Name: Eileen Hall Age: 8 School: Athens Elementary Grade: 4 CURRICULUM AREAS TO BE CONSIDERED FOR COMPACTING Eileen has

demonstrated tremendous strength in reading and Language Arts by scoring three to four years above grade level on standardized testing. No one else in her fourth grade class is able to read on such an advanced level. Due to these impressive results, it is in Eileens best interest to compact the following select reading and writing standards. PROCEDURES FOR COMPACTING BASIC MATERIAL Eileen has recently scored an 85% on a Language Arts pre-assessment. She missed select questions regarding prepositions, conjunctions, and interjections. She will be included in mini-lessons revolving around these particular grammar skills with scaffolding activities that are interwoven throughout her enrichment activities. She will also participate in whole group and independent social studies lessons and activities.

Teacher(s): Ms. Neeley Parents: Mike and Susan Hall ACCELERATION AND/OR ENRICHMENT ACTIVITIES Eileen has expressed interest in influential women and government when she recently completed an interestalyzer. By incorporating her advanced reading and language arts/writing skills alongside her individual interests, she will read a biography about an influential woman and write a series of journal entries from that womans perspective. These journal entries will outline the main facts and events of this womans life. Eileen will then present these entries with her peers. What the Class Will Do: 1. During Womens History month, students will be studying influential women and their impact on society in Social Studies. Students will be placed in reading groups, based on their reading level, and read a biography about one of the influential woman covered in the Social Studies standard (SS4H7). 2. While reading their biographies, students will fill out a graphic organizer and list important facts they come across. 3. Students will then create a poster about the

Reading: ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. LACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part

Language: ELACC4L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

of a text.

Writing: ELACC4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Social Studies: SS4H7: The student will examine the main ideas of the abolitionist and suffrage movements. a. Discuss the biographies of Harriet Tubman and Elizabeth Cady Stanton. b. Explain the significance of Sojourner Truth to the abolition and suffrage movements.

influential woman they studied. 4. Students will then present their posters to their fellow classmates. Acceleration and Enrichment Activities and Procedures for Eileen: 1. Eileen will participate in whole group instruction during Social Studies. With the assistance of the teacher and/or the librarian, Eileen will select a text that is on a 6-8th grade level. 2. She will read her book independently instead of being placed in a reading group since she is three to four years above grade level. Eileen will have conferences with the teacher to ensure comprehension of the biography and to answer any questions she might have. She will take notes and use the graphic organizer to record any pertinent information. 2. Instead of creating a poster, Eileen will have a choice to complete one of the two following options: A. Create a series of five journal entries from the perspective of the influential woman she has been studying. These journal entries will be written about major events, in chronological order, that happened in that womans lifetime. - Within her journal entries, Eileen must include a total

of 10 prepositions, 5 conjunctions, and 3 interjections. - Eileen will list the required prepositions, conjunctions and interjections on a provided organizer. - Eileen will then share her choice of journal entries with the class. B. Eileen will write and perform a play about one of the most important events that occurred in the influential womans life. - Eileens play must take place in the correct time period and portray actual events that took place. - Eileen will be able to select classmates to participate in the play. - Eileen and her classmates will perform the play. - Eileens play will then be used in the readers theatre center. - Eileen will include a total of 10 prepositions, 5 conjunctions, and 3 interjections. - Eileen will list the required prepositions, conjunctions and interjections on a provided organizer.

Name:_________________________ Date:__________ Learning Contract for Compacted (Proficient) Students 4th Grade Reading & Writing Unit Influential Women in History What will I learn?

Reading: ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Writing: ELACC4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Language: ELACC4L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Social Studies: SS4H7: The student will examine the main ideas of the abolitionist and suffrage movements. a. Discuss the biographies of Harriet Tubman and Elizabeth Cady Stanton. b. Explain the significance of Sojourner Truth to the abolition and suffrage movements. Rules for Working on My Individual Contract: I will always give my best effort whether I am working with the class or by myself. I will always be on my best behavior while working independently on my project. I will ask for help if I do not know what I am doing or if I have a question about the assignment. I will never brag to others about my individual project(s) because everyone learns differently and at his/her own pace. I will transition quietly, without disrupting others, when working in a whole group activity and moving to my independent work. I will always use my time wisely and work efficiently. Consequences: Positive: If I do follow the rules that are in my Learning Contract and put in my best effort then I will be allowed to do the following things: I will be able to work on future fun projects like this again! I will be able to help choose what kind of projects I would be interested in doing. I will be able to share my work with another class. Negative: If I do not follow the rules that are in my Learning Contract and do not put in my best effort then I will lose these privileges: I will not be able to work on independent projects like this in the future. I will not be able to leave the classroom to work on independent projects. I will not be able to share my work with another class. Evaluation: The student will be evaluated by a rubric depending on which option she selects that will be filled out by the teacher when the project is completed. The rubric will be based on the quality of the journal entries or play that the student will write. Option A: There will be a rubric for each journal entry (5). Each rubric will be worth 20 points. The rubrics will be added together for a final grade for a possible grade of 100 points (100%). There will also be a journal entry checklist that is part of the rubric. The Grammar Finder worksheet will also be graded (out of a score of 100%) to ensure that comprehension of interjections, conjunctions, and interjections has been fulfilled.

