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Grade Band: High School Unit 9 Unit Target: Government Unit Topic: I Am a U.S. Citizen
Instructional Targets: Reading Standards for Informational Text: • Range and Level of Text Complexity: Read and use grade level/age-appropriate informational materials, including history/social studies
and technical texts that are adapted to the student’s reading level • Key Ideas and Details: Answer questions and locate information in text to support the main idea and key details Which of your state standards are aligned to these instructional targets?
Classroom Activities/Lesson Plan: Chapter 1: “Citizens’ Rights” The title of the chapter book is I Am a U.S. Citizen. It focuses on citizenship rights and responsibilities. Chapter 1 introduces basic personal, political and economic rights of citizens. Our rights are guaranteed by the U.S. Constitution and we are ruled by laws. Laws make sure that we all enjoy our rights.
• Chapter books present a “reading to learn” experience. Therefore, chapter books may be read by the student independently, in a shared reading experience or read aloud. Present one chapter at a time for reading and comprehension.
• After each page is read, ask the discussion question that is in italics at the bottom of each page. Focus on pictures on each page to reinforce understanding. Repeated readings are encouraged.
Read and Answer:
• Select the level of comprehension questions appropriate to the student (text or text with pictures). • Build comprehension and vocabulary knowledge through narrative discussions. • Suggested Reading Levels for this chapter: Level H/I, presented in a text format and Level E, presented in a text format and a
symbol-supported format. Comprehension questions are also in three formats. Level 3 is text-only. Level 2 is symbol-supported. Level 1 is written in sentence-strip format, allowing students to select from multiple choices or one errorless picture choice.
Standards Connection: • These activities are applicable to all chapters. Based on the content of the chapter, determine if this book is a fiction or non-fiction type
of book. • Two lessons are designed to build summarization skills. The first is based on fiction formats that have more of a story line, and the second is
informational text that is based on facts and historical events. * The first two sets of comprehension questions are derived from the lower level of text. Advanced level of mixed questions is provided in text-only format. Pre and post assessment is available through Monthly Checkpoints.
Differentiated Tasks: Level 3 Level 2 Level 1 Students will independently read informational materials, including history/social studies and technical texts that have been adapted to the student’s reading level. Students will independently read questions about a story and write/speak/select an answer.
Students will read supported and shared informational materials, including history/social studies and technical texts that have been adapted to the student’s reading level. Students will point to/select a picture from a choice of three in response to a question about a story.
Students will actively participate in supported reading of informational materials, including history/social studies and technical texts that have been adapted to the student’s ability level. Students will respond to a question by choosing a single-option or errorless picture.
Resources and Materials: Notes: Chapter 1: “Citizens’ Rights” Communication board Comprehension worksheets and sentence strips (multiple choice and fill-in); Advanced questions Standards Connection - Lessons 3, 5, 7, 9, 11, 13
1. A _____ is born in the United States. (citizen) 2. You can pick who your _____ are. (friends) 3. We have the right to _____ for leaders. (vote) 4. You can earn and spend _____. (money) 5. People have rights in the _____. (U.S.A.)
Multiple Choice: 1. What is this chapter about? (citizens, churches, CD players) 2. Which is a personal right? (voting, earning money, picking friends) 3. Which is a political right? (voting, earning money, picking friends) 4. Which is an economic right? (voting, earning money, picking friends) 5. What is important to know about this chapter? (Music is loud. Citizens have rights. A job is hard work.)
Advanced:
Use your chapter book to find answers to these questions: 1. A citizen in the United States has _____. (rights) 2. The _____ gives people rights. (U.S. Constitution) 3. People have personal, political and _____ rights. (economic) 4. You must be _____ years old to vote. (18) 5. People need to obey the _____. (laws)
There may be more than one correct answer to these questions: 6. Who is a person born in the United States? (bird, citizen, school) 7. What rights do people have? (personal rights, political rights, economic rights) 8. Which are personal rights? (choice of music, choice of privacy, choice of friends) 9. Which is a political right?
• You can vote for animals. • You can vote for teachers. • You can vote for leaders.
