledge and Ideas: Compare different genres and identify personal preferences. al Differentiated Tasks Level © stents wit. ‘= Identity different genres and match ‘Identity two stories or books of the ‘© Select a book or story of personal ‘books and stories that belong in ‘same genre. preference. ‘each genre, Fiction works tell a story that is made up in the writer's imagination. Fiction stories are not true. Nonfiction works tell facts ‘about a topic. Nonfiction stories are true. Have students use the book features and pictures to discuss, locate and answer the questions about genre, and select the type of book they prefer. Perens @ miemnancunneanane ‘sis ep Boe, mute ie P——~ TE Qp coven stone he tt taba may s BD wrrinestncmsern cone 2 somes age ere reedLesson 11 - Chapter 5 Standards Connection B © instru ‘Reading Standards for Literature nal Targets * Key Ideas and Details: Summarize the main theme and key events of a story. Sequence the events of a story. ‘Standards for Speaking and Listening ‘Comprehension and Collaboration: \dentity main ideas presented orally or from diverse media formats. ‘* Presentation of Knowledge and Ideas: Present information sequentially about a selected topic; use appropriate eye contact, ‘volume and clear pronunciation. ‘Standards for Language ‘* Knowledge of Language: Use conventions of language to generate sentences when speaking or writing, al Differentiated Tasks ee ee oe © Summarize a story, including the ‘main idea and key details. ‘© Describe the plot of a story by putting the events in order. ‘© Summarize information from content-specific reading, topics and tasks. ‘© Communicate on a topic, including facts and deta o support tho ain ‘¢ Use conventions of language to generate sentences specific to the purpose when speaking or writing. ‘© Use picture supports to retell key . elalls or characters from a story. ‘© Use picture supports to identify events ‘and the order in which they happened ina story. . ‘© Describe information, using picture ‘supports from content-specific. roading, topics and tasks. . ‘+ Use picture supports to ‘communicate main ideas, including facts and details, on a given topic. ‘© Use conventions of language to generate a simple sentence when ‘speaking or writing, Retell key details or charactors from ‘a story through an active participation response (0.9, voice output device, ‘eye gaze choice board). Select a pictur to identity an event ina story (single option or erroress choice). Using picture supports and ‘communication technologies, respond to questions related to ‘content topics and tasks. ‘Communicate basic information on ‘a topic or experience using ‘communication technology and picture supports. Use language to share an idea with others. Use Standards Connection B to identify the main idea and details of a chapter and summarize and sequence events, ‘Standards for Language are means of building communication skis. This extended activity, based on book reading, is an excellent tool for developing expressive communication. Incorporate augmentative systems (low tech and high tech) to encourage self-generated sentences and model language expansion. LAG. aes regen. 2 mmc MOLE, un 17, Gonemmers My ton Chase Pesdom Fon SreyLesson 11 - Chapter 5 ESET TL Weel Tetll key Reading Standards for Literature © Craft and Structure: \dentty the structure of a story, play or poem. Determine the feelings created by the author in a story ail Differentiated Tasks Let mens Lt DHL me '* Describe words, phrases or features «Identify words, phrases or features «© Select a word or picture that is part that are part ofthe structure of a that are part ofthe structure of a of the structure of a story, play or story, play or poem. story, play or poem. oer. '* Describe the words, phrases or ‘Identity words, phrases or features * Select a word or picture that evokes features that evoke feelings in a story, _that evoke feelings in a story play or feelings in a story. play or poom. poem with support. Use Standards Connection C to guide students in identifying the structure of a story and the feelings created by the author by describing various features from the text such as characters, setting, narrator and events in the story. Students can use words and phrases from the story that show how they know what feelings the story suggests. eet ‘Standards Connection © aes |e Eig Geile fut 2 vamemausaeecey a, eer cee32 Chapter 5: Freedom From Slavery33 Todd and Reggie are on a scavenger hunt to learn about rights, laws and the government. Audrey gives them their next clue. It says, “This document was proclaimed by the president that the United States would no longer have slaves. All slaves would be free.” What are Todd and Reggie learning about on their scavenger hunt?34 “Is it the Emancipation Proclamation?” asks Todd. “That’s right!” says Audrey. “The Emancipation Proclamation was an important moment in the Civil War.” Todd, Reggie and Audrey walk over to see the Emancipation Proclamation. What was an important moment during the Civil War?35 Many people in the country still had slaves. A slave was a person who was owned by another person. Slaves were not disagreed on whether £P free. Slaves did not have rights. People slavery should end. Some people thought it was not fair to keep people as slaves. Other people wanted to be able to keep slaves. The two groups fought in a war called the Civil War. What is a slave? Discuss what it was like for slaves.36 During the Civil War, Abraham Lincoln was president of the United States. He and many other people thought slaves should be free. He wrote the Emancipation Proclamation. It said people could not have slaves and all people were free. What did the Emancipation Proclamation say?37 The Emancipation Proclamation helped make slaves free. After the Civil War, the government made a new amendment. This was the 13th Amendment. The amendment changed the law. It said no one could be a slave. How did the Emancipation Proclamation help people?38 “So, did all people have equal rights now?” asks Todd. “No, not all people could vote. Some people were not free to go where they chose. People wanted more equal rights,” says Audrey. Reggie and Todd check off the clue on their scavenger hunt. How were the rights of citizens different after the 13th Amendment?32 Chapter 5: Freedom From Slavery33 Todd and Reggie are on a scavenger hunt. They are learning about rights, laws and the government. Audrey gives them another clue. It says that a president said slaves would be free. The United States would not have slaves.34 It is the Emancipation Proclamation ! The Emancipation Proclamation was important in the Civil War.35 Many people had slaves. A slave is a person owned by another person. Slaves are not free. They do not have rights. Some people thought it was not fair to keep slaves. Other people wanted to keep slaves.36 Abraham Lincoln said slaves should be free. He wrote the Emancipation Proclamation. It said people could not have slaves. It said all people were free.37 The Emancipation Proclamation is important. It helped make all people free. After the Civil War, the government made a new law. The new law said no one could be a slave.38 Not all people had equal rights yet. Not all people could vote. Some people were not free to choose where to go. People wanted more equal rights.32 Chapter 5: Freedom From Slavery33 Todd and Reggie are on a scavenger hunt. +fh=~ 4 kA. They are learning about rights, laws and the government. e a Q @® “set kg A gy oo Audrey gives them another clue. QO 2 Sa we @ says that a president said slaves would be free. oe x P @: t @ ## = "© The United States would not have slaves. = xX %34 It is the Emancipation Proclamation ! wa la ! The Emancipation Proclamation was important in the Civil War. Fe - we™N35 Many people had _ slaves. A slave is a person owned by another person. H= f 2 xe f Slaves are not free. Ke X< “© They do not have rights. xX 2S Some people thought it was not fair to keep _ slaves. =@ Se # uk Yo @ 1 xX =@ # Other people wanted to keep _ slaves. He Be 2 Lh HeAbraham Lincoln said slaves should be free. 2 ot = 8 wrote the eile Proclamation. 2 oe | said people could not’ have slaves. Few <2 i# te bisim all people were free. sv @ @ % =*O 36The Emancipation Proclamation is important. ay = we a It helped make all people free. a Be Se GD BB “SO After the Civil War, the government made a new law. ir Org StS The new law said no one could be a slave. sal @. MOF 3738 all people had =equal_—_srrights XY gu S % yet. all people could vote. x @ Be & Some people were not free to choose where to go. eM < “SO fn DP = People wanted more equal rights. 3> OU SeReggie right “=> Audrey mf Emancipation Civil War 284 Abraham Lincoln ‘Within each category pictures are listed from left to right in the order in which they appear inthe text.Lesson 11 - Chapter 5 1 Standards Connection A Cee aE LB Whats the tte of this chapter? @ What do you think this chapter will be about? \? This is a Chapter Book. eat penta What kind of Chapter Book is this? iQ fe Science Biography What is the chapter topic? @ What kind of book would you choose? ap Compare this book to a Chapter Book that has been read recently. Picture Chapter Comic Book Book Book Book with facts sG oe Lesing Sym, Septerber 3018 eben Chest Preto Prom Serty COTS CiNd Chapter 5: Freedom From Slavery Name: 1. The was important in the Civil War. 2. Many people had 3. Abraham Lincoln said slaves should be 4. The new said no one could be a slave. 5. Not all people had equal yet.ty STS cad Chapter 5: Freedom From Slavery Name: 1. The was important in the Civil War. 2. Many people had 3. Abraham Lincoln said slaves should be 4. The new said no one could be a slave. 5. Not all people had equal yet.Chapter 5: Freedom From Slavery was important in the Civil War. - w™N weChapter 5: Freedom From Slavery 2. Many people had Hv g 3. Abraham Lincoln said slaves should be @ t =Chapter 5: Freedom From Slavery said no one could be a slave. @Mm = # 5. Not all people had equal < @ > Qsty COTS CiNd Chapter 5: Freedom From Slavery Name: 1. What is this chapter about? a. Emancipation : b. Constitution c. Bill of Rights Proclamation 2. What did many people have? a. Cars b. boats c. slaves 3. What did Abraham Lincoln say slaves should be? a. free b. owned c. sad 4. What said no one could be a slave? a. new book b. new law c. new show 5. What is important to know about this chapter? O a. People could choose where to go. O b. All people had the right to vote. O c. Not all people had equal rights yet.ty COTS CiNd Chapter 5: Freedom From Slavery Name: 1. What is this chapter about? a. Emancipation b. Constitution c. Bill of Rights Proclamation eS 2. What did many people have? a. cars b. boats c. slaves B ae # = < ff 3. What did Abraham Lincoln say slaves should be? a. free b. owned c. sad “© & @ 4. What said no one could be a slave? a. new book b. new law c. new show No NE Ne = ~N Fade = it ~ 5. What is important to know about this chapter? O a. People could choose where to go. Gun O b. All people had the right to vote. & O c. Not all people had equal rights yet. xChapter 5: Freedom From Slavery 1.What is this chapter about ? = 9 @ Emancipation Constitution Proclamation ( a 9 Bracing Bill of Rights Q constitution) a “2 nioHrs| 7 )Chapter 5: Freedom From Slavery 2.What did many people have ? 2 & BY» g? slavesChapter 5: Freedom From Slavery 3.What did Abraham Lincoln say slaves should be? 2 @ @ # = 7 free owned sad “S| | a] | @Chapter 5: Freedom From Slavery 4.What said no one could be a slave? EF @, WR i? new book new law new show \ Ly \ LS \ cee / & 6d i =~ > =~ ~N wed “NChapter 5: Freedom From Slavery 5.What is important to know about this chapter ? = we £ @F. Fi? People could All people had Not all people choose where the right to had equal rights to go. vote. yet. 7Kty STS cad Chapter 5: Freedom From Slavery Name: Use your chapter book to help you fill in the blank. 1. This document said the would no longer have slaves. 2. A slave was a person who was by another person. 3. People on whether slavery should end. 4. Some people thought it was not to keep people as slaves. 5. Other people wanted to be able to slaves.Chapter 5: Freedom From Slavery Name: These questions may have more than one correct answer: 6. Who wrote the Emancipation Proclamation? © a. Thomas Jefferson © b. George W. Bush O e. Abraham Lincoln 7. What did the Emancipation Proclamation say? © a. people could not have slaves © b. nobody was free O «. all people were free 8. What made a new amendment after the Civil War? © a. school © b. government O «. store 9. How did the law change after the Civil War? © a. Everybody had the right to vote. O b. No laws changed after the Civil War. O c. The 13th Amendment said no one could be a slave. 