Professional Portfolio

  1. Home
  2. Table of Contents
  3. Diversity
  4. Reading
  5. Math
  6. Science
  7. Social Studies
  8. Unit of Instruction
  9. Health
  10. Media & Technology
  11. Professional Documents
  1. Jack Tales & the North Carolina Mountains
Home > Unit of Instruction

Unit of Instruction

Rolling Hills (Lg.)

Rationale

Context:

The purpose of this Unit Plan is to fit the requirement I needed for CI 4000. I created numerous lesson plans that deal with Jack Tales and related it to the western North Carolina Mountains as part of integration into Social Studies. My goals were for my students to name the characteristics of a Jack Tale as they studied Traditional Literature as well as grasp the vocabulary that it obtained.

Impact:

My students were able to grasp the characteristics of a Jack Tale and it's vocabularyand therefore met my expectations during my teaching process. They went through many lessons that demonstrated critical thinking in this subject. They learned about the immigration process to the mountains of North Carolina and the rich history that surrounded it.

Alignment:
NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator: Indicator 1: Teachers know the developmental stages of language acquisition.
Indicator: Indicator 2: Teachers know and understand influences on dialect.
Indicator: 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.
Indicator: 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).
Indicator: 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.
Indicator: Indicator 8: Teachers know and understand written and oral composition processes. They understand:
Detail: The written language as a symbolic system.
Detail: The phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process.
Detail: The importance of teaching grammar and usage in context.
Author: richard lynch
Last modified: 11/7/2008 3:49 AM (EST)