10. Which are economic rights?
• You can choose how to spend money. • You can choose what to name your pet. • You can choose your job.
Grade Band: High School Unit 9 Unit Target: Government Unit Topic: I Am a U.S. Citizen
Reading Standards for Literature/Informational Text: • Craft and Structure: Use structures of a text (e.g., paragraphs, chapters) to locate information as it supports the purpose of
a text • Integration of Knowledge and Ideas: Compare different types of genre and identify personal preferences
Unique Differentiated Tasks: Level 3 Level 2 Level 1 • Students will describe a series of events as
they develop through chapters of a book or scenes of a play.
• Students will experience different types of literature of various themes and genre.
• Students will locate a chapter of a book or scene of a play.
• Students will identify two stories/books of the same genre (e.g., sports, history, biography, science).
• Students will identify a picture representing an event from a chapter or scene.
• Students will select a book/story of personal preference.
Use the book features and pictures to discuss, locate and answer these questions.
What is the title of this chapter?
Use the table of contents to find the first page of the chapter. What do you think this chapter will be about? ____________________________________________________________________________________________________________________________________________________
This is a chapter book. What kind of chapter book is this?
Fiction Non-Fiction Fiction tells a story that is made up in the imagination. This is not a true story. Non-fiction tells facts about a topic. This is a true story. _________________________________________________________________
What is the chapter topic?
Biography
History
Science
Health
Compare this to the chapter book from last month.
Grade Band: High School Unit 9 Unit Target: Government Unit Topic: I Am a U.S. Citizen
Reading Standards for Literature: • Key Ideas and Details: Summarize the main theme of a text and support with details and a sequence of events
Standards for Speaking and Listening: • Presentation of Knowledge and Ideas: Present information in an organized manner appropriate to a task, audience or situation
Standards for Language: • Knowledge of Language: Apply conventions of grammar when speaking or writing
Unique Differentiated Tasks: Level 3 Level 2 Level 1 • Students will summarize a story, including the
main idea, events and key details. • Students will summarize a story, including the
main idea and events. • Students will communicate on a topic specific
to the purpose and audience. • Students will demonstrate conventions of
grammar in spoken and written sentence forms.
• Students will use picture supports to retell key details and events from a story.
• Students will communicate on a topic specific to the purpose and audience using picture supports.
• Students will create simple sentence forms in a grammatically correct order when speaking or writing.
• Students will retell key details and/or events from a story by activating a talking device.
• Students will communicate basic information on a topic or experience using communication technology and picture support.
• Students will combine two or more words with picture support during a shared writing or speaking activity.
Story Retell/Summary: This extended activity based on book reading is an excellent tool for building expressive communication. Incorporate augmentative systems (low tech and high tech) to encourage self-generated sentences and modeling language expansion.
Main idea:
What is the message in this story?
Key details:
Arrange pictures or words to tell the story:
In the beginning…
Then…
And at the end…
Grade Band: High School Unit 9 Unit Target: Government Unit Topic: I Am a U.S. Citizen
Reading Standards for Informational Text: • Key Ideas and Details: Summarize the central idea and specific supporting details of a text
Standards for Speaking and Listening: • Presentation of Knowledge and Ideas: Present information in an organized manner appropriate to a task, audience or situation
Standards for Language: • Knowledge of Language: Apply conventions of grammar when speaking or writing
Unique Differentiated Tasks: Level 3 Level 2 Level 1 • Students will summarize a story, including the
main idea and events. • Students will communicate on a topic specific
to the purpose and audience. • Students will demonstrate conventions of
grammar in spoken and written sentence forms.
• Students will use picture supports to retell key details and events from a story.
• Students will communicate on a topic specific to the purpose and audience using picture supports.
• Students will create simple sentence forms in a grammatically correct order when speaking or writing.
• Students will retell key details and/or events from a story by activating a talking device.
• Students will communicate basic information on a topic or experience using communication technology and picture support.
• Students will combine two or more words with picture support during a shared writing or speaking activity.
Informational text has a purpose. This may include learning new facts, a schedule, a recipe or a menu. This activity will build skills for identifying key information from informational documents.