10. Why did people want more equal rights? O a. Not all people had the right to vote. O b. People could not choose where to go. O c. All people's rights were fair and equal. Lesson 1, ChapterLesson 11 - Chapter 5 Standards Connection B te Main Idea (What is this story about?) In the beginning... Vann At the end... mony Sie What is important to know? cement ee retest era a ear otRo) MCT] Co} Standards Connection C Story Board Who, What, When or Where? What . the feeling? How do you know? & Gi FB? Fs & (word or “~ from story) errormewrnyrr pas ae eu eer cette 2 ceramempsauis aumersey RY errs Woe Woe!Emancipation Proclamation Emancipation free slaves Proclamation Q Emancipationfe) ee MRS) No) 8) (erate) BOSE U Cet ee raat tel © Instructional Targets Standards for Language * Vocabulary Acquisition and Use: Use words acquired through academic and domain specific sources when ‘speaking and writing. Daily Living Time Management: Use a calendar to manage times and dates in the context of real-world situations. all Differentiated Tasks Let © vanes Ua a nnn '* Use unit topic words in ‘* Point to pictures of key '* Make a selection to indicate a conversation. vocabulary from unit topics as Picture of key vocabulary within part of a discussion. ‘unit topic, ‘© Independently use a calendar to locate dates, times and activities. * Use words and symbols to identify Select a day, date or ime related ; date or time related to an to an activity on a calendar. ‘activity on a calendar. oe BCS re Co) In Chapter 5, Freedom from Slavery , Todd and Reggie learn about the Emancipation Proclamation and how it led to ‘freedom for all people in the United States. In the United States, we have the freedom to make choices about how we spend our time. In this lesson, students will read and answer questions on Todd and Reggie's schedule of events of their trip to Washington, D.C. ee sah iby ce calendar date discuss _ 7 identify locate select time" Seeman nme 2 mmmausso aon REARS EHPo) Pd LRN ol Cec Colney BUM are: eer (o,) Ee RU) CO a Washington, D.C. Trip Calendar and Questions ema n ‘Washington, D.C. Trip Calendar and Questions L Skills: Lifo Skills Units, Govennen. My Coury, My Rit Loson 12 ila Roplesion To an Regge ShokoLesson 12 - Life Skills Application 5 TO Ree Suur CU Ren Ree uC eae Retr iid © instructional Targets ‘Standards for Language * Vocabulary Acquistion and Use: Use words acauired through academic and domain-specific sources when speaking and wring Daily Living Time Management: Use a calendar to manage time and dates in the context of real-world situations, x ier ar erty Ter Inloduce tis actvly by asking a focus question, For example, ask What oly are Todd and Reggie visling— Washington, D.C., or Skate?” Discuss students’ responses. Remind students that Todd and Reggie are in Washington, D.C., to learn about the government, laws and rights. ‘They have time to exolore and tour places in which they are interested. Tell the students that they will use a {galendar to fing information about how Todd and Reggie spent their time in Washington, D.C. For example, say, "We will use 2 calendar fo find information about how Todd and Reggie spent their ime in Washington, D.C. Your jab is to use a calendar to find information about Todd and Reggie's time." Review the learning goal with students: | will use a calendar to find information about Todd and Reggie's t Display the Washington, D.C. Tip Calendar and Questions. Explain thatthe calendar shows diferent days, dates and times when Todd and Reggie visit somewhere in Washington, D.C. Read the ttle ofthe calendar and point out the days of the week located across the top and numbers forthe date in ‘each box. Model how to read the calondar to find out what te, dato or day of the week Todd and Reggio did Something during thelr trip. For example, say, "I want to know the date Todd and Reggie visited the Capitol Building. I will look for when they visited the Capitol Bulding on the calendar." Point to "Capitol Buliding" on the ‘calendar. Say, “There is a 16 in the box. This means Todd and Reggie visited the Capitol on September 16, 2019." Slide your finger up the calendar to Monday. Say, "Todd and Reggie visited the Capitol Building on a Monday." Point out how times are often listed next to the activity on the calendar. Describe the difference between a.m. and p.m. and the importance of them with times on the calendar. ‘Mode! how to answer the questions about the activities on the Washington, D.C. Trip Calendar and Questions. Provide student with the Washington, D.C. Trip Calendar and Questions. Level 3: Have the student independently use @ calendar to locate dates, times and activities by completing the Washington, D.C. Trip Calendar and Questions. Level 2: Have the student use words and symbols to identify a day, date and time related to an activity on a calendar by completing the Washington, D.C. Trip Calendar and Questions. Level 1: Have the student select a date, day or time related to an activity on a calendar by completing the Washington, D.C. Trip Calendar and Questions given a field of 2-3 or errorless choice, * Fviow the loaming goa by having studans ohare the answors fo the Washington D.C. Tip Calnéar and 3 E+ Ask surtonts to identity where they may need to use a calendar io find information about an event o activity. A Check Understanding @ Level 3: Can the student independent use a calendar to locate dates, times and activities by completing the Washington, D.C. Trip Calendar and Questons? 2 Level 2: Can the student use words and symbols to enya day date and ime reatod to an activi ona calendar by Saati Se ssh 0.S Tp Slender ans Gaxslens? 23K Lovel 1: Can the student select a date, day or time relte fo an avy ona calendar by completing the Washington, Bie. tp Calendar ane Guesbong, vena holt ot 29 oreronacs nase? Seidel abe Pace ret 2 ousememeer noon RELA ANSeptember 2019 Sunday Monday Tuesday Wednesday Thursday Friday = Saturday ‘Spy Museum 12:30 p.m mY White House Lincoln, | U.S. Air Force Tour 2:30 p.m. mn Band Concent 1. On what date did Todd and Reggie visit the Capitol Building? September September September 14 16 21 YY 2. What time did Todd and Reggie see the band concert?September 2019 Sunday Monday Tuesday Wednesday Thursday Friday = Saturday ‘Spy Museum 12:30 p.m - 20 21 “fits a 4 White House Lincoln, | US. Ak Force Tour 2:30 p.m. i 70 prt yj 3. On what day did Todd and Reggie visit the Spy Museum? nite 4. What time did Todd and Reggie visit the White House?September 2019 Sunday Monday Tuesday Wednesday Thursday Friday = Saturday ‘Spy Museum 12:30 p.m Lincoln White House Tour 230 p.m. 380m, <= 5. On what date did Todd and Reggie visit the Jefferson (ail Memorial? September September September 21 23 18 6. What time did Todd and Reggie visit the History Museum?September 2019 Tuesday Wednesday Thursday Sunday Monday ‘Spy Museum 12:30 p.m White House Tour 2:30 p.m. yay 7. On what day did Todd and Reggie visit the Lincoln == Memorial? yl 8. What time did Todd and Reggie visit the Spy Museum?Re EO lms} POET CR lm aia ll} © Instructional Targets Reading Standards for Literature ‘Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including poems, biographies, chapter books, fiction and nonfiction works that are adapted to student reading level. ‘Answer questions to explain the main ideas, details and inferences of a story. al Differentiated Tasks tet mens | aa Lo nanan ‘ Independently read literature ‘© Read supported and shared ‘= Actively participate in supported forms, including chapter books, literature forms, including reading of literature forms, biographies, poems, fiction and chapter books, biographies, including chapter books, ‘nonfiction works that have been poems, fiction and nonfiction biographies, poems, fiction and adapted to student reading level. ‘works that have been adapted nonfiction works that have been to student reading level. adapted to student ability level. ‘* Independently read questions ‘about a story and write, speak + Point to or select a picture from ‘= Respond to a question by ‘or select an answer. a choice of three in response to choosing a single option or ‘a question about a story. errorless picture. ue By Seer tt) In this unit's Chapter Book, Todd and Reggie's Hunt for Rights , students will follow Todd and Reggie as they visit ‘Washington, D.C., to learn about different documents in U.S. history that help provide rights and freedoms to U.S. citizens. In this chapter, Equal Rights for Everyone , students follow Todd and Reggie as they leam more about changes in laws that helped to make laws and rights fair and equal forall citizens in the United States. BS Topic Words @ B Literacy Words citizen equal fair book chapter read* author law right vote ilustrationipicture" cover title illustrator character Benchmark Assessments Monthly Checkpoint Assessments + Reacng: Reading Love Assessment + Level 2-3 Reading '* Reading: Reading with Symbols and all Benchmark * Level 1 Combined Content, Questions 1 and 2 Assessments in the Reading section of the GPS. * Early Learning: Phonemic Awareness Phoneme Blending ¢ Emerging Skils: Early Emerging Reading Rubric An informal assessment of a verbal student's reading abilities may be obtained using the Monthly Tools: Reading Observation. 2 samen anaes ee Se Sn eaRe ERO) mo} PCR lm aia eld (o,) ee Rte} Te Guided / Shared Reading CSO eon OR See es Re a Chapter 6: Equal Rights for Everyone Chapter 6: Equal Rights for Everyone (Level J/K) (Level J/K, F/G or F/G Symbol-Supported) Communication Board Communication Board Standards Connection A Instructional Guides: Active Participation Scripts Instructional Guides: Instructional Tips ‘SymbolStix PRIME L? Skills: Language Arts Skills p20 20192, LLC. Angie resend. Uefa trang September 2079, Activity 3 ‘Answer Questions ‘Chapter 6: Equal Rights for Everyone ‘Communication Board Comprehension Questions (Fitn and Mutiple-cholce, Levels 3-1) Advanced Questions Fillin Cards (2 Standards Connection & Standards Connection ¢ ‘MODLE, Unt 17, Govenmen My Coury My Rais isasen 3 Star an tr eeRe ROT) a} OCB Uli © ‘Reading Standards for Literature ‘© Range and Level of Text Complexity: Experience grade level and age-appropriate iterature materials, including poems, biographies, chapter books, fiction and nonfiction works that are adapted to student reading level ‘¢ Key Ideas and Details: Answor questions to explain the main ideas, details and interferences of a story rY ir rt) AO '¢ Use Lesson 15, Activity 3 to review the Topic Words: ctzen, equal, far, law, right and vote. ‘+ Continue talking about rights. Ask a focus question such as, "What were rights and laws ike after the Civil War?" Discuss students’ responses. Remind students that after the Civil War, rights and laws were not fair and equal ‘= Display Chapter 6, Equal Rights for Everyone (Level J/K), and read the chapter tite. Use Standards Connection A to provide a visual ‘* Preview the chapter. Point out and discuss the different illustrations of people and actions. Then say, "As | read today, itis your job to remember one way things became more fair and equal after the Civil War.” ‘+ Review the learning goal with students: | will remember one way things became more fair and equal. ‘Model Fluent Reading ‘© Read aloud with fluency and expression. ‘* Call attention to something that became more fair and equal by emphasizing the words and phrases, ‘vote’, ‘change’, ‘treated different’ and "reated’ as you read. ‘Comment on Characters, Setting and Plot '* Comment on how the ilustraions help you know one thing that became more fair and equal. For example, on age 42 of the book, say, "The chapter says in 1920 the 19th amendment was passed. It gave women the right to vote. The illustration shows a woman holding a sign saying women need the right fo vote, Another picture shows that men and women can vote.” Discussion Questions. ‘* Read and discuss the questions at the bottom of each page in the chapter. *» Revisit the leaming goal. For example, ask, "What is one way things became more fair and equal after the Civil War?’ Level 3: Have the student independently identiy one way things became more fair and equal after the Civil War. Level 2: Have the student identify one way things became more fair and equal. Picture supports such as the ‘Communication Board or the story illustrations may be used as needed. Level 1: Have the student identify one way things became more fair and equal from a feld of 2-3 choices (or single choice). For example, display the symool for ‘vote’ and ask, "What is one thing that became more fair and equal for women? ‘+ Continue discussion by talking about why these changes were needed in the United States. '* Use Standards Connection A to discuss and compare different book g Level 3: Can the student identify one way things became more fair and equal after the Civil War? Level 2: Can the student identify one way things became more fair and equal? How? |: Can the student identify one way things became more fair and equal by making a selection (may be single choice)? ‘Seseang Sylar ao MOP aso taper ea er eon LevelRe ROT) a} ‘© Range and Level of Text Complexity: Experience grade level and age-appropriate iterature materials, including poem: biographies, chapter books, fiction and nonfiction works that are adapted to student reading level ‘This leveled Chapter Book is presented in three leveled formats: Level J/K, Level F/G and Level F/G Symbol-Supported. Select the level of book and the reading routine appropriate for each student. PES OTe Cor oly Cem CCI) Introduce the chapter by having students share what they have learmed about equal rights. Use the Topic Words: citzen, equal, fir, law, right, and vote in conversation about the ‘chapter. Have students locate the words in the ‘chapter. Read the first three pages aloud, introducing students to the structure of the language. Review the learning goal with students: Twill read a chapter. Listen as students read quietly to themselves. Monitor fluency, Model, prompt or support use of skills and suatedes. Revisit the learning goal and talk with students about the chapter. Have students locate the High-Frequency Words: but, did, have, after, all, made, because, ssay, change, help, today, important and stil, Check Understanding @ UL During Reading are E Cl SI oi) 2 t or ttt * Introduce the chapter by having students share what they have leamed about equel rights. ‘+ Use the Topic Words: citizen, equal, fir, aw, right, and vote in conversation about the chapter. Help students locate the words in the chapter. '» Review the learning goal with students: will read a chapter. ‘© Read aloud while students follow along. * Provide supports that allow students to join inthe reading. Supports may include choral reading, echo roading or use of a voice output device or eye gaze board. + Monitor print concepts ad fncy. * Model and support use of sits and @) tratogies + Revs the learning goal end talk with ‘students about the chapter. + Have students locate the High-Frequency Words: but, dd, have, after, all, made, because, say, change, help, today, important and stil 2% Level 3: Can the student independent read chapter books adeped to personal reading love? 2 Level 2: Can the student read chapter books adapted to persona ing level with support? 1 Level 1: Can the student actively participate in reading chapter books adapted to student abil level? How? 2 samsaraanauacay MOP aso taper ea er eonRe ROT) a} ‘* Key Ideas and Details: Answer questions to explain the main ideas, details and interferences of a story @ sat ter ar at ty ‘© Introduce this activity by asking a focus question about the chapter. For example, ask, "Why are the changes in the law important because they make things unr or because they make ngs and freedoms equa’ Discuss Students responses + Tel students they wil row answer other questons about the chapter, Equal Rights fr Everyone .Expain hat the anewors to these quostons can be found inthe chapter. For example ay," am golngto ask you questions pout ane, chapter Equal Rights for Everyone . Your job is to answer the questions. You can use the chapter to ip you." ¢ Review the learning goal with students: | will answer questions about the chapter. «+ Review the chapter. Use Standards Connection B toa inte review by reteling the story with the main theme tnd key events. '* Display the Comprehension Questions (vary the level displayed according to student needs) and read the first ‘question aloud. Model using the chapter to answer the question. ‘+ Model marking or selecting your answer on the Comprehension Questions page. Choose the most appropriate activity format on the basis of each student's skills and needs. Level 3: The questions are text only. Have the student answer the questions independently Level 2: The questions are text only and the answers are symbol-supported. Have the student answer the Questions by selecting a picture. Level 1: The questions are writen in a symbol-supported sentence stip format. Have the student answer the Questions by selecting from multiple choices or one errorless picture choice. ‘© Revisit the learning goal. Talk with students about where they found the answers to the questions. Point out that answers to questions can usuelly be found in the text or pictures, '* Use Standards Connection C to continue discussion about the chapter and guide students in identifying and discussing the structure and feelings the author creates within the story. Check Understanding @ ‘3 Level 3: Can the student independently answer questions about the chapter? 1 Level 2: Can the student answer questions about the chapter by selecting a picture? 2 Level 1: Gan the student answer questons about he chapter by selecting @ picture? How many choices were presented? 2 samen anaes Samar Se tesRe ROT) a} ECE #& Questions and Answers Coury 1. The country needed more__._( changes 2. The changes helped make things ___forall people. (fair ) ‘3. This new law gave women the right to _. (vote ) 4, People of every skin color must be treated the __. ( samme) 5. People with disabilities needed ___rights too. ( equal 1, Whats this chapter about? (movies, war, changes) 2. What right did a new law give women? ( vote, cook, clean ) 3. How must people of every skin color be treated? (different, same, sadly ) 4. What did people with dsabilties need ( equal rights, fiends, lunch ) '5. What is important to know about this chapter? '» The changes did not make rights equal. ‘+ The changes helped make things fair for all people. '# The changes id not help anyons = i : i 4. Many __were changed after the Civil War. ( laws ) 2. The changes made laws equal forall_. (citizens) 3. The 19th Amendment was an important change for _. (women ) 4. It gave women the ___to vote. (right) ‘5. Some citizens wanted _of every skin color to be equal. ( people) 6. What did people do for a long time until the Civil Rights Act became a law? (fight, dance, swim ) 7. How were people with disabilities treated? ( fay, happily, unfalrly ) ‘8. What could people with disabilities use more easily because of a new law? (buses, buildings, TV) ‘9, How did rights and laws become more equal when they changed? '* Men and women could vote. '* The law protected all citizens. '» People could get around their community. 10, Whatis true about czens in the Urited States? '* Citizens have no rights in the United States. ‘© Citizens can stand up for their rights. ‘* People can say when they think something is unfair. Multiple-Choice Advanced 2 somes MPSS STE SENRe EO lms} Standards Connection A © Instructional Targets Reading Standards for Literature ‘+ Integration of Knowledge and Ideas: Compare different genres and identify personal preferences. al Differentiated Tasks Level © stents wit. ‘= Identity different genres and match ‘Identity two stories or books of the ‘© Select a book or story of personal ‘books and stories that belong in ‘same genre. preference. ‘each genre, Fiction works tell a story that is made up in the writer's imagination. Fiction stories are not true. Nonfiction works tell facts ‘about a topic. Nonfiction stories are true. Have students use the book features and pictures to discuss, locate and answer the questions about gonre, and ®D wwnrererecww @ remrnrs aerate Wotan rape Sk i Qe orem rnnmens ones my . QD winter set cet 2 sanmautawena on Set Sr SesRe EO lms} Standards Connection B © instru ‘Reading Standards for Literature nal Targets ‘© Key Ideas and Details: Summarize the main theme and key events of a story. ‘Sequence the events of story. ‘Standards for Speaking and Listening ‘Comprehension and Collaboration: \dentify main ideas presented orally or from diverse media formats. * Prosentation of Knowledge and Ideas: Prosent information sequentially about a solected topic; use appropriate eye contact, ‘Standards for Language volume and clear pronunciation. ‘* Knowledge of Language: Use conventions of language to generate sentences when speaking or writing, al Differentiated Tasks ee ee oe © Summarize a story, including the ‘main idea and key details. ‘© Describe the plot of a story by putting the events in order. ‘© Summarize information from content-specific reading, topics and tasks. ‘© Communicate on a topic, including facts and deta o support tho ain ‘¢ Use conventions of language to generate sentences specific to the purpose when speaking or writing. ‘© Use picture supports to retell key elalls or characters from a story. ‘© Use picture supports to identify events ‘and the order in which they happened ina story. ‘© Describe information, using picture ‘supports from content-specific. roading, topics and tasks. ‘+ Use picture supports to ‘communicate main ideas, including facts and details, on a given topic. ‘© Use conventions of language to generate a simple sentence when ‘speaking or writing, ‘* Rotall key details or charactors from ‘a story through an active participation response (0.9, voice output device, ‘eye gaze choice board). ‘+ Select a picture to identify an event ina story (single option or erroress choice). ‘© Using picture supports and ‘communication technologies, respond to questions related to ‘content topics and tasks. ‘* Communicate basic information on ‘a topic or experience using ‘communication technology and picture supports. ‘© Use language to share an idea with others. Use Standards Connection B to identify the main idea and details of a chapter and summarize and sequence events, ‘Standards for Language are means of building communication skis. This extended activity, based on book reading, is an excellent tool for developing expressive communication. Incorporate augmentative systems (low tech and high tech) to encourage self-generated sentences and model language expansion. “fr seni ys San 2 same aurasersy MOP aso taper ea er eonRe EO lms} ESET TL Weel Tetll key Reading Standards for Literature © Craft and Structure: \dentity the structure of a story, play or poem. Determine the feelings created by the author in a story. all Differentiated Tasks Lot mons Lt DRL es ‘© Describe words, phrases or features Identify words, phrases orfeatures -—_* ‘Select a word or picture that is part that are part of the structure of a that are part ofthe structure of a of the structure of a story, play or story, play or poem. story, play or poem. poem. ‘© Describe the words, phrases or ‘© Identity words, phrases or features ‘Select a word or picture that evokes: features that evoke feelings in astory, _that evoke feeiings in a story, play or feelings in a story. play or poor. poem with suppor. Use Standards Connection C to guide students in identifying the structure of a story and the feelings created by the author by describing various features from the text such as characters, setting, narrator and events in the story. Students can use words and phrases from the story that show how they know what feelings the story suggests. 