Design Topic: Reading/Virginia Studies Subject(s): English/History & Social Science Grade(s): 4 Designer(s): Jessica Bowers

Understanding by Design

Unit Cover Page

Unit Title: The Voices of Jamestown Grade Levels: 4th

Topic/Subject Areas: Reading & Virginia Studies/ English/History & Social Science

Key Words: reading comprehension, fiction, narrative nonfiction, authors purpose, main
idea, supporting details, inferences, predictions

Designed By: Jessica A. Bowers Time Frame: 4 weeks

School District: Regent University School: Teacher Ed & IDS Dept.

Within this unit of English, History and Social Science, students will learn and develop
a variety of comprehension strategies (VDOE, 2010). They will learn their logical application
in identifying the main idea, supporting details, functional texts, as well as crafting an inference
or prediction. As students read a mixture of fiction and narrative nonfiction texts about the
settling of Jamestown, they will learn how to effectively use these strategies and applications
in everyday life. Students will be able to concisely and adequately summarize and predict
through the use of cooperative group projects and peer-editing strategies. They will design
pamphlets for children visiting Jamestown for the National Park Service; they will be from
different perspectives so that children will grasp what it was really like to live there at that time.
As a final performance task, students will develop and record a radio broadcast on the
four colonists who were recently discovered at a burial site in Jamestown in order for students
to create their own summary, opinion or prediction on what actually happened. At the units
conclusion, students will self-assess and reflect on their experiences as students, but also as
readers and writers in the modern world.

Unit design status: X Completed template pages stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic: Reading/Virginia Studies Subject(s): English/History & Social Science Grade(s): 4 Designer(s): Jessica Bowers
STAGE 1 DESIRED RESULTS

Unit Title: The Voices of Jamestown

Established Goals: Standard 4.5- The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry (VDOE, 2010) in conjunction with Standard VS.3- The student will demonstrate knowledge of
the first permanent English settlement in America and VS.4- The student will demonstrate knowledge of life in the Virginia
colony (VDOE, 2008).

4a) Explain the authors purpose.

4b) Describe how the choice of language, setting, characters, and information contributes to the authors purpose.
4c) Identify the main idea.
4d) Summarize supporting details.
4h) Draw conclusions/make inferences about text.
4i) Make, confirm, or revise predictions.
4k) Use reading strategies throughout the reading process to monitor comprehension.
VS3f) Describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival.
VS4e) Describing everyday life in colonial Virginia.

Understandings: Students will understand that Essential Questions: How, Why, Which

Authors choose fiction or nonfiction based on their
purpose, and the two are organized differently in relation to
this purpose (Wiggins & McTighe, 2012).
Functional text is used in nonfiction to help the reader
follow a system for sorting, choosing, and following
information or instruction (Pearson, 2011).
Authors use specific language, setting, characters, and
information to convey an opinion or agenda.
Authors may not say everything directly, leaving it to the
reader to decide, interpret, or make their own inferences.
Opinions or perspectives shift over time due to changing
circumstances, new knowledge, or by listening to other
points of view.
Both narrative nonfiction and fiction accounts of settling
Jamestown will differ as they reflect the writer or historical
figures point of view, gender, ethnicity, or status.
How do the authors goals effect your opinion or reading of
the text?
Why would choosing a different tone, setting, or character
change the authors overall goal for the text?
Why is it important to read a text more than once? How
would this effect or challenge your initial opinions?
Why do reading strategies help with understanding? Why
are these strategies different for fiction and nonfiction?
How might different settler and native accounts of settling
Jamestown influence an authors writing style or their
writing goals?
If you were the author of a text, how might texts be
different depending on your race, gender? If you were an
enslaved or free African American in Colonial America
(VDOE 2008)?

Students will know: Students will be able to:

Differences between fiction and nonfiction.
Narrative nonfiction is a retelling in story format which
contains facts about actual people, places, and events. It is
normally in chronological order (VDOE, 2010).
Language, setting, characters, details, and included
information contributes to the authors purpose and the
authors writing style effects this purpose (VDOE, 2010).
What signals a main idea or theme within a text (VDOE,
2010).
Details from the text, including the main idea or theme, and
supporting details, must support a description, summary,
conclusions or inferences (VDOE, 2010).
Methods to set up and change a prediction.
Which resources to use to help with reading familiar texts.
Which reading strategies to use when they do not
comprehend or demonstrate misinterpretation of a text
(VDOE, 2010).
Settlers faced many hardships when they arrived to
Jamestown which effected their survival and they were
dependent on natural, human, and capital resources (VDOE,
2008).
Lifestyles were different for settlers depending on their
ethnicity, gender, or status.
Describe the differences between fiction and nonfiction.
Identify the qualities of narrative nonfiction.
Explain the authors purpose and how choice of language,
setting, characters, details, and information contributes to
their goal (VDOE, 2010).
Choose specific details from the text to help explain main
points or break it down.
Describe the differences between a main idea and
supporting detail.
Choose details from the text to create a personal
summary, conclusion, or prediction (VDOE, 2010).
Select methods to craft and adapt a prediction.
Read to distinguish fine detail.
Express areas of confusion or misunderstanding when
reading a text.
Use tools that help with reading for understanding.
Interpret ideas and events based on different historical
perspectives of settlers within narrative nonfiction and
fiction (VS.1g, VDOE 2008).
Show similarities and differences between past and
present writings of the settling of Jamestown.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Design Topic: Reading/Virginia Studies Subject(s): English/History & Social Science Grade(s): 4 Designer(s): Jessica Bowers

