Wilson EDUC 353/318 Name: Bianca Rizzo Date: October 8, 2013 Target Grade Level: 3rd Grade Curriculum

Topic: Genre Studies (Biography and Autobiography)

UbD Lesson Plan Template Stage 1: Desired Outcome

Established Goals:
Standard 2- Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation. CCSS.ELA-Literacy.3.RI.8- Describe the logical connection between particular sentences and paragraphs in at text (e.g., comparison, cause/effect, first/second/third in sequence).

Understandings:
-Students will identify the components of biographies and autobiographies.

Essential Question(s): -Why do we read

autobiographies and biographies? -Why do we write autobiographies and biographies? -What is the difference between a biography and autobiography?

Students will know.

Biography: an account of someone's life written by someone else. Autobiography: an account of a person's life written by that person.

Students will be able to.

-Students will be able to identify the components of biographies and autobiographies. -Students will be able to know the difference between biographies and autobiographies. -Students will be about to write an entry on Sacagaweas life for her journal. -Students will write an autobiography of their own life.

Stage 2: Assessment Evidence

Performance Tasks: (Evaluation/Assessment)
(see attached rubric)

Other Evidence: (Pre-assessment)

This lesson is an introductory lesson within a unit on genres. It is expected that most learners will know about genre studies. Students will start a KWL chart by filling the K (Knowing) and W (Want to Know) columns, and the L (Learned) at the end of the lesson. The teacher will use this data from the KWL chart to design instruction and scaffold learning. In addition, the teacher will

listen to students responses during the set induction discussion time to gather other evidence.

Stage 3: Learning Plan

Learning Activities: Set-Induction: The teacher will show a sample example of an autobiography. The teacher will then say, Today we are going to learn about autobiographies and biographies. As a class we will read a biography on Sacagawea. Students will be underlining important detail as we are reading.

-Procedure: The teacher will give out KWL charts and have the children fill
out the K and W part of it before reading the two passages. The teacher will call the paper passers up to hand out the two passages. The teacher will tell the students which passage they are reading first. The teacher says we are going to read the sample autobiography. The teacher will read the sample out loud. After reading the first passage the teacher will ask the students

what they noticed about this passage. The teacher will ask the students Is this a biography or autobiography? The students will answer the question. (Autobiography) The teacher will say, Now lets turn to the other passage. The teacher will show the students a picture of Sacagawea. The teacher will call on students one by one to read different paragraphs. The teacher will ask the students what type of passage this is. (Biography) The teacher will hand out the worksheet activity. And explain to them what they have to do. The students will choose an experience from the biographical passage about Sacagawea and write an entry for Sacagaweas journal. The students will be given time to write their journal entry. The teacher will say When finished put down your pencils. Students will also draw a picture of Sacagawea and something that relates to their journal. The teacher will be walking around the room to see if any students need help. When all students are done the teacher will say, Now turn and talk to a partner at your table and read your journal entry to each other. After all the students are done with the turn and talk, the teacher will have a couple of students read their passages out loud. The teacher will collect all passages and hang them up in the classroom.

Closure: The teacher will have each table come up to the front of the
room to share what the learned the L in KWL and write one bullet point on the board.

Follow up Assignment- (see attached) -Homework assignment: Students will complete a worksheet using
their skills they learning in class.

Differentiated Learning:
1. - This lesson plan incorporated Universal Design for Learning (CAST, 2012) in order to address neurodiversity. This lesson provides sever means for comprehension: this set-induction activates prior knowledge and the collaborative learning

strategy assists students to process information. It provides multiple means for expression of understanding, through conversations with the teacher and other students. There are multiple means of engagement: students have the opportunity to work with other or alone (interpersonal and intrapersonal): the task is to relate to real letter writing about different places in the world: rubric is shared and reviewed prior to the task: and community and collaboration is utilized. This lesson integrates multiple intelligences (Gardner, 2011). For verbal and linguistic learners, information was listed on a chart and students took notes accordingly. For visualspatial learners, there was a read aloud and pictures. For the bodily-kinesthetic learners, students had the chance to move around and work in groups and present in front of the class. For interpersonal and intrapersonal learners, students had opportunities to work alone, take notes, and together through group discussion. All learners will have support within the lesson. IEP students will be given their own copy of each reading. ESL and IEP students will be paired up with higher-level students during group work. ESL students will be given worksheets with pictures and Spanish translations on the worksheets.