Option B: There will be a rubric for the quality and structure of the play. The rubric will be out of 20 points, but worth a score of 100%. The Grammar Finder worksheet will also be graded (out of a score of 100%) to ensure that comprehension of interjections, conjunctions, and interjections has been fulfilled. Time Necessary for this Assignment: 3 to 4 weeks. (If Eileen selects option B, then she will have additional support with organizing the script for the play and rehearsals to ensure time is well managed.) Materials: Biography about an influential woman Graphic organizer Grammar Finder worksheet Journal entry checklist Pencils Markers Lined paper for journal entries Blank white paper for illustrations for each journal entry Construction paper for journal covers (front and back) that will be decorated Stapler I, _________________, promise to put forth my best effort and complete all of the parts of this assignment to the best of my ability. I promise to follow all of the rules that are listed in my learned contract. If I do not follow the contract then I will accept the negative consequences of breaking this promise. I understand the entire learning contract and if I have any questions I will not hesitate to ask the teacher for help. Student signature: ______________________________________ Date: _______________ Teacher signature: _______________________________________ Date: _______________ D

Journal Writing Rubric- Option A Influential Woman Journal Entry #____

4- Exceeds

3- Meets

2- Progressing

1- Insufficient

Mechanics: Capitalization/ Punctuation

All words that are supposed to be capitalized are capitalized and there is appropriate punctuation after every sentence.

Most (75%) of the words that are supposed to be capitalized are capitalized and there is appropriate punctuation after most (75%) of the sentences. Handwriting can be read without difficulty, but lacks in neatness. Most of the words (75%) are spelled correctly. The journal entry has 3 out of the 4 items on the journal entry checklist. There is a picture that accurately corresponds to the entry. It is colorful and neat.

Some (50%) of the words that are supposed to be capitalized are capitalized and there is appropriate punctuation after some (50%) of the sentences.

Very little or none (25%-0%) of the words that are supposed to be capitalized are capitalized and there is appropriate punctuation after very little or none (25%-0%) of the sentences. Handwriting cannot be read at all. Very little or none of the words (250%) are spelled correctly. The journal entry has 1 out of the 4 items on the journal entry checklist. There is a picture that does not accurately correspond to the entry. It has no color and is sloppy.

Handwriting

Handwriting is very neat and clear and is able to read without question. All of the words are spelled correctly. The journal entry has 4 out of the 4 items on the journal entry checklist. There is a picture that accurately corresponds to the entry. It is colorful, neat, and creative.

Handwriting is difficult to read and is sloppy.

Spelling

Some of the words (50%) are spelled correctly. The journal entry has 2 out of the 4 items on the journal entry checklist. There is a picture that accurately corresponds to the entry. It has little color and is sloppy.

Complete Story

Creativity

Total Points: _____/20

Journal Entry Checklist- Entry #____ The journal entry is written in chronological order. The journal entry is written in the correct time. The journal entry is written from first perspective of the influential woman that is being studied. The journal entry includes a variety of details that revolve around the event(s) that are discussed in the journal entry.

Play Rubric- Option B

4- Exceeds

3- Meets

2- Progressing

1- Insufficient

Mechanics: Capitalization/ Punctuation

All words that are supposed to be capitalized are capitalized and there is appropriate punctuation after every sentence.

Most (75%) of the words that are supposed to be capitalized are capitalized and there is appropriate punctuation after most (75%) of the sentences. Handwriting can be read without difficulty, but lacks in neatness. Most of the words (75%) are spelled correctly.

Some (50%) of the words that are supposed to be capitalized are capitalized and there is appropriate punctuation after some (50%) of the sentences.

Very little or none (25%-0%) of the words that are supposed to be capitalized are capitalized and there is appropriate punctuation after very little or none (25%-0%) of the sentences. Handwriting cannot be read at all. Very little or none of the words (250%) are spelled correctly. The content of the play is confusing and there are three or more events that are not accurate. The play lacked creativity and factual and accurate information and the actors/actresses did not know any of their lines and were unprepared.

Handwriting

Handwriting is very neat and clear and is able to read without question. All of the words are spelled correctly.

Handwriting is difficult to read and is sloppy.

Spelling

Some of the words (50%) are spelled correctly. The content of the play could use more organization and is somewhat accurate. There are two events that are not accurate. The play lacked in creativity, but still delivered the facts and the actors/actresses were not as confident in their lines and read from the script the whole time.

Complete StoryContent Accuracy

The content of the play is well organized and accurate.

The content of the play is organized and mostly accurate. There is one event that is not factual.

Creativity/ Performance

The play is highly creative and the actors/actresses were confident in their lines and memorized their parts and/or referred to their script minimally.

The play was creative and the actors/actresses were mostly confident in their lines and used their script some of the time.

Total Points: _____/20

Graphic Organizer

Directions: Fill out the graphic organizer with interesting facts you find in your biography about your influential woman of choice!

Personal Life:

What Did She Fight/Stand For?

Name of Influential Woman: ____________________

Imapact She Had on History?

Fun Interesting Facts:

Grammar Finder!
Directions: List all of the prepositions, conjunctions, and interjections that are used in your journal entries. Identify the word and which journal entry it can be found in.

Part of Speech

Words 1. 2. 3. 4. 5.

Journal entry that the word can be found 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. 3. 4. 5. 1. 2. 3.

Prepositions

6. 7. 8. 9. 10. 1. 2.

Conjunctions

3. 4. 5. 1.

Interjections

2. 3.

Journal Entry Paper:

Date: _________________ Dear Journal,