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A New Nation: 3 Block Structure. Heather Lewis. Unit SOLs.
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A New Nation: 3 Block Structure • Heather Lewis
Unit SOLs • Virginia and United States History VUS.5: The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States and how the principles of limited government, consent of the governed, and the social contract embodied in it by a) explaining the origins of the Constitution, including the Articles of Confederation; b) identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington; c) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights; d) assessing the arguments of Federalists and Anti-Federalists during the ratification debates and their relevance to political debate today; e) appraising how John Marshall’s precedent-setting decisions established the Supreme Court as an independent and equal branch of the national government. • Oral Language 5.1; 5.2; 5.3 • Reading 5.4; 5.5; 5.6; 5.7 • Writing 5.8; 5.9
Guided Reading: Red Group • Guided Reading Book: And Then What Happened Paul Revere? by Jean Fritz. Level R. • The red group is comprised of Bettie (Level Q), Darshelle (Level R), and Enya (Level R). They all have the same interest in reading. This group is the lowest guided reading group, therefore they meet every day of the week. The guided reading book is a Level R since the majority of the students in the red group read at that level.
Guided Reading: Blue Group • Guided Reading Book: Shh! We’re Writing the Constitution by Jean Fritz. • The blue group is comprised of Ellen (Level T), Jasmine (Level T), and EJ (Level S). Ellen and Jasmine are reading at the same level, and both have a low interest in reading. EJ, while reading at a lower level, has a lot of interest in reading, so the blue group is a good fit for him. This group meets four times a week (Monday, Tuesday, Wednesday, & Friday,) so that they can have a lot of reading practice. The guided reading book is a level T since the majority of the members read at this level. EJ will be challenged, but not frustrated.
Guided Reading: Green Group • Guided Reading Book: The Fighting Ground by Avi • The green group is comprised of Artie (Level V), Candace (Level V), and Lexie (Level U). Artie and Candace are both reading at the same level and have a low interest in reading. Lexie, while reading at level U, has a strong interest in reading, therefore she is a nice balance to the green group. The green group meets twice a week (Monday and Wednesday). The guided reading book is a level V, since the majority of the group reads at that level.
Guided Reading: Purple Group • Guided Reading Book: Moon Over Tennessee: A Boy's Civil War Journal by Craig Crist Evans. • The purple group is comprised of Jason (level V), Elaine (Level W), and Bonnie (Level W). Elaine and Bonnie both read at the same level and have a high interest in reading. Jason, while reading at a lower level, also has a high interest in reading. This group has well-rounded and eager readers in it. The purple group meets twice a week (Tuesday and Thursday). The guided reading book is a level W since the majority of the group reads at this level. • Students will use what they are learning about the constitution and founding of the nation to draw connections between then and the time of the Civil War. The group will talk about what could have been done differently, if anything, to have prevented the Civil War. Students will also point to predictors that the war was unavoidable.
Guided Reading: Yellow Group • Guided Reading Book: Sons of Liberty by Adele Griffin (Level Y) • The yellow group is comprised of the strongest readers in the class. Jenn (Level X), Maureen (Level Y), Charlie (Level Y), Kimberly (Y), and Christin (Level Z). Maureen and Charlie both read at the same level and have moderately low interests in reading. Jenn reads at level X and also has a moderately low interest in reading. Christin, while reading at level Z has a low interest in reading. Kimberly reads at level Y, but has a high interest in reading. With the group’s reading interests and levels, a Level Y book is appropriate for the yellow group. This group meets twice a week (Thursday and Friday). • Students will draw connections between the start of the Revolutionary War and the eventual signing of the Constitution.
Literacy Centers • **Students visit 2 mandatory (must-do’s) centers a day, and one optional (may do’s) center a day. Students have a checklist for the week where they fill out what center they visited and what they did there.
Daily Schedule: Arrival As students arrive, they will have the choice to either read a book or write in their reading notebook.
Daily Schedule: 8:50-9:00 • Students use community share as a time to talk about what they just read, share something they wrote, or share a passage from the book they are reading.
Daily Schedule: 9:45-9:55 • While students are reading independently, individual conferences will be held with students to go over what they are reading, any problems they have, and their reading goals. Notes will be made on each child every day using a conference record form. Students will keep track of what they are reading and respond to it every day in their notebooks. • In their reading notebooks for independent reading, students are expected to write down the title, author, and genre of each book they read and then respond to their reading, such as making predictions, summarizing, writing about a specific part that interested them, writing a letter to the teacher about the book, or drawing a picture. Students notebooks will be assessed using the Qualities of a Reading Response rubric (Fountas & Pinnell, 2005).