2 vamemausaeecs ee Se Sn eaChapter 6: Equal Rights for Everyone40 CLUE #5 a Todd and Reggie have one more clue left on the scavenger hunt. It says, “Many laws were changed after the Civil War. The changes made laws fair and equal for women. The changes made laws equal for all citizens. The changes made laws fair for people with disabilities.” Who did the changes in laws affect?41 “Does this have something to do with the Bill of Rights?” asks Todd. “You are close,” says Audrey. “The Bill of Rights is the first ten amendments. But our country needed more changes to make things fair for all people. This last clue is about some of those changes.” Todd, Reggie and Audrey walk to an exhibit in the building. Why did the country need more laws to change?42 The 19th Amendment was an important change for women. After the Civil War, laws and rights were still not fair for all people. Women wanted to vote and pick leaders for the country. They worked hard to change the laws. Finally, in 1920, the 19th Amendment was passed. It gave women the right to vote. What did the 19th Amendment do for women?43 Some citizens wanted people of every skin color to be equal. Others did not. People fought for a long time until the Civil Rights Act became a law. It said that no one can be treated differently because of the color of their skin, their religion or where they live. How did the Civil Rights Act help people?44 People with disabilities were not treated fairly. Citizens wanted people with disabilities to be equal too. The Americans with Disabilities Act was made. It made things more fair for people with disabilities. It made it easier for people with disabilities to use buses and get into buildings. How did the Americans with Disabilities Act help citizens?Ue 45 Audrey says, “These changes in the law are important today. They helped make rights and freedoms more equal. Men and women can vote. All citizens are protected by the law. Citizens have the right to be able to get around in the community.” Discuss how the changes in the laws made things equal and fair for citizens.46 “Wow, we have many rights that give us the freedom to do what we want,” says Reggie. “And, when we think something is unfair, we can stand up and fight for our rights, just like the colonists did,” says Todd. “Yes, we are lucky to live in the United States where people believe in equal rights and laws for all citizens,” says Audrey. What can people do if they think something is unfair?Chapter 6: Equal Rights for Everyone40 Todd and Reggie have the last clue. It says many laws changed after the Civil War. The changes made laws fair for citizens.41 Pa a oe ae aed The Bill of Rights changed laws. But the country needed more changes. The changes helped make things fair for all people.42 After the Civil War, laws were still not fair. Women could not vote. The 19th Amendment was passed in 1920. This new law gave women the right to vote.43 Citizens worked for fair laws for people of every skin color. This was the Civil Rights Act. It says people of every skin color must be treated the same. No one can be treated differently because of their religion.44 People with disabilities needed equal rights too. A law was made to help make things fair. This was the Americans with Disabilities Act. People with disabilities could ride buses. People could get into buildings more easily.45 VOTE HERE These changes are important today. Rights and freedoms are more equal. Men and women can vote. Citizens are protected by the law. People have the right to get around where they live.46 Reggie, Todd and Audrey are lucky to live in the U.S. They have many rights. They can stand up for their rights.Chapter 6: Equal Rights for EveryoneCLUE #5 = Todd and Reggie have the last clue. . 2 * QS ode says many laws changed Pee gn 3 63 @l -—e The ert ili laws fair for citizens. Ly Oe % =e By after the Civil War. 4041 EOUNay. Pore coe eed Sede Lead OVIERIGHTS The Bill of Rights changed laws. @i- But the country needed more changes. 5 BF sm tk %, The changes helped make things fair for all _ people. "ky ha om =O GP BeAfter the Civil War, laws were still not fair. Ww FS 2 x %e Women could not vote. The 19th Amendment was passed in 1920. i] 8@5 a 1920 This new law gave women the right to vote. Sal eg it > ~ 4243 Citizens worked for fair laws for people of every skin color. Beg = a an Se This was the Civil Rights Act. Qa = % be treated the same. 92 a: No one can be treated differently because of their religion. PR 22 me _1o Phe UP I says people of every skin it a Oi Fo ane44 People with disabilities needed equal rights too. So Pi se tt Se A law was made to help make __ things fair. SS Oy Ae Sn om FQ This was the Americans with Disabilities Act. _— Bg People with disabilities could ride buses. Yor CS People could get into buildings more easily. %> “IN ey45 These changes are important today. Rights and freedoms are more equal. os +O = th 1 Men and women can vote. i+ ff Citizens are protected by the law. M3 8 68 People have the right to get around where they live. 3 2 2s aS Pia46 Reggie, Todd and Audrey are lucky to live in the U.S. &£2°-A-% €£\ E They have many _ rights. atk ES They can stand up for their rights, &e a 4 . s 7 &need fair Todd Reggie law citizen =e} & “@ fi. | 53) °S Sf it € . different skin color religion disability ey *- freedom United StatesRe EO lms} ok} Standards Connection A Cee een LB Whats the tte of this chapter? @ What do you think this chapter will be about? Fiction Nonfiction ee This is a Chapter Book. What kind of Chapter Book is this? iQ Science Biography What is the chapter topic? @ What kind of book would you choose? RH ap Compare this book to a Chapter Book that has been read recently. Picture Chapter Comic Book Book Book Book with facts sG eo 21 2 A gegen MoO, Ut. Govern ey Coury Wyty STS cad Chapter 6: Equal Rights for Everyone Name: 1. The country needed more 2. The changes helped make things for all people. 3. This new law gave women the right to 4. People of every skin color must be treated the 5. People with disabilities needed rights too. Uplate Learang Syeeri® Seoteber 2018 Lesson 12, Chania, Ecual Ron for Everyone, Pin Lavel 3ty STS cad Chapter 6: Equal Rights for Everyone Name: 1. The country needed more 2. The changes helped make things for all people. 3. This new law gave women the right to 4. People of every skin color must be treated the 5. People with disabilities needed rights too. Uplate Learang Syeeri® Seoteber 2018 Lesson 12, Chania, Ecual Ron for Everyone, Pin Lavel 2Chapter 6: Equal Rights for Everyone 1. The country needed more E xm tk Lesson 13 Chapiar sia Ras orExeyone, Pica!Chapter 6: Equal Rights for Everyone 2. The changes helped make things “hy Ry Pam oma 3. This new law’ gave women the right to fa [al gg Uh S for all people. 38%Chapter 6: Equal Rights for Everyone 4. People of every skin color must be treated the Ww i Se Se 5. People with disabilities need Seow erty COTS CiNd Chapter 6: Equal Rights for Everyone Name: 1. What is this chapter about? a. movies b. war c, changes 2. What right did a new law give women? a. vote b. cook c. clean 3. How must people of every skin color be treated? a. different b. same c. sadly 4. What did people with disabilities need? a. equal rights b. friends ce. lunch 5. What is important to know about this chapter? O a. The changes did not make rights equal. O b. The changes helped make things fair for all people. O c. The changes did not help anyone.ty STS cad Chapter 6: Equal Rights for Everyone Name: 1. What is this chapter about? a. movies b. war c. changes be s a 2. What right did a new law give women? a. vote b. cook c. clean & -% e- 3. How must people of every skin color be treated? a. different b. same c. sadly He a © 4. What did people with disabilities need? a. equal rights b. friends c. lunch - ff aw 5. What is important to know about this chapter? O a. The changes did not make rights equal. ng O b. The changes helped make things fair for all people. a) O c. The changes did not help anyone. $K Lesson 18, Chapt’ 6 EauChapter 6: Equal Rights for Everyone 1.What is this chapter about ? @ = 9. 5 ©? movies changes ot iy x 0Chapter 6: Equal Rights for Everyone 2.What right did a new law give women? 2% eS fh?Chapter 6: Equal Rights for Everyone 3.How must people of every skin color be treated ? a ee e282 differentChapter 6: Equal Rights for Everyone 4.What did people with disabilities need ? Se ee Sm? equal rights friends lunch o| | | | adChapter 6: Equal Rights for Everyone 5.What is important to know about this chapter ? 4 © fh ca? The changes The changes The changes did not make helped make did not help rights equal. things fair for all anyone. people. =ety STS cad Chapter 6: Equal Rights for Everyone Name: Use your chapter book to help you fill in the blank. 1. Many were changed after the Civil War. 2. The changes made laws equal for all 3. The 19th Amendment was an important change for 4. It gave women the to vote. 5. Some citizens wanted of every skin color to be equal. Leeson 1, Sept Saual fans or EiChapter 6: Equal Rights for Everyone Name: These questions may have more than one correct answer: 6. What did people do for a long time until the Civil Rights Act became a law? © a. fight O b. dance O c. swim 7. How were people with disabilities treated? O a. fairly O b. happily O c. unfairly 8. What could people with disabilities use more easily because of a new law? © a. buses O b. buildings O c. TV 9. How did rights and laws become more equal when they changed? © a. Men and women could vote. O b. The law protected all citizens. O c. People could get around their community. 10. What is true about citizens in the United States? © a. Citizens have no rights in the United States. O b. Citizens can stand up for their rights. O c. People can say when they think something is unfair. Lesson 1, Chenier Eau RiRe EO lms} Standards Connection B te Main Idea (What is this story about?) In the beginning... Vann At the end... mony Sie What is important to know? yest retarne MOPL tn tana Sau Shr SenneLesson 13 - Chapter 6 Standards Connection C Story Board Who, What, When or Where? What . the feeling? How do you know? & Gi FB? Fs & (word or “~ from story) D cenmoznauc arenes coy Yt nan ri! ‘rot Lesming Sytem, September 3018 Grape, Sr Denonchanges S=— fair vote same = oA =©@ | “S| mm M, a ) fair vote same changes equal = al @ | Si mel ytRe eM RS) Ce Nee) (eae) AO Ba tC) © Instructional Targets ‘Standards for Language * Vocabulary Acquisition and Use: Use words acquired through academic and domain specific sources when speaking and writing. Personal Life ‘* Communication: Effectively ask and respond to questions within community, daily living and vocational activities. al Differentiated Tasks co ee Ce ae ‘© Use unit topic words in '* Point to pictures of key '* Make a selection to indicate a conversation. ‘vocabulary from unit topics as picture of key vocabulary within part of a discussion. ‘2 unit topic. ‘© Share information and opinions, ask and answer questions and '* Share information, ask and answer __¢ Participate in discussions using make comments during a ‘questions and make comments ‘communication technology and discussion. using picture supports during a picture supports. ‘conversation, oe By emer tt) In Chapter 6, Equal Rights for Everyone, students follow Todd and Reggie as they learn about the 19th Amendment that gave women the right to vote. When people vote, they often choose a person or idea they think is the best. When a Person thinks something is the best, this is their opinion. September is the month when many students head back to ‘school. In this lesson, students wil first complete a survey to say what their favorite things in school are, then they will use communication strips to participate in a conversational exchange, discussing their school favorites. ee conversation discuss information choose free right = vole listen participate select share caer Presng ht Eennnmnnnt Ananya 2 cesnsessmususcae ant ar em eet oeLesson 14 - Life Skills Application 6 ROB Vl (o,) Ee RU) CO a Free to Have a Favorite ema n My School Favorites Survey My Favorites Communication Strips L Skills: Life Skills 2 somiczrmucumeneneRe eM RS) Ce Nee) (eae) Activity 1 - Free to Have a Favorite © instructional Targets ‘Standards for Language + Vocabulary Acquisition and Use: Use words acquired through academic and domain-specific sources when speaking and wring Personal Lite ‘¢ Communication: Effectively ask and respond to questions within community, dally living and vocational activities. @ ie array MLL Introduce the lesson by asking a focus question. For example, ask, "What is your favorite kind of ice cream — chocolate or strawberry? Discuss students’ responses. Comment Gn how people answer that question diferently. Explain to students that not all people agree on what is thelr favorite ice cream. Some people would choose ‘chocolate and some people would choose strawberry. Your favorite is your opinion. Tel students that they wil be using a survey to choose some favorite things in school. Then, they will use cornmunication strips and the survey (o participate in a conversation. For example, say, "We aré going to use a survey and communication stips to have a conversation. Your job isto participate in & conversation about school favorites." Review the learning goal with students: | will participate in a conversation about schoo! favorites. Display the My School Favortes Surye, Read the tite and each category, Remind students tha he favorite is the one they Ike or think is the best. Explain that something that interests them might be a favorite too. Model selecting 2 favor subject or what interests them onthe My School Favortes Survey. For example, select {nat and say hy favorte suped Te math Continue selecting fevorte