Context:
This Multi-text assignment was completed for Reading 4030, Development of Literacy for Learning, in the fall of 2008 under the advisement of Dr. Linda Pacifici. This project was a joint effort by Beverley Pittman and Ka Vang. This multi-text set is a unit on the books Out of the Dust by Karen Hesse and The Great Depression in American History by David K. Fremon. It is integrated into a fifth grade curriculum with an emphasis on poetry and the Dust Bowl.
Impact:
For this multi-text unit, we wanted to compile a unit that gives our students a chance to explore the Great Depression and the Dust Bowl. We have selected two main texts for this as stated in the context. We will use these texts in multiple ways as in whole class read aloud, small groups read aloud, and independent reading to ensure that all student’s needs are met. Vocabulary activities and lessons will be derived from these texts along with other activities that teach poetry and concepts derived from this period in history. Our unit is appropriate for fifth grade as it meets a variety of NC Competency Goals and Objectives from the Social Studies Strand (1.01, 2.08, 3.02,4.02, 4.05, 5.03 and 5.08). Language Arts NC Objectives will also be met through the wide range of activities that the students will participate in. A few of these goals and objectives are as followed: 3.05, 4.01, 4.02, 4.03, 4.05, 4.07, and 5.01.
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 indicator was met because the novel chosen for this assignment is a contemporary novel that is well suited for both children and young adults. It is also a book written on a fifth grade reading level and focuses on aspects of the Dust Bowl. A woman also writes this book.
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 indicator was met through the vocabulary and regular activities that were completed by the students throughout the teaching of this unit. The student will build off of their social, cultural, linguistic, cognitive, and affective backgrounds as they complete the activities, participate in small group activities, and listen and speak at the poetry reading night.
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 6: Teachers understand the importance of literacy for personal and social growth.
This indicator was met because of the enormous social impact on our society from the Dust Bowl and the Great Depression. The students will be able to grow personally by viewing life during the hard times of the Great Depression through the eyes of a girl around their age.
Standard 4: Elementary teachers have a broad knowledge and understanding of the major concepts in social studies.
Indicator 6: Teachers understand basic geographic concepts and how they can be integrated including:
This indicator was met through the integration of the non-fiction books and the Internet Workshop within this multi-text set. The students were required to research information about the places that the Dust Bowl affected. The non-fiction book also helped to bring in the environmental issues and concerns of people in America in that period of time.
Detail: United States History This indicator was met when I talked to the students about the Dust Bowl.
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