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

GRASPS Activity: Students will write and record a three
minute radio broadcast on the four colonists who were
recently discovered at a burial site in Jamestown. It must
include the use of details from narrative
nonfiction/fictionalized accounts in order for the student to
create their own summary, opinion or prediction on what
actually happened.
Project-Based Learning: Allow students to brainstorm and
choose a topic from a provided selection of narrative
nonfiction and fiction texts related to the settling of
Jamestown, including views on gender, ethnicity, or status.
The outcome, though open-ended, must demonstrate their
critical thinking abilities to read strategically, interpret ideas
and events, craft predictions, and apply their knowledge to a
real-life situation (Rutherford, 2015, pp. 123-124; VDOE,
2010).
Interactive Notebooks: Students are encouraged to draw
from a provided collection of nonfiction and fiction pieces to
learn their main differences, to record and use helpful
reading strategies (such as Text Organizational Patterns),
and develop personal opinions or inferences (Rutherford,
2015, pp. 228-229).
Box and T- Model: Students will identify and compare
critical attributes of narrative nonfiction and fiction
(Rutherford, 2015, pp.18-19).
Prompt: Students will compare and contrast samples of
narrative nonfiction and fiction relating to Jamestown.
Prompt: Students will write a diary entry from the
perspective of a historical figure who struggles in relation to
their gender, ethnicity, or status in Colonial Jamestown.
Quiz: Students will read a selected passage of nonfiction
related to Jamestown. They will use it to identify functional
texts, main points, themes, supporting details, and tone.
Quiz: Students will read a selected passage of historical
fiction related to Jamestown. They will use it to identify main
points, themes, supporting details, and tone.
Homework: Students will choose a work of historical fiction
related to the settling of Jamestown and choose a project
from a list of options (Rutherford, 2015, p. 146-147).
Homework: Students will choose a work of narrative
nonfiction related to the settling of Jamestown and choose a
project from a list of options (Rutherford, 2015, p. 146-147).

Student Self-Assessment and Reflection

Learning Log/Journal: Students will answer a small set of questions at the beginning and end of each day to encourage
constant personal and academic reflection (Rutherford, 2015, p. 226). These will include sentence stems such as I can,
Today I found out that, When I was confused today I, I was excited when, I need more help with, Tomorrow I hope
to.

Individual Participation Rating Sheet: The student is able to rate their performance in a group setting. If desired, group
members are able to agree or disagree with the students self-assessment and provide their reasoning on the back of the
sheet (Rutherford, 2015, p. 163).

Three-Column Charts: The student will identify what they know, what they dont know, and what they wish to know about
reading narrative nonfiction and fiction, as well as the settling of Jamestown (Rutherford, 2015, p.113).

Weekly Exit Ticket: The student will reflect on the events and learning of the week, and place them in their personal folder.
The folder will have a pinwheel inside that they may set to different options to indicate their level of comfort with the weeks
topics to the teacher. This allows a method of self-assessment as well as insight for the teacher.

STAGE 3 LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Hook students with a short video from the McGraw-Hill Education- Introduction to Reading Skills series to begin
discussion of how important reading skills are to comprehension (2014). (Note: these videos are used intermittently
throughout the unit in correlation with the topic being addressed.)
2. Students complete a KWL chart to identify what they know, what they dont know, and what they wish to know about
reading fiction and nonfiction (Rutherford, 2015, p.113).
3. Introduce the Essential Questions, key vocabulary, and culminating unit performance tasks (PBL and GRASPS) (Wiggins
& McTighe, 2005, p.331).
4. Note: Fundamental vocabulary terms are made known as various learning activities and performance tasks call for them.
Students will read and discuss relevant sections from fiction and narrative nonfiction texts to support learning activities
and tasks. As an ongoing activity, students keep a Learning Log and use Exit Tickets to encourage constant personal and
academic reflection (Wiggins & McTighe, 2005, p.331; Rutherford, 2015, p. 226).

