Title of Unit Curriculum Area

Main Idea and Key Details Reading

Grade Level Time Frame

1st grade 2 weeks

Stage 1 – Identify Desired Results
Common Core Content Standards: ELACC1RL1: Ask and answer questions about key details in a text. ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELACC1RL3: Describe characters, settings, and major events in a story, using key details. ELACC1SL1: Participate in collaborative conversations with diverse partners about grade one topics and texts with peers and adults in small and larger groups. ELACC1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Standards for the 21st Century Learner: 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting details, conflicting information, and point of view. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 2.1.6 Organize knowledge so that it is useful. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.2.3 Demonstrate teamwork by working productively with others.

Students will understand that: Informational: The main topic and key details of a text and using text features helps us locate key facts from a text. Literary: Key details in a story will help you understand the character, setting, and major events which will aide in comprehension. Related Misconceptions: Characters’ feelings are explicitly written in a text (students must use inference). Every detail should be included in a summary.

Essential Questions
Overarching Questions: •How does identifying the main topic and retelling key details of texts help us to understand the main topic? •How can the main topic of texts give you clues as to what the informational text is going to be about? •How does a reader determine the difference between a narrative and an informational text? •How do I organize knowledge so that it is useful? Topical Questions: •How does reading details of stories help us to better understand what happened? •How does recalling events help us to better understand the story? •Why is the order of story events important when you write? •How can we create our illustrations and writings to tell a story for others to understand the story?

Knowledge and Skills Knowledge
Students will know: Information Literacy: •How to organize knowledge so it is useful Informational •How to identify the main topic •How to describe connections between two individuals, events, ideas, or pieces of information in a text

Students will be able to: Information Literacy: •Organize knowledge so it is useful •Determine main idea and details •Identify key details •Examine major events in a story •Explain in conversation •Ask and answer questions

Literary: •Central message of a story •Key elements of a story •Illustrations and details in a story are used to describe its characters, settings, and events

•Add drawings or other visual displays to enhance presentations

Stage 2 - Evidence Performance Task
Goal: Your goal is to either write a five-sentence summary of chapters one through twelve in Mr. Popper’s Penguins or write five key details about penguins based on research using GALILEO. The information must be organized so it is useful. Role: Your job is to determine the five most important main details from Mr. Popper’s Penguins or to determine the five most important key details from your research. Audience: Your target audience is your fellow first grade students. Situation: The challenge involves you appropriately retelling a story or facts to capture the main idea and key details. Product Performance and Purpose: You will create an illustration to go along with your summary. Each pair of students will read their writing and show their picture while being videotaped. The teacher will compile the videos for viewing by the other first grade students. Standards and Criteria for Success: Your product must meet the following standards a) only includes main ideas and key details and be organized in a way that is useful, b) your presentation must be presented by both students in the partnership, c) your illustration must match the details you’ve included in your writing, and d) your voices must be strong and clear demonstrating practice and confidence.

Performance Task Rubric

Presentation Rubric
0 Points Neither student presents any information. The presentation only includes extraneous details and is not organized in a way that is useful. You did not include an illustration. Your voice is not strong and clear. 1 Point Only one student presents information. The presentation includes half main ideas and key details and half extraneous details and is somewhat organized in a way that is useful. Your illustration did not align with your writing. Your voice is strong and clear through some of the presentation. 2 Points The sharing of information is unequal. The presentation includes 1-2 extraneous details and is mostly organized in a way that is useful. Your illustration somewhat aligns with your writing. Your voice is strong and clear for most of the presentation. 3 Points Both students present an equal amount of information. The presentation includes only main ideas and key details and is organized in a way that is useful. Your illustration clearly aligns with your writing. Your voice is strong and clear throughout the presentation demonstrating practice and confidence. Your Score /3

/6 (This criteria counts twice.)



Total Score: /15

(e.g. tests, quizzes, work samples, observations)
Quizzes- One quiz will require students to answer questions on an informational text. A second quiz will require students to answer questions on a literary text. Journal Entries- After reading each chapter in Mr. Popper’s Penguins, the students will write journal entries on what happened (key details only) in the chapter and their response to the events. Observations- The teacher and SLMS will observe students throughout the unit working on classroom assignments, researching, working in groups, and preparing their final products.

Other Evidence

Student Self-Assessment and Reflection
1. After writing their first draft, the students will self-assess to determine whether or not they’ve included only key details. If they determine they’ve included extraneous details, they will need to remove those. 2. The students will view their videos and self-assess to determine their strengths and weaknesses. Each student will have a mini-conference with the teacher or SLMS to discuss their findings. Stage 3: Plan Learning Experiences Week 1 1. The teacher will continue to read Mr. Popper’s Penguins with the class and lead discussions on the book. Based on the larger unit schedule, the students will have read through chapter twelve at the time of their main assignment for the collaborative unit. 2. The SLMS will lead a lesson on how to use GALILEO using the Promethean board. The students will compare research from GALILEO with research using Google. The SLMS will model how to organize the knowledge gained through GALILEO so that it is useful. Then the students will split up into pairs or groups of three to use the classroom computers to practice signing in to GALILEO and using it as a search tool. 3. The students have already taken their pre-test for the larger unit this collaborative unit is within. The teacher and SLMS will analyze the pre-tests to

determine which students need to focus on non-fiction texts and which ones need to focus on literary texts. Once that is determined, the students will choose a partner from within their non-fiction or literary group. 4. The students in the non-fiction groups will use GALILEO to research penguins and write down at least five key details. The students in the literary groups will summarize chapters one through twelve of Mr. Popper’s Penguins identifying at least five key details. Each pair will focus on organizing their knowledge so that it’s useful for their presentations. 5. The teacher and SLMS will meet with each group to determine if the details they’ve chosen are key details and if their knowledge is organized. They will guide the students to change extraneous details to key details. The students who researched using GALILEO will also work with the teacher and SLMS to put their facts into their own words. Week 2 1. The students will finalize their written key details and determine who will read what lines for their videotaped presentations. 2. Each group will pick a key detail or key details to create an illustration to go with their presentation. 3. The groups will rehearse their presentations in front of the teacher and SLMS. The teacher and SLMS will show them how they would currently score on the rubric so students can make changes accordingly. 4. Students will then present their work to the whole class while being videotaped. The teacher and SLMS will edit the presentations to make one presentation that the class will share with other first grade students. 5. After completing Mr. Popper’s Penguins, the students will take the unit post-test. The post-test is made by 1st grade teachers and given to all students. This will assess the content area standards. 6. The specific assessment for the 21st Century Learner standard (Organize knowledge so that it is useful.) is as follows: The students will use GALILEO to research Antarctica. They will choose five main details about Antarctica, put them in their own words, and write what they would say for a presentation thus making the information useful.