Resources
Itemized Attachments: Material and Resources: Two passages (biography: Sacagawea and autobiography:
Teachers) KWL Chart for each student Journal paper for each student Crayons Markers Colored paper Follow up activity Social studies notebook Pencil/pen

Citations:
1. APA Reference ListReferences http://www.autobiographyexample.org/2013/08/autobiographyexample-short-essay-for-students-kids-college.html CAST. (2012). CAST: About UDL. What is Universal Design for Learning? Retrieved April 13, 2013, from http://www.cast.org/udl Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligence (Third ed.) Basic Books http://dictionary.reference.com www.google.com New York State Education Department (2012). Common Core Learning Standards: C&I:P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved April 13, 2013, from http://www.p12.nysed.gov/ciai/common_core_standards New York State Education Department (2012). Learning Standards and Core Curriculum: CI&IT: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved April 13, 2013, from http://www.p12.nysed.gov/ciai/socst/socstand/home.htm

http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDe moChoice&

www.teacherspayteachers.com/Shore/Jan-Lindley-20

Name:_______________________________ Date:________________________________ Sacagawea Passage: Sacagawea was a young girl when she was kidnapped from her home in the Rocky Mountains and taken far away from her Shoshoni family. At first, she was a slave of Minatarees. Her new life was strange and Sacagawea missed her family very much. After about three years. Sacagawea was said to an Canadian fur trapper named Charbonneau, and she became his wife. Charbonneau and Sacagawea went to live in a Mandan Indian village on the Missouri River. One day, three boats full of white men sailed up the Missouri River. The group was called the Corps of Discovery. They were on an expedition to explore the west and find a way to the Pacific Ocean. As they traveled, they would make maps, charts, and notes of everything they saw. The leaders of the men were Captain Meriwether Lewis and Captain William Clark. They decided to stay in the Mandan village for the winter. They would travel on toward the west in the spring. Through the winter the white captains talked with the Mandans. They wanted to learn all they could about the land and the people to the west. Charbonneau knew the Indian language and the language of the whites. He was an interpreter for them. He helped the Indians and the whites understand each other. When spring came, Captains Lewis and Clark asked Charbonneau and Sacagawea to go with them on their journey across the continent. They were hoping to reach the Pacific Ocean. Sacagawea was excited to go. For the first time, she would get to journey back to the Rocky Mountains, where her people lived. Lewis and Clark knew she would be helpful because she was familiar with the Rocky Mountains and she spoke the Shoshoni language. Sacagawea and Charbonneau had a small son named Pomp. Pomp was the Shoshoni word for first-born. He was two months old when Sacagawea strapped him on her back in a cradleboard and sailed up the Missouri River with the explorers. Traveling up the river got harder and harder. One day, a gust of wind grabbed the sails and turned Sacagaweas boat sideways, tipping it over. As the boat filled with water and started to sink, precious supplies spilled into the river. Sacagawea was a strong swimmer. She was able to save maps, medicines, and other supplies that we needed by the expedition.

For many weeks the group traveled on up the Missouri River until they could go no farther. From here, they would travel by land. The journey was difficult. There were rain and hail storms. There were grizzlies and snakes. There were no roads to follow and the land was rough and rugged. As they neared the Rockies, Lewis and Clark knew they would have to have horses if they every hoped to get across the mountains. They hoped to trade with the Shoshonis for horses, but even though they were in Shoshoni territory, they did not see any Indians. For several days they traveled, watching for signs of the Indians and hoping they would soon came in contact with them. One day, about sixty Shoshoni warriors rode toward the explorers. They were coming at full speed. Lewis and Clark didnt know what to expect. They threw down their guns and raised their hands in an expression of peace. Later, in the Shoshoni camp, Lewis and Clark met with the chief in his tepee. They needed Sacagawea to interpret so they could understand the chief and he could understand them. Sacagawea entered the tepee and sat down. As the chief started to speak, Sacagawea looked at him. She jumped up and threw her blanket over his shoulder, and then started to cry. The chief of this Shoshoni band was Cameahwait, Sacagaweas brother. How glad she was to find him. She was filed with joy to know that some of her family was still alive. For several days, the Corps of Discovery stayed in the Shoshoni camp while Captains Lewis and Clark bargained with the chief. They wanted him to sell them the horse they need to cross the mountains. Cameahwait hesitated. Horses were very important to the Shoshonis. Finally, Sacagawea convinced him to sell the horses. A few days later, the Corps of Discovery packed their supplies on the horses and again headed toward the Pacific Ocean. The expedition struggled through the Rocky Mountains. Then they made new boats from trees and floated down rivers toward the Pacific Ocean. Finally, in November, the great waters of the ocean came into view. They had made it! Sacagawea stared in awe at the sight before her. It was sight she would never forget! That winter was spent near the Pacific Coast at a small fort built by the Corps of Discovery. The following spring, they started the return journey back across the continent. In 1806, almost two years after she had left, Sacagawea returned to the Mandan Village. She had been a very valuable member of the Corp of Discovery. She had been the first woman to travel across the plains, through the Rocky Mountains, to the Pacific Ocean. And she had carried and cared for her baby through the long and difficult journey. Sacagawea is remembered today for her courage and skills in guiding the Corps of Discovery as they explored and opened west. There are at least three mountains and two lakes named after her. There are also many monuments built in her honor.