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Design Topic: Reading/Virginia Studies Subject(s): English/History & Social Science Grade(s): 4 Designer(s): Jessica Bowers

5. Introduce and have students sign differentiated Learning Contracts which permit students to control their pacing and make
learning more meaningful; the teacher also gains time management, and opportunities for observation and assessment
(Bonnet, 2003, pp.72-73). These are placed in students Interactive Reading Notebooks to be used throughout the unit
(Rutherford, 2015, pp. 228-229).
6. As a formative assessment, students respond to a written tiered prompt based on a selection from Your Travel Guide to
Colonial America: have students create a short story based on the vocabulary discussed so far (Day, 2001, pp.8-9).
7. Teacher introduces and models Authors Chair/Think Aloud using a personal example of the prompt response from
previous lesson (a cozy, decorated chair and fanfare are certainly encouraged) (Kalil, 2011). This is purely to get them
familiar with the strategy; students will use this in a later lesson.
8. Pre-Assess students with a Nonfiction Multiple Choice Quiz on elements of text (e.g. main idea, fact, opinion, etc.) using
the Newsela Article Four graves uncovered in dirt floor in early English church in Jamestown (make sure to use the
website tools to adapt it to a 4th grade level) (Associated Press, 2015). This is not for a grade, but merely for planning
purposes.
9. In cooperative learning groups, introduce the Box and T-Model to interpret similarities and differences between fiction and
nonfiction (teacher developed).
10. Teacher models PIE (persuade, inform, and entertain) in role; the class as a group continues to fill out the rest of the chart
as they discuss authors purpose (Olson, 2014).
11. Introduce the Authors Purpose worksheet using Your Travel Guide to Colonial America and fill it out as a whole group to
encourage further critical thinking (Pesce, 2012; Day, 2001, pp.33-4). Next, working in cooperative learning groups, have
students fill in the Authors Purpose worksheet using Our Strange New Land (Hermes, 2000, p.5).
12. Students use differentiated Authors Purpose Task Cards for identifying authors purpose and topics for generating
writing using a given authors purpose (Teaching with a Mountain View, 2015).
13. Assess by having students respond to a written tiered prompt assign group or individual author purposes (e.g.
persuade, inform, entertain) to write about a part of Jamestown history they have enjoyed so far. (Note: objects may also
be used and placed on the teachers desk to stimulate thinking (White, 2012)).
14. Hook students with Main Idea Brown Bags activity. Students discuss what they think the main idea of the contents is
(Larson, 2013).
15. As a whole group, help students break down a piece of text from Written in Bone: Buried Lives of Jamestown and Colonial
Maryland (Walker, 2009). Introduce Get the Gist to encourage students to summarize the main idea concisely
(Semingson, 2011).
16. Students work independently or in supported learning groups to use the graphic organizer Summarizing: Getting the Gist
activity with a chosen text (Jones, 2011).
17. As a summative assessment, students use Main Idea Task Cards (Lynette 2012, Rutherford, 2015): using text from Blood
on the River or Written in Bone, offer differentiated sets of cards for struggling readers/ESL learners to advanced readers
(Carbone, 2006, Walker, 2009).
18. As a group, students use the graphic organizer Main Ideas and Details Table to introduce supporting details with Our
Strange Land (Warner, 2013; Hermes, 2000).
19. As a content enforcer, students use Jamestown learning or literacy centers containing different text pieces or themes to
work with purpose, main idea, and supporting details; students may work independently or collaboratively (Just Read,
Florida!, 2015).
20. Students respond to written tiered prompts as a formative assessment: Students will write a diary entry from the
perspective of a historical figure who struggles in relation to their gender, ethnicity, or status in Colonial Jamestown
(teacher developed). It must have strong supporting details related to a main idea.
21. Teacher uses Authors Chair strategy with diary entries (teacher developed). This can be used as a whole class or in
small groups (Kalil, 2011).
22. Give summative quiz on authors purpose, main idea, and supporting details using Blood on the River (Carbone, 2006).
23. Hook students with a Functional Text Gallery Walk to stimulate discussion about what they are used for and how they are
helpful. Use examples from Jamestown historical fiction or narrative nonfiction.
24. After the teacher models, students assemble a Mini-book project using cooperative learning: create a book on Nonfiction
Text Features which contain a title, table of contentsa glossary and page numbers; this helps students monitor their
own comprehension (VDOE, 2010). This is a graded asessement.
25. Teacher uses Graffiti Wall activity to introduce inferences; students may write or draw. (Note: this activity will also be used
for introducing predictions) (Rutherford, 2015, p.92).
26. In cooperative learning groups, students are shown pictures of Colonists/Native Americans/African Americans to
generate inferences; these are based on students prior knowledge and text resources the class has used so far. Students
respond to a written prompt: how do inferences influence daily life? How do they influence thinking when you see
something or someone before knowing a lot about it/them? (teacher developed).
27. Hook students with the unusual object exercise. In a whole group discussion, have the students predict what it is or could
be used for (K12 Reader, 2015). The teacher introduces the IEPC tool and Anticipation Guide graphic organizer so that
students continue to develop their concept of prediction (Kinberg, 2007, pp. 55-58; Reading Rockets, 2015).
28. In tiered groups, students perform use Making a Prediction story cards. Students are guided toward reading one
card/constructing pieces bits at a time rather than all at once to inspire higher-level thinking (teacher developed; Bonnett,
J. 2003, p.79).
29. Students use Box and T-Model to compare and contrast inferences and predictions (VDOE, 2012).

