Context: This unit was created for RE 4030, Development of Literacy for Learning.  It was created in the fall 2007, under the instruction of Amie Snow.  It is a unit for fifth grade students, which uses children's literature to teach about The Civil War. 

Impact:

A 3.02 Identify and interpret elements of fiction and non-fiction in grade-level text with little assistance (e.g., plot, conflict, main idea, fact/opinion, supporting details, point of view, resolution).

Alignment:
Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator 3: Teachers know and understand a diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literatures written by women and authors of colors and works written for children and young adults.
This standard was met because the fifth grade unit on the Civil War incorporates both fiction and nonfiction works of childrens literature to teach an event from American History.  The primary novel being used is a fantasy novel and is written by a woman, Irene Hunt.

Indicator 4: Teachers understand the elementary school child’s social, cultural, linguistic, cognitive, and affective backgrounds as they relate to the ability to develop effective communication processes (listening, speaking, reading, and writing).
This standard was met through the vocabulary activities that were completed through the teaching of this unit.  Students all come from different backgrounds and cultures, and the vocabulary activities will help give the students a bit of common knowledge to build off of. 

Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.
This standard was met due to the way in which this multitext set was organized.  It starts with nonfiction texts, which will allows students to build off of their existing knowledge, and then they take that newfound knowledge and apply it to the novel they are reading. 

Indicator 6: Teachers understand the importance of literacy for personal and social growth.
This indicator was met because of the variety of books that are included in this multitext set.  A student will never just sit down and read, even though doing so will benefit them in numerous ways.  They have to be trained how to read, and how to enjoy reading.  Using various books will give them more of an opportunity to excel at something they enjoy. 

Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching.
I met this standard, because the focus of my multitext set is on the Civil War.  This is a part of the NC Social Studies curriculum for the fifth grade. 

Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.
The Book pile scavenger hunt aspect of my mulittext set meets this indicator, becasue it allows students to decide what they are interested in, and what they would like to learn more about. 

Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.
This standard was met because the multitext set offers activities that focus on artistic ability, reading skills, problem solving skills, and writing activities.  There are activities that meet each of the various learning styles of my students. 

Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.
This indicator is met because an ABC book will be used as an assessment for this unit.  This will require students to do a bit more research on the topic of the Civil War, and will show that they understnad how things are related to it. 

Standard 8: Teachers design instructional programs and strategies that build on students’ experiences and existing language skills to help students become competent, effective users of language.
Indicator 3: Teachers guide and encourage students to think critically about what they write and read.
One activity in the multitext set that meets this standard is the DRTA, which requres students to answer particular questions about the text, as well as making predictions from the story. 

Indicator 4: Teachers encourage students’ enjoyment of reading.
A variety of texts are listed in the multitext set, each of which focuses on some aspect of the Civil War, but my range from spys in the war, to women soldiers, to life on the homefront.  All ages and personalities can find something enjoyable from the wide selection.