Name:_______________________________ Dates:_______________________________

Dear Journal,

Sample Autobiography: My name is ( enter the name ). I was born on 2 January, 1990 at ( location ) in the city hospital. I live with my mother, (Name), father (Name) and my elder sister (Name). My parents recollect that when I was born, my elder sister was extremely thrilled to have a new baby. She was six at that time. Childhood passed away in one of the most wonderful ways playing with my mom, sister and father. My mom is a housewife and she stayed with all the time. What I did when I was a child : I am really fond of delicious foods and desserts, as I was in my childhood. My father owns and operates a bakery in downtown ( city ). I would go with mom and dad to the bakery and fill my little tummy to my heart's content with everything I liked. When I was a kid I was quite chubby, quite unlike the thin, lanky guy I am now. As I grew a little bigger, I developed a liking for the game of cricket. And with grew my love for cricket. I would play it in school with all my classmates. We developed a great passion for the game. I am still an avid player and a member of school cricket team. During the captaincy of my friend ( Name ) our school has won the National Cricket Championship ( or any other tournament ). The photos of that victory are really one of the cherished moments of my life. My Academic Interests : I am interested in chemistry. There is a really interesting story behind how I got introduced to chemistry way before it is taught in school. My father is a great cook and knows a lot of chemicals and flavorings that are used in making desserts. I developed an interest for these chemicals and my dad taught me about chemistry. By the time we were being taught chemistry in school, I already knew a lot and breezed past all the basic education. I have nurtured my interest for chemistry by reading prominent books and scientific journals from the web and our school library. Due to my devotion for this science, I am glad that I won this years National Chemistry Olympiad. It has given me encouragement to pursue my study in chemistry. I aspire to contribute to this science and provide something of value. My Aim In Life : I want to be a researcher and a scientist in the field of chemistry. For that very reason

I am applying for the scholarship ( Name of the scholarship ). With a college education, I would be set right on my track for the future that I aspire and hope to do something quite fruitful in future.

Name:___________________________ Date:____________________________

Direction: Today we learned about autobiographies. Write your own autobiography about your life. Remember to include important facts about your childhood and about your family. Include a picture of yourself.

Story Writing: Autobiography and Biography

Teacher Name: Mrs. Rizzo Student Name: ________________________________________ CATEGORY 4 3 2 Title Title is creative, Title is related Title is present, sparks interest to the story and but does not and is related to topic. appear to be the story and related to the topic. story and topic. Creativity The story The story The story contains many contains a few contains a few creative details creative details creative details and/or and/or and/or descriptions that descriptions that descriptions, but contribute to the contribute to the they distract reader\'s reader\'s from the story. enjoyment. The enjoyment. The The author has author has really author has used tried to use his used his his imagination. imagination. imagination. Setting Many vivid, Some vivid, The reader can descriptive descriptive figure out when words are used words are used and where the to tell when and to tell the story took place, where the story audience when but the author took place. and where the didn't supply story took place. much detail.

1 No title.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

The reader has trouble figuring out when and where the story took place.

Organization

Characters

Writing Process

Accuracy of Facts

The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. All facts presented in the story are accurate.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The main characters are named and described. Most readers would have some idea of what the characters looked like. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Almost all facts presented in the story are accurate.

The story is a little hard to follow. The transitions are sometimes not clear. The main characters are named. The reader knows very little about the characters.

Ideas and scenes seem to be randomly arranged.

It is hard to tell who the main characters are.

Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Most facts presented in the story are accurate (at least 70%).

Student devotes little time and effort to the writing process. Doesn't seem to care.

There are several factual errors in the story.

Spelling and Punctuation

Neatness

There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.

The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.