Multitext Unit

Rationale:

Context: I developed this multitext unit on the westward expansion during my Block II semester under the advisement of Dr. Ellen Pesko. The lesson was designed to use with 3rd graders. The multitext unit combined two texts, one fiction, and one nonfiction. The two texts that I used with this unit were Sarah, Plain and Tall and A Prairie Alphabet.

Impact: Students will learn not only about life on the prairie but also about a whole different era in time. Students will also be able to see the differences and simalarities between nonfictional and fictional texts used during this unit. The unit also consists of vocabulary, character, and plot activities.

Alignment:  The following standards and indicators meet the requirements for North Carolina Elementary School Teachers.

Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Standard 1, Indicator 1:  I met this indicator by learning what language comprehension levels 3rd graders are on.  I needed to know these areas so that I could pick out texts for the unit that would be beneficial to students. 

Standard 1, Indicator 3:  I met this indicator by choosing different texts, both fictional and nonfictional, to teach students about a different era in time and culture. 

Standard 1, Indicator 4:  I met this indicator by choosing books that would be beneficial to all students of diverse backgrounds. 

Standard 1, Indicator 5:  I met this indicator by developing activities for before, during, and after the unit was covered.  These activities help me to see how much children had improved as the unit went along.

Standard 4: Elementary teachers have a broad knowledge and understanding of the major concepts in social studies.

Standard 4, Indicator 4:  I met this indicator by using texts that were free of racist and sexist bias.

Standard 4, Indicator 8:  I met this indicator by using texts to help children discover about a time and movement in the history of the United States. 

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Standard 7, Indicator 1:  I met this indicator by developing a unit that fits into the North Carolina Standard Course of Study for 3rd grade. 

Standard 7, Indicator 4:  I met this indicator by developing activities for small group, individual, and whole class. 

Standard 8: Teachers design instructiional programs and strategies that build on students' experiences and existing language skills to help students become competent, effective users of language.

Standard 8, Indicator 1:  I met this indicator by developing a number of activities that were developmentally appropriate for the students.

Standard 8, Indicator 4:  I met this indicator by using a variety of resources to develop this unit.  I also provided my students with a variety of resources, such as books, interactive websites, etc.