tame unt the hy School Faver Survey Is completa. To stadons they wil use thelr completed My School Favoras Survey to hap thom answer {ueetone ina conversation, ‘Mode! how to have a conversation. My Favorites Communication Strips are available to use to agsist in having a ‘conversation. For example, select a student or staff member to have a conversation. Then, say, "Hello my name Is ‘My favorite subject in school is ‘What's your favorite subject in school?" Remind students to pause ‘and wait until the person has answered your question. Provide the My Schoo! Favorites Survey and My Favorites Communication Strips for each student. Level 3: Have the student share information and opinions, ask and answer questions and make comments during a discussion using information from the My School Favoritos Survey. Level 2: Have the student share information, ask and answer questions and make comments using picture supports by using information from the My School Favorites Survey and using the My Favorites Communication Strips, Level 1: Haye the student partcipai in eiscusions using communication technology and picture supports indicating a choice on the My School Favortes Survey. For example, provide the student with a field of 2'3 or errorless choice of the My School Favorites Survey and have the student indicato a choice. * Review the learning goal by having students discuss how their favorites were similar and different. Have students ‘continue to discuss other favorites, such as what they lke to do at home or their favorite movie. vw Check Understanding @ 2. Love 3:Can the student share information and opinions, ak and answer questone and make comments during a discussion asl infomation om ine My Schl Favories Suveyt 13K Level 2:Can the student share information, ask end answer questions and make comments using picture supports by Using information rom the Mi School Favories Survey and using the My Favors Communication Stips? 2 Level 1:Can the student participate in cscussions using communication technology and plete suppots by inlcating a choice on the Ny School Favories Survey, guen afield of 23 or ertorets choles? earer ewer Serer coer eet eee 2 cemsmas aware peared crames ecareae ae— What is your favorite? (=| | What is your favorite subject? : ea social wa math Aa reading gf ccionce studies physleal gE an gig ruse | education ) hte What is your favorite school group or club? mifyy student Taq) technology as, government ba bens Lye club F@,| drama cub $08 choir Gal art club oO What is your favorite way to spend free time at school? [1 computer er puzzles & drawing (Gy tobe a read books '-{, What is your favorite lunch served in the cafeteria? @- | |S | [ex . soup and spaghetti hints What is your favorite school sport? Uy oweaten | [ ig) exe tennis es volleyball ‘aHello. My name My favorite subject in school 2% | No ote your favorite subject in school ? PR BP NG athe ? My favorite school group ae What is your favorite school group ? B= we Me? My favorite lunch served in the cafeteria is gm | \ kf = served in the cafeteria ? &N 44? was nice to talk to you. Have a great day ! @ 2 * BLesson 15 - Word Study Our Rights and Freedoms Defined © Instructional Targets Reading Standards for Literature © Craft and Structure: Use context clues and ilustrations to determine meanings of words and phrases in a text, including figurative meanings. Standards for Language * Vocabulary Acquisition and Use: Use context clues or word structures to determine the meaning of unknown words. Use reference materials to determine the meaning of unknown words. Use words acquired through academic and domain-specific ‘sources when speaking and writing. al Differentiated Tasks * Determine meaning (Iteral and. point o pitures or words to « Identity a named picture related figurative) of a word as it acion Mcrae in recat to the unit topic from a single used ina toxt. ane option or eroriess choice, tan prea eee a] '* Point to pictures or words to ‘ Identify a named picture related with multiple meanings and natch adescripton wihin text 10 the Unt top from a single, recognize figurative language. ae ‘option or errors choice. *# Use reference materials, such font . ‘© Match words and pictures with -_-* Make a selection to indicate a as a glossary, or a dictionary, to a picture of a word with whose determine the meaning of an meaning is similar to that of unknown word. ‘= Pointto pictures of key vocabulary another word (eroriass choice). from uni topics a8 a part of a «Use unit topic words in pe + Make a selection to indicate a conversation. picture of key vocabulary within a E unit topic. Boe Mtoe) In this unit, students are learning about the rights and freedoms of United States citizens. In this lesson, students will learn High-Frequency Words and Vocabulary Words that will help them read, write and talk about this topic. B High-Frequency Word Lists @ Ss Topic Words List 4: after, al”, but, did’, had, have* List 2: because’, made", own, read’, say*, should List 3: change, help*,idea*, important, stil”, today" Benchmark Assessments Monthly Checkpoint Assessments ‘Initial Letters © Level 3 - 2, Word Recognition Word Recognition List 4 Word Recognition List 2 Word Recognition List 3 Letter ID - Upper Case Letter ID - Lower Case Letter Match choose citizen equal fair free government law right mule vole eee eee Gert een a tee 2 cemenms neers nc RESLS a etLesson 15 - Word Study Our Rights and Freedoms Defined (o,) ee Rte} Ne RR eee eee Instructional Activities CSO eon OR See es Re a List 1 High-Frequency gy List High-Frequency Word Cards ct en Beene esa te a r, List 2 High-Frequency WEES nna. anr, beta ta Bx onerequeney mene neo easy, MESSER cee ovine sstil*, today* A List 3 High-Frequency Word Journal Cover Page Word Cards, 5 change, help, idea’, important, Word Tabs gy sir aosay" Instructional Tools: Doich/Fry Word Lists Instructional Guides: Word Study Instructional Guides: Vocabulary ‘SymbolStix PRIME, L? Skills: Language Arts Skills Classroom/Student Word Journal Dice eerie 2010124 Ac Aeron. ‘rig Cerrina Syston, Sopamber 201 NY Defining Vocabulary Word Definition Cards choose government ctizen law caval ght far rule free vote Standards Connection Play Vocabulary Game Game Board Word Definition Cards = choose government tizen law equal right fale rule froo voto Picture/Word Strips (=) Game Piece Manipulatives 2% MOLE, Unt 7, Govern My County. My Rights! aston 15, Wor Sty, Gur oghs ane Praadtina DaeLesson 15 - Word Study Rae Cu a ‘Reading Standards for Language '* Vocabulary Acquisition and Use: Use words acquired through academic and domain-specific sources when speaking and witing, Le Introduce the activity by asking a focus question about the Word Journal. For example, ask, "Where can we keep alist of words that we know?" Discuss students’ responses, ‘Tel students that they will start a Word Journal to keep up with all the words they learn. Provide students with a ‘Word Journal (can be a binder, notebook, digital file, etc. A Cover Page and High-Frequency Word Tabs are Provided in this lesson.) Tell students that you have some new words for the journal. Say, "We are going to add ‘some new words to our journal. Today, your job is to say and spell the words Review the learning goal with students: | will say and spell words. Use a High-Frequency Word in a sentence. Emphasize the word in the sentence. For example, "The change made te law fie" (made). When possibe, write the sentence and underine the High-Frequency Word. Define tye word For example, ‘made! means o create or make something Display the modeled High-Frequency Word Card. Say and spell the word. For example, display ‘made’ and say, “This words is ‘made’, m-a-d-e, made." Movement andlor chanting/singing can be used to encourage memory of each word. Point out familiar later sounds or word parts in the word, For example, point to the 'm’ and say, “This is the letter ‘mn. The sound for ms Continue the same procedure with the remaining words from List 1, List 2 and List 3. (Lists should be chosen ‘based on individual student abilly. New words from lists can be introduced at a pace that is acceptable to class and individual student needs.) Level 3: Have the student identify and use targeted High-Frequency Words in sentences. Then have the student spell each word providing support as needed. Level 2: Using the High-Frequency Word Cards, have students identiy target words from a field of choice. Then have the students ident'y end spell each word using supports. Level 1: Have students identiy a targeted high-frequency word from a field of two to three choices or erroriess choice. Then have the student participate in saying and spelling the words through their active participation response. ~ Dispiay targeted High-Frequency Words and have sudents add the words othe Word Joural boring the E * nnreavoncy word a ‘+ Prompt students to locate and read these words in the stories and to use these words in their writing Check Understanding @ se Level 3: Cen the student independent use targeted words in sentences? 1 Level 2: Can the student identity target words from a field of choice? si Lovel 1: Can the student make a selection to indicate a targeted word? ccune oo snore cee 2 sencmaaees ol aS ea esRo EER ele Ra1 UT Activity 2 - Review High-Frequency Words © Reading Standards for Language * Vocabulary Acquisition and Use: Use words acquired through academic and domain-specific sources when speaking and writing, PEST SCT .Y Instructional Routine ay) ‘Spend approximately 10 minutes per day reviewing the High-Frequency Word Journal. ‘© Introduce the activity by asking a focus question about the Word Journal. For example, ask, "Which word did we add to the journal this week—bring’ or 'made’?" Discuss students’ responses and then find or have the students find the new words added to the journal. Tell students they are going to find and read High-Frequency Words in their journal. For example, say, "Today, your job Is to read words in the Word Journal.” Review the leaming goal with students: | will read words in the Word Journal. ‘Model dividing the Word Journal into sections by each letter. Model finding and reading a word from List 1, List 2 or List 3 in the Word Journal. For example, say, "Because’ begins with the letter ‘b’. | will look for the B section in my journal. This is where | can find the word and add the definition." If moverner chanting/singing was used to intially introduce the word, remember to use it to provide auditory, visuals and tactual cues to students as needed. ‘Make a sentence using the word because’. The people are happy because the new law is fai. Continue finding words from List 1, List 2 and/or List 3 in the High-Frequency Word Journal. Have students participate in reading and using words as outlined below. Level 3: Have the student independently read the words and use them in a sentence. Level 2: Have the student identify a targeted High-Frequency Word. If the student does not select or point to the correct word, provide support in locating the word. Level 1: Have the student use his or her active participation mode to select a targeted word from the High- Frequency Word Cards. Have them select a peer to assist them in making a sentence with the selected card, ‘© Continue working with the High-Frequency Word Journal by reviewing previously taught High-Frequency Words. ‘© Additional word study activities are provided in the Instructional Guides: Word Study. vw Level 3: Can the student independently use targeted words in sentences? Level 2: Can the student identify target words from a field of choice? Level 1: Can the student make a selection to indicate a targeted word? © 2018.24 LLG fais agave ODLE, Unt 17, Goverment. My Court, My ts Leeming Sysame. Seplombe 2078, Lastn 18 Wore Suey. Gur igs and ead DtsRo EER ele Ra1 UT Activity 3 - Defining Vocabulary © Ce ay Reading Standards for Literature ‘© Craft and Structure: Use context clues and ilustrations to determine meanings of words and phrases in a text, including figurative and connotative meanings. ‘Standards for Language © Vocabulary Acquisition and Use: Use context cues or word structures to determine the meaning of unknown words. Use reference materials to determine the meaning of unknown words. Use words acquired through academic and domain-specific ‘sources when speaking and writing. PESO Te CoC ly @ PES attTs TEES CTT Seay) Introduce the activity by asking a focus question about the Word Joumal. For example, ask, "Where can we keep alist ofthe vocabulary words and definitions we will lam?" Discuss students’ responses. ‘Tel students that you have