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Design Topic: Reading/Virginia Studies Subject(s): English/History & Social Science Grade(s): 4 Designer(s): Jessica Bowers

30. Introduce project-based-learning activity (PBL) - 3 class periods as a formative assessment: The National Park Service
needs a series of themed new pamphlets to hand out to children who are visiting Jamestown. The Park Ranger asks for
literature (this is a wide open option here let the students get creative!) that would help visiting children to understand
what it was really was like to live in Jamestown. This allows opportunities for students to make predictions about what
would be helpful, but also to implement skills used so far. Students self-assess the process. (teacher developed).
31. Introduce culminating GRASPS assignment (5 class periods) as a summative assessment: Write and record a three
minute radio broadcast on the four colonists who were recently discovered at a burial site in Jamestown, and begin work
(teacher developed). Presentation of GRASPS will cover a full class period, and students will self- and peer-assess using
rubrics (Wiggins & McTighe, 2005, p. 331).
32. Conclude the unit as students self-evaluate using their Learning Contracts; self-reflection and assessment are obtained in
their Learning Logs and Exit Tickets (Rutherford, 2015, p.226, 115). These will include sentence stems such as I can,
Today I found out that, When I was confused today I, I was excited when, I need more help with, Tomorrow I
hope to (McLaughlin & Allen, 2002, pp.60-61).

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Design Topic: Reading/Virginia Studies Subject(s): English/History & Social Science Grade(s): 4 Designer(s): Jessica Bowers

Stage 3 Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1 2
1. Hook students with short
video about authors purpose
and discuss.
2. Introduce essential
questions, and key vocabulary.
3. Have students sign Learning
Contracts and introduce
Interactive Reading Notebooks.
4. Initial Learning Log reflection
(daily task) and discuss Exit
Tickets (used every Friday).
6 7
16. Students inspect Main Idea
Bags to identify the theme.
17. Working in groups,
students learn how to break
down and summarize a main
idea.
11
26. As a class, use Graffiti Wall
to pre-assess and discuss
inferences.
27. Students use Think Aloud
with pictures different
Jamestown characters to
generate inferences. Follow
with prompt and Authors
Chair.
5. Show Part 2 of video about
authors purpose and discuss.
6. Present concepts using Five
Card Draw for vocabulary.
7. Assign tiered prompts based
on a selection from Your Travel
Guide to Colonial America.
18. Students use graphic
organizer Main Idea and
Details Table with Strange New
Land and use reciprocal
teaching with their tables.
12
28. Hook students with unusual
object exercise to begin
identifying predictions.
29. Teacher models tools to
help create and change
predictions. Students use
graphic organizers and Making
a Prediction Story Cards to
continue this model.
3 4
8. Hook students with Teacher
modeling Authors Chair/Think
Aloud.
9. Pre-Assess with Nonfiction
Multiple Choice Quiz.
10. Students use Box and T-
Model to interpret differences
between fiction and nonfiction.
8 9.
19. Working alone or in groups,
students review content using
Jamestown learning centers.
20. Students write diary entries
using tiered prompts and use
Authors Chair as a whole class
or in small groups.
21. Assess: Fiction Multiple
Choice Quiz.
13
30. Students use Box and T-
Model to compare and contrast
inferences and predictions.
31. Introduce PBL: The
National Park Service needs a
series of themed new
pamphlets to hand out to
children. Begin PBL and
observe and guide as needed.
11. Model PIE to continue
discussion about authors
purpose.
12. Present Authors Purpose
worksheet and have students
fill it in in cooperative learning
groups.
22. Have students do a
Functional Text Gallery Walk to
open discussion about types
that are used and why they are
helpful.
23. Mini-book cooperative
learning project: students
create a book on Nonfiction
Text Features.
14
32. Observe and guide
students with continued work
on PBL.
5
13. Students use Authors
Purpose Task Cards using
narrative nonfiction from
various texts.
14. Assess using a tiered
writing prompt.
15. Assign HW: Book Report
One (fiction) due day 10.
10.
24. Present Student-Facilitated
Comprehension Centers for
students to explore and
practice, allowing time for
teacher observation.
25. Assign HW: Book Report
Two (nonfiction) due day 15.
15.
33. Observe and guide
students