Rationale for Mulitext Unit

Context: I developed this unit in Block II in my RE 4030 class. This unit is made up of lessons for two weeks. The unit uses two books that relate to each other. One book is the novel Shiloh and the other book is a informational book by Gail Gibbons called Dogs. In the unit there are vocabulary words for the chapters along with activities. The students will learn about plot, setting, climax, and solution with activities. The unit includes an internet workshop for the students. There are comprehension activities and questions for the students to do within the unit. The students research a bread of dog and present what they have learned about this type of bread. The unit has many activities in languages arts.

Impact: This unit can be used to teach children plot, setting, characterization, and how a story flows. (LA 2.04) The student, will examine and read a variety of text, in this unit. (LA 2.03) The cause and effect activities, a writing activity that is in the unit will help the children make inferences and draw conclusions. (LA 2.04) In this unit the students will do a plot activity worksheet that will help the students summarize major points in a fiction and nonfiction text. (LA 2.06)

Alignment:

      I met Standard 1, indicator 2 because the book Shiloh used in the unit has lot of different dialect that student, might not be used to. This dialect will be address in vocabulary words and while reading the novel.

      I met Standard 1, indicator 3 by the variety of texts that I included in this unit. Some of the dog books have many different breeds of dogs from around the world that the books talk about.

      I met Standard 1, indicator 4 because careful consideration was taken to choose the books for the children that were developmentally appropriate for students on all learning levels.

      I met Standard 1, indicator 5 by the comprehension activities that are in this unit. This unit gives the students a chance to relate to the books and their learning. If they can relate to the books the students can comprehend better.

      I met Standard 1, indicator 6 by a variety of texts were chosen for the unit that help students literacy growth and will expose them to new literature.

      I met Standard 1, indicator 8 by giving the students information on how to present and have the students present about the bread of dog that they researched. Also by having the student do the writing activity in the unit.

      I met Standard 7, indicator 1 because I designed a unit that met the North Carolina Standard Course of Study and objectives in science and language arts for fourth grade.

      I met Standard 8, indicator 2 because in my unit students will be monitored on their own reading and comprehension.

      I met Standard 7, Indicator 4 because in my multi text unit I have developed many different teaching strategies to help many different learning styles that children have.

      I met Standard 8, Indicators 3,4,5 because this unit consisted of great novel that I encourage students to read, and to think about what they read to how to be critical thinkers. In this unit the student wrote in their journals and answered comprehension question about what they wrote. With the writing activities and the vocabulary word I as a teacher have modeled the standard English.