new vocabulary words and definitions for their journal. For example, say, "We are ‘going to add some new vocabulary words and definitions to our journal. Today, your jo® is to find the words) and tell me what the word(s) mean.” Review the learning goal with students: | will define words (I wil tell others what a word means). Display 9 Word Defriion Car and identify the vocabulary word, Locate the wordin the unit hooks and uso ‘context clues to aid in defining the word. Use the vocabulary word in a sentence. For example, using the word ‘choose, say, "I can choose where | want to go." (choose) Define the word using the Definition Cards as a visual. Revisit the sentance in the text where the word was found and the given sentence to see ifthe definition of the word makes sense in each sentence. For examole, say, “Choose means to make a choice or pick something.” When possible, model or act out the meaning of the word. *+ Mode! ting out the ciconaryenty using Lesson 15 Standards Connection, Tal through the process as you fl ‘out each section. Use the Definition Cards or Communication Boards from Unit Books to provide a picture of each word. Mode! determining ifthe word is a person, place, thing, action or descriptor and fill in to complete Lesson 15 ‘Standards Connection, Level 3: Have the student determine the meaning of each vocabulary word. Have the student record the vocabulary ‘word and meaning into their Word Journal. Provide support, reference materials and alternative forms of iting as needed. Have the student locate targeted vocabulary in various texts. Have the student use vocabulary word in conversation. Provide the student with a definition of a unit vocabulary word. Have students match the targeted vocabulary word to the definition. Provide visual supports. With support, have students identiy targeted vocabulary in various texis. Have the student select a vocabulary word to use in conversation, Have student identify a vocabulary word from a single option or errorless choice. Point out the use of unit vocabulary during conversation, reading and other lessons. ‘© Review and display targeted vocabulary words in the ciassroom and have students add the words and definitions. {to thelr Word Journal behind the Definition tab. Prompt students to locate and review meaning of the unit vocabulary words in various lessons. ‘Point out when the unit vocabulary is Used in conversation. : Can the student determine the meaning of a word? Can the student use a vocabulary word in conversation? Can the student match a wordt is meaning? Can the student select a vocabulary word 10 use in conversation’ Level 1: Can the student select a representation of a named word from a single option or errorless choice? © 2018.24 LLG fais agave MODE; Unt 17, Goverment. My Cour, My pes! ts Leeming Sysame. Seplombe 2078, Lastn 18 Wore Suey. Gur igs and ead DtsLesson 15 - Word Study Oe NT CA Cle a mcr} Reading Standards for Literature ‘© Craft and Structure: Use context clues and illustrations to determine meaning of words and phrases in text, including figurative ‘and connotative meanings. ‘Standards for Language ‘* Vocabulary Acquisition and Use: Use words acquired through academic and domain-specific sources when speaking and writing. Le Inraduc tho actly by asking focus question about he unit vocabulary words, For example ask, Whats having the same rues for all without snowing favor?” Discuss students responses. Review the unit vocabulary words and their meaning. ‘Tl students that they will play a game with the unit vocabulary. For example, say, "We are going to play a game with our new vocabulary words. Today, your job is to name and describe (define) each word you land on during the game." Review the learning goal with students: | will name and tell others what a word means. ‘Mode! roling the dice and moving your game piece the designated number of spaces. Name the vocabulary word you have landed on and provide its meaning. ‘Mode! discussion to determine ifthe meaning provided is correct. f determined to be correct, mark the word off of your Picture/Word Strip. Provide alternative for dice as needed for individual student access. Level 3: Have the student name and provide the meaning of the selected vocabulary word. If correctly identiied, have student locate the word and mark it off their Picture/Word Strip. Provide alternative forms of writing ‘and support as needed. Level 2: Have students match the targeted vocabulary word to the definition. If correctly identified, have student locate the word and mark it off their Pcture/Word Strip. Provide alternative forms of writing and support as needed Level 1: Have student identiy the vocabulary word from a single option or errorless choice. Have the student Participate in matching the targeted word to their Picture/Word Strip. Providing support, have the student participate in marking of of thair Picture/Word Strip, {{ desired, indicate the winner of the game as the frst person to mark all ofthe vocabulary words on their Picture/Word Strip of continue playing unti all students have marked all words. ‘© Review targeted vocabulary words. ‘+ Prompt students to locate and review meaning ofthe unit vocabulary words in various lessons. ‘+ Encourage students fo use the vocabulary words in a sentence. Check Understanding @ si Level 3: Can the student determine meaning of a word? se Level 2: Can the student match a word to is meaning? 1. Levol 4: Can the student select a respresentaive of a named word from a single option or ererloss choice? ccune oo snore cee 2 sencmaaees ol aS ea esLesson 15 - Word Study 15 PSECU M erat) Ce aay ‘Standards for Language '* Vocabulary Acquisition and Use: Use context clues or word structures to determine the meaning of unknown words. Use reference materials to determine the meaning of unknown words. al Differentiated Tasks Level @ students wi. « Idontiy the meaning of words with __* Pointto pictures or words to match Identify a named picture related to rmutiple meanings and recognize 2 description within a toxt passage. the unit topic from a single option or ‘iguratve language. errorless choice. ‘+ Match words and pictures that « Use reference materials. such as a hhave similar meanings. “+ Make a selection to indicato a ‘lossary, ora dictionary, to Picture ofa word with whose determine the meaning of an ‘meaning is similiar to thet of another unknown word word (ertoriass choica). Have students use this Standards Connection to define words from unit stories or text and use them in a sentence. Use the chapter book or leveled book to locate words and sentences that use the words. Use Symbolstix or illustrations in the text to locate pictures to ‘match to words. Refer to online dictionaries such as_hitp:/lwordcentral.com to assist in defining words. ating Meagan Mores 23 ean aeener ee a i=] (Oa——| 5 Mean | eee eee ame 2 cemenms neers nc RESLS a etOur Rights and Freedoms Definedcitizen equal a0 . (Gopyrgh © 20192, L40. At rg agave. MODLE, Unt 17, Goverment My Coury My Rh! Unk Learn Sytem Setar 2919 aston 5 Wort Sudy Ours tos Poco Seed choose "a o ‘choose citizen R: . “2 choose ft choose a obecause haveS=— | st sae | onan sat | toa— QS=— change ex help Aye ct 2) eterSa}e}S peyuy ay} JO JequiawW eB sw0Deq 0} Me] BY} PEMo}|O} Sey JO ul UJOg S| OYM UOSJad eB citizenauofiend Jo} awes ay) gy JoAe} Buimoys jnouym |e © JO} Sains sues au} Bulaey =juem noA }eyM Op pue Sa8odl0yo SYeW oO} aqe Op }ouUued pue ued Aujunod JO ayes ‘A}IO e ul ajdoed yeum Aes oum 9|doed jo dnoub Jo uosiad e i government ImOp Jouued pue ued Adu} }eEUM a|doed {8} 0} JUeUUUIEAOB au} Aq epew ajni e 396 Jo sAey a|doed yey} Swopssa.ypemoyjle jou SI JO sI yeum shes yeu} JUaW9}e}S 2 Bulyjewos JO auOSWOS }suleBe JO JO} goloyo e ayew 0} Aem eFor hands-on instruction, print, cut out and laminate. (gopymgn © 201902... Aras esas, OOLE, Unt 7, Govern ly County, ey Ries! neti Lesring Sete, Sense 2018 Lest 18 Wor Sty. Gur Ra afd Paton Dekejeusnor PioMPima reas [Iisa oad igh-Frequency [lg High-Frequency Doce Oar Care Core Porn ria Dictionary Ca Words Cars igh-Frequency ro Peis Words er euts re Pte CSTE Tikartrees emacs ma ms Pri Drees iatce iaice requency [ll High-Frequenc: Cons Carn Tore Peene i Cone Doce ret Lesring Seti, Seta 5019Ro EER ele Ra1 UT Standards Connection Making Meaning With Words yt he WORDS What is the word e What kind of word is this? & Add a picture. (@__ What is the definition? 2 Write or tell a sentence. Words in groups (for example, cars and trucks are both vehicles) @ aan and are both Words that are about the same in meaning (for example, truck and semi) — and are about the same in meaning. Refer to this site for an online dictionary and thesaurus: www.wordcentral.com/home.htm! Cetera alts ora ncaa pe 2 sencmaaees Pee trhea niece eee edeel ee ell ag Celebrate the United States © Instructional Targets Standards for Language * Conventions of Standard English: Use conventions of grammar when speaking or writing. Use correct capitalization ‘and punctuation in sentences. Use correct spelling in writing sentences. ‘Standards for Writing * Production and Distribution of Writing: With some guidance and support, plan, edit and revise writing to increase clarity and coherence. al Differentiated Tasks Lee sn a SARA) Lael @ at ‘* Demonstrate conventions of '* Create simple sentence forms in © With picture supports, combine ‘grammar in spoken and written ammatically correct order two or more words during a Sentence forms. when speakeng or wing, Shared wring or speaking activity. ‘+ Demonstrate conventions of * lin suppor. dently begining written language, including capital letters and end ‘© With support, locate capital ‘appropriate capitalization and Punctuation in a written letters and end punctuation ‘end punctuation. Sentence, sentence. ‘* Demonstrate use of common ‘spelling conventions in written language. ‘© Plan, edit and revise to '* Spell familiar words with lettor- ‘sound matches. '* With support, use pictures and text to pian, edit and revise a ae tener) spe aes a s © Given errorless choices of strengthen writen sentences. written sentence. pictures, make a selection of res to plan, edit and revise ‘written sentence, xu Cy emery ‘Throughout this unit, students are leaming about the rights and freedoms of U.S. citizens. In this lesson, students will ‘edit written documents about rights, Constitution Day and voting. Bweewe | iBEa edit sentence heading citizen fair government revise punctuation closing right vote book report period spell title current event report author order ‘question mark capitalization comma ‘exclamation point capital letter Benchmark Assessments: © Writing: Writing Probe MODLE; Us 17, Soren Cor, ya peeteee tie aera - Py epee EELS Seotenbe 2018Lesson 16 - Edit It Pe TCR TRU TRC (o,) ee Rte) Tr TONEY @ Book Report Current Events Instructional Activities CSO eon OR See es Re a Editing Document 1: Editing Document 2: Editing Document 3: Book Report Current Events Letter Standards Connection Standards Connection Standards Connection L? Skills: Language Arts Skills Word Journal 0 2018 2) LLC hi rasan. Uefa trang September 2079, Report With Facts Opinion Editing Document 4: Editing Document 5: Report With Facts Opinion Standards Connection _ Standards Connection Word Journal Word Journal {MODLE, Unt 17, Goverment eson 18260 Cabo bo Dts Ses1 ea ella OX aL olad © ‘Standards for Language * Conventions of Standard English: Use conventions of grammar when speaking or writing. Use correct capitalization and punctuation in sentences. Use correct speliing in writing sentences. ‘Standards for Writing '* Production and Distribution of Writing: With some guidance and support, plan, edit and revise writing o increase clarity and coherence. @ i rt Introduce the activity by asking a focus question about edting. For example, ask, What should al sentences start via queston mark ora capil ater Discuss Students answers Introduce key vocabulary terms such as punctuation, capitalization, revise and edit. Introduce rules for capitalization, including names of people and places. Explain how and why periods are used in wring ‘Tel students that they wil be eding » book report. For example, say, "Capital letters and periods are important ‘Your job isto help find missing capital letters and periods in a book report. Review the learning goals with students: Level 3: | will add capital letters and periods when editing sentences. Le {will name the beginning capital letter and ending punctuation while editing a sentence. | will find capital letters and periods in a sentencé Display a sentence without a capital letter or a period. Ask, “What is missing from this sentence?" Discuss the missing capital letters and periods and why they are needed. Corract the sentenca, Display the Standards Connection and model checking edi, Repeat as needed. Provide each student with Editing Document 1: Book Report and Standards Connection. Level 3: Have the student identify where a capital letter and period are needed in each sentence, Have the student ‘correctiadd capita leter and ending punctuation to each sentence. Level 2: With assistance, have the student correct/add capital letter and punctuation o @ sentence. Then have the student identify which etter of a word in the sentence has a capital letter. Next, nave the student locate ‘and identify the ending punctuation of the sentence by name (period, question mark, etc). Provide visuals ‘and other supports as needed. Level 1: Have the student participate in correcting/adding capital letters and punctuation to a sentence through a single choice. For example, present a sentence, read the sentence pointing to each word, Stop at the end of the sentence and ask, ‘What is needed at the end of this sentence—a period?" Present a symbol of a period and have the student select the period using their active response mode. Provide student with a ‘corrected sentence from the Book Repor. With support, have the student participate in locating words with capital letters and ending punctuation Have students review and check their work by using the Standards Connection. ‘+ Review Editing Document 1: Book Report wth students. an the student apply correct capitalization and punctuation when editing a piace of writing’? : With suppor, can the student participate in editing a writen sentence? Can the Student taenity 2 capt eter m2 word? Can the student entity the ending punctuaton of a sentence’ : Can the student participate in locating capital letters and ending punctuation in sentences with support? ‘Can the student participate in the editing process by making selections (may be single choice options)? ‘epmar0 2019124 1 as eens MODLE, Unt 7, Goverment My Couey My Rist go sng Syl, Soto 2018 iaion i E50 Cobre Uns Soseel ee =e llag PP eed Ue} © _ instructional Targets ‘Standards for Language * Conventions of Standard English: Use conventions of grammar when speaking or wring, Use correct capitalization and punctuation in sentences, Use corec speling in writing sentences, ‘Standards for Writing + Production and Distribution of Writing: With some guidance and suppor. plan, edt and revise writing to nerease cary and coherence rY Pie arty Introduce the activity by asking a focus question about editing. For example, ask, “What should the sentences in a paragraph do—confuse you or tell a story?" Discuss students! answers. Review key vocabulary terms, such as punciuation, capitalization, revise and edit Review rulgs for capitalization, including names of people and places. Explain why paragraphs need to be in correct order. Tell students that they will be given a Current Events article. ‘Their job wil be to correct mistakes in capitalization and punctuation and to put the story in the correct order. When we change the order of a written document, itis called revising Review the learing goals with students: Level 3: will edit a paragraph and put the sentences in order. Level 2:| will identity capital letters and punctuation. | will put sentences in order. Level 4: will find capital letters and periods in a sentence. | wll help put sentences in order. Display the Current Events document. Focus on the sentence thal is marked as the first sentence (Indicated with the number 1) and ask, “What is missing from this sentence?" + Discuss the missing capital letters and periods and why they are needed. * Correct the sentence, Model the use of the Standards Connection to check your work * Read the first two lines of the Editing Document and ask, "Is this paragraph in order? Does it have steps?" Discuss how a paragraph that tells a sequence of events needs to be in order. Explain how to find the correct order by thinking, "What happened frst, next or last?" Tell students the number ‘one, next to the sentence you have corrected, indicates that it isthe first sentence in the document. Repeat as needed. Provide each student with Eating Document 2: Current Events and the Standard Connection. Level 3: Have the student identify where a capital letter and period are needed in each sentence. Have the student Correct’add capita letter and ending punctuation to each sentence. Read or have student read and then number each sentence in the correct order. Level 2: With assistance, have student correct/add capital letter and punctuation to a sentence. Then have the student identify which letter of a word in the sentence has a capital letter. Next, have the student locate ‘and identify the ending punctuation of the sentence by name (period, question mark, etc.). Read the article inits current order. Discuss the current order and if makes sense, With assistance, have student number (or place the sentences in the correct order to show sequencing, Have the student participate in correcting/adding capital letters and punctuation to a sentence through a single choice. Provide student with a corrected sentence from the Current Events article. With support, have student participate in locating words with capital letters and ending punctuation. Then have student participate in placing the sentences in order. Have students review and check their work by using the Standards Connection, : wf Check Understanding @ + Level 3:Can the student apply corect captazation and punctuation when editing apiece of wring? Can the student revise the order ofthe sentences lo show proper sequoncing’? ‘Level 2: With suppor. can the sent paroipate ih eding a wrten sentence? Can the student dently a captal ter in aword? Can the student dent the ending punctuaton ofa sentence’? Can the student revise the order of 2 paragraph with suppor 2% Level 1: Gan the student participate in locating capital letters and ending punctuation in sentences with support? ‘Gan the student participate in he edling process by making selections (may be single choice options)? Ceprrgnt © 20192, LLC ots reserves MIDDLE, Ust 17, Goverment ty Couey, My hist Trkte arin Sytem, Sotambe 2019 iatson is €a4 Coleratehe Une SosPeel ee ell ag Pe Ree cg © _ instructional Targets ‘Standards for Language * Conventions of Standard English: Use corventons of grammar when speaking or wring. Use correct capitalization and punctuation in sentences, Use corect sping in witing sentences, ‘Standards for Writing + Production and Distribution of Writing: With some guidance and support lan, edt and revise wring to increase certy and coherence ry i rt * Introduce the activity by asking a focus question about editing. For example, ask, “Why is it important to spell things correcty—spelling words correctly helps people read better or speling words correctly helps people: hear better?" Discuss students’ answers. Review key vocabulary terms, such as punctuation, capitalization and letter, and introduce the words comma, heading, closing and spelling * Review rules for capitalization, including names of people and places. Review rules for period usage. * Introduce the importance of speling correctly Introduce the comma, and its common use 2s a pause in a thought. Toll students that they will be given a Letter to review. Their job will be to correct mistakes in capitalization, punctuation and spelling * Review the learning goals with students: Level 3: | will correct capital letters, punctuation and misspelled words when editing sentences. identify beginning capital letters and ending punctuation when editing sentences. * Display the Letter document. Then, for example, ask, "What is wrong with ths letter?" * Discuss the missing capital letters and punctuation. Model correcting the letter by adding a missing comma. Then ‘explain why commas are important toa letter. + Search for and model correcting a misspelled word. Model use of the Word Journal to help find the correct spelling. Provide each student with Editing Document 3: Letter, individual Word Journals and Standards Connection. Level 3: Have the student identify and correct misspelled words in the letter. Encourage the use of resources such a their Word Journal to provide assistance. Then have the student correctladd capital letters, commas ‘and ending punctuation. With support, have the student correctladd capital letters and ending punctuation. Once the sentence is corrected, have the student identiy capita letters and ending punctuation by name. Then, with support, hhave the student correct speling errors. Encourage use of the student's Word Journal or other supports. Level 4: Have the student participate in correcting/adding capital letters and ending punctuation and in correcting spelling errors. Then provide the student with a corrected sentanca from the Editing Document. With support, have the student locate capita letters, periods and question marks (may be single option or errorless choice), Have students review and check thelr work by using the Standards Connection. - Review Editing Document 3: Lotter with students wf Check Understanding @ Level: Can the stent cores nein ceptaizaon and punctuation when ein a piece of wring? * Can the student identify and correct misspelied words? > Level 2: With suppor, can the student paripate in editing writen sentence? With suppor; can the student Kent and correct misspelled words? se Level 4: Can the student participate in the editing process by making selections (may be single choice options)? Ceprrgnt © 20192, LLC ots reserves MIDDLE, Ust 17, Goverment ty Couey, My hist Trkte arin Sytem, Sotambe 2019 iatson is €a4 Coleratehe Une SosPeel ee eli ag Activity 4 - Report With Facts © _ instructional Targets Standards for Language + Conventions of Standard English: Use conventions of grammar when speaking or wing. Use correct capitalization and ‘punctuation in sentences. Use correct speling in writing sentences. Standards for Wating + Production and Distribution of Writing: With some guidance and support, plan, eit and revise wring to inerease clay and coherence. rY ee arty Introduce the activity by asking a focus question about editing. For example, ask, "What should you do ifa written sentence does not sound correct—change the sentence or leave it alone?" Discuss students’ answers. ** Review key vocabulary terms, such as punctuation, capitalization, report, period, question mark and speling. + Review rules for capitalization, including names of people and places, punctuation usage including periods and {question marks, as well as the importance of correct spelling Explain that sometimes a sentence may not be worded correctly and needs to be changed, Tel students their job vill be to correct mistakes in a Report With Facts. While editing, they should listen for sentences that do not sound ‘correct and change those sentances. Review the learning goals with students: Level 3-2: | will edit a report and change sentences that do not sound right. Level 1: Iwill make choices to help edit a report. Display the Report With Facts document. Choose one of the sentences that could be edited to “sound better" to use when modeling Then, for example, ask, ‘What is wrong with this sentence?" Discuss the missing capita letters and periods and why they are needed. Correct any capitalization, punctuation and spelling mistakes. Ask, "Is this sentence in order? Does it sound right? Can it be rewritten to sound better?" Discuss how the words in a sentence need to bein the correct order. Explain how to find the correct order by thinking, "How can I change this to make it sound better?" Correct the sentence word order. «Repeat as needed. Provide each student with Ealting Document 4: Report With Facts, individual Word Journals and Standards Connection. Level 3: Have the student identify where a capital letter and period are needed in each sentence. Have the student Correctisdd capital letters and ending punctuation to each sentence. Have the student identify and correct, misspelled words. Have the student revise any sentence with poor word order. Level 2: Read the sentence and have the student make edits and improvements with support. Encourage the use of the Word Journal when correcting misspelled words. Then have the student Identify the capitalized letters land the punctuation in the correcied sentence Level 1: Have the student participate in editing the document through errorless choice. Once corrected, have student participate in localing capital letters and ending punctuation with suppor. Have students review and check thelr work by using the Standards Connection. * Review Editing Document 4: Report With Facts with students. wf Check Understanding @ Level 3: Can the student apply correct capitalization and punctuation when editing a piece of wrting? Can the student ‘dently and conect nisspohed words? Gan te student evae te order of sentence fo Gemonstate proper Level 2: Can the student dent the leter in a,word that needs to be capitalized ina sentence? Can the student identily {he ending punctuation of 9 sentence? Gan the student correct misspelled words mih support? Can tre Level 1 eB ai @ SSIES TO eo ne oplonsy hovel tel atudent oariceaten locating capil eter wth suppst’ Can te studen pariapste mn locaing punctuation m a Sentence with Suppor’? Ceprrgnt © 20192, LLC ots reserves MIDDLE, Ust 17, Goverment ty Couey, My hist Trkte arin Sytem, Sotambe 2019 iatson is €a4 Coleratehe Une SosPeel ee ell ag eee ea © _ Instructional Targets ‘Standards for Language * Conventions of Standard English:Use conventions of grammar when speaking or wing, Use corect capitalization and punctuation in sentences. Use correct speling in wring sentences. ‘Standards for Writing * Production and Distribution of Writing: With some guidance and suppor. lan, edit and revise wring to increase clanty and conerence rY ier arty Introduce the activity by asking a focus question about editing. For example, ask, "What punctuation should be ‘added to the end of a question—an exciamation point or a question mark?" Discuss students’ answers. Review key vocabulary terms such as punctuation, capitalization, opinion, period, question mark, ‘exclamation point and spelling, Review rules for capitalization, including names of people and places. Review the importance of speliing correctly Review the rules for punctuation usage, including periods, question marks and exclamation points. Explain to students that in tis activity they will practice using everything they know about editing, Tell students their job will be to correct the mistakes in the Opinion document. Review the learning goals with students: Level 3: | will add capital letters, periods, question marks and exclamation points, and fix spelling when editing sentences. Level 2: | will name the beginning capital letter and ending punctuation and fix misspelled words. Level 1: | will find capital letters, periods and question marks in a sentence. Display the Opinion document. Choose one of the sentences with missing capitalzation, punctuation, misspelled ‘words and poor word order. Ask, "What is wrong with this sentence?® Discuss the missing capital letiers and periods and why they are needed. Correct any capitalization, punctuation ‘and spelling mistakes. Use the Standards Connection to check your work, Repeat as needed. Provide each student with Editing Document 5: Opinion, individual Word Journals and the Standards Connection. Level 3: Have the student identify where capital letters, periods, question marks and exclamation points are needed in each sentence. Have student correctiadd capital letters and ending punctuation to each sentence. Have student identify and correct misspelled words. Have student revise any sentence with poor word order. Level 2: Read the sentence and have the student make exits and improvements with support, Encourage the use of the Word Journal whan correcting misspelled worcs. Then have the student identity the captalized letters and the punctuation in the corrected sentence. Level 4: Have the student participate in editing the document through erroriess choice. Once corrected, have the student participate in locating capital letters and ending punctuation with support. Have students review and check their work by using the Standards Connection, ca Review Editing Document 5: Opinion with students, Check Understanding @ Level 3: Can the student apply corect capitalization and punctuation when editing a piece of wating? Can the student Identify and corest misepeled words? Can the student revise the order ofa sentence to demonstrate proper word order? sfc Level 2: Can the student identify the letter in a word that neads to be capitalized in a sentence? Can the student identity the ending punctuation of a sentence? Gan the student correct misspelled words with support? Gan the sludent revige a sentence fo Improve word order with support? :fcLevel 1: Gan the studnt paicipatain the edtng process by making selections (may be single choica options)? Can {he student paripate in locating a capil eter wih suppor? Can the student parcpate in locating Punctuation in a sentence with Suppor Ceprrgnt © 20192, LLC ots reserves MIDDLE, Ust 17, Goverment ty Couey, My hist Trkte arin Sytem, Sotambe 2019 iatson is €a4 Coleratehe Une Sos[eel ee eli ag 16 Standards Connection Ce aay ‘Standards for Language ‘+ Conventions of Standard English: Use conventions of grammar when speaking or wilting. Use correct capitalization and punctuation in sentences. Use correct spelling in writing sentences. Standards for Writing ‘* Production and Distribution of Writing: With some guidance and support, plan, edit and revise writing to increase clarity and ‘coherence, ail Differentiated Tasks Leet mors | HANA) ha nme ‘* Demonstrate conventions of ‘© Create simple sentence forms in a ‘* With picture supports, combine two ‘grammar in spoken and writen ‘grammatically correct order when ‘or more words during a shared writing sentence forms. ‘Speaking or writing. or speaking activity. ‘© Demonstrate conventions of written __* With support, identiy beginning ‘+ With suppor, locate capita letters and language, including appropriate capital lettars and ending punctuation ending punctuation in a sentence. Capitalization and ending punctuation. _ ina written sentence. '* With support, choose a correctly ‘© Demonstrate use of common spelling «Spell familar words with later-sound spelled word (could be erroriess conventions in writen language. ‘matches, choice). + Plan, edit and revise to strengthen ‘© With support, use pictures and text «Given errorless choices of pictures, written sentences, to plan, edit and revise a writen make a selection of pictures to pian, sentence. edit and revise a written sentence. A shared checklist is a way to review and revise writing. In the writing conference, guide students to review a written text and rovise it as needed. Dot have o capital eter atthe beginning fhe sentence? 1 fornames of people and paces? Do have punctuation atthe end ofthe sentence? Foon mark + Sxcamaton point Does my sentence make sense when | say it out ioud? [pester ns sped corcy? 2 semen ‘errant © 20182 A.C At hes resent, MOOLE, Unt 17, Goverment, My County, My gist go sng Syl, Soto 2018 iaion i E50 Cobre Uns Sosg Edit It: Book Report * A capital letter begins each sentence. © Titles of books have capital letters. * People's names have capital letters. ¢ Names of places have capital letters. © A period goes at the end of each sentence. Look for 5 words that need a capital letter and 4 places that need a period. This is a book report about Eric's rights, Eric's Choices by Betsy seltzer. Eric lives in the united States he has many vights because he is a citizen eric can help to make things fair | like this story because | learned about vightsEdit It: Current Events © A capital letter begins each sentence. * People's names have capital letters. Names of places have capital letters. « A period goes at the end of each sentence. Look for 5 words that need a capital letter and 3 places that need a period. Number the sentences to put them in order to show a beginning, middle and end. constitution Day is in September. Last, he will vote for a class president this holiday is celebrated in the United states he will help decorate the classroom evic will have a party at school for Constitution Day.A Edit It: Letter * Acomma comes after the heading (Dear Bill,) and after the closing (Your friend, Tom). * A question mark is used at the end of a question, and a period goes at the end of a sentence. © The first word of a sentence and names of people and places have capital letters. « All words should be spelled correctly. Look for 6 words that need a capital letter and 5 places that need a comma, question mark or period. Look for 5 words that are spelled wrong. Use your word wall to help you spell the words. Dear reggie in wy class, we are learning about government and voting. i learned that it is impertont to vote Hav you ever voted Voting halps make chenge. it is a right we have as citizens We also reed about thomas Jefferson. He helped change the united States too. Your friend Todd MODLE leach iG, Eat Caan te Unies Sites\ Edit It: Report With Facts SS * A question mark is used at the end of a question, and a period goes at the end of a sentence. The first word of a sentence and names of people and places have capital letters. * All words should be spelled correctly. The words in a sentence should be in order. Look for 6 words that need a capital letter and 5 places that need a period or question mark. Look for 4 words that are spelled wrong. Look for 1 sentence that does not sound right. Change it so that it sounds better. many people volunteer in the United states a volunteer is someone who does something to helpe. not al people volunteer some people volunteer becuz it can be good for others Some volunteers voting with help. You shood volunteer too where will you volunteer@ Edit It: An Opinion * question mark is used at the end of a question, and a period goes at the end of a sentence. * An exclamation point is used at the end of a sentence to show strong feelings. © The first word of a sentence and names of people and places have capital letters. * All words should be spelled correctly. ® The words in a sentence should be in order. Look for 5 words that need a capital letter and 4 places that need a period, question mark or exclamation point. Look for 3 words that are spelled wrong. Look for 1 sentence that does not sound right. Change it so that it sounds better. the united States is the best country to live in We have hade great presidents like george Washington Citizens many rights have and freedoms. did you know you can sey your thoughts and ideahz this country is great MODLE leach iG, Eat Caan te Unies SitesLesson 16 - Edit It 16 Standards Connection Ce aay © for names of people and places? Do | have punctuation at the end of the sentence? © period e question mark ¢ exclamation point Does my sentence make sense when | say it out loud? Do | have a capital letter C] e at the beginning of the sentence? CJ Are all of my words spelled correctly? ecrearycr pn repo aa 2 eee rary So Seamer etRe Ae lee aed Peel la clk lore © instructional Targets Reading Standards for Literature ‘* Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including poems, biographies, chapter books, ficion and nonfiction works that are adapted to student reading level. ‘Standards for Writing fat orc¥ candmeuaesauunet si banetouii an seu diediodzensmeetadaninituctosaratunsauleciasei) * Production and Distribution of Writing: With guidance and support, use technology, including the internet, to ‘compose a simple paragraph. al ifferentiated Tasks Level@ cusnnsi | Level@ susiewa, Level @ ouewa. * Independently read literature ‘* Read supported and shared ‘= Actively participate in supported forms, including chapter books, literature forms, including reading of literature forms, biographies, poems, fiction and chapter books, biographies, including chapter books, nonfiction works that have been poems, fiction and nonfiction biographies, poems, fiction and ‘adapted to student reading level. ee eee! ch ackcnioriettet Rave beer a I. a ee a adapted to student ability level. states an opinion and provides ‘* Select pictures with text to . ‘supporting reasons. Greate a writen txt that ere bers oe eiseertandluse cage tou pupae or OO on ‘communicate an opinion on a including the internet, to ‘¢ With support, use digital tools, topic. ‘generate a paragraph. Including the internet, to generate ‘multiple sentences. '* With support and adaptive tools, Use digital tools to create a Feld Topic Connection | Brkt) See: In this unit, students are learning about the rights and freedoms of U.S. citizens. In this lesson, students will write book reports on theme-related books read during self-selected reading. Be Topic Words @ B Literacy Words choose citizen equal fair free govemment law right write* topic ne woe paragraph brainstorm Benchmark Assessments ‘© Writing: Writing Probe Early Learning: Emerging Writing ‘¢ Emerging Skils: Errorless Writing 2 concermscasns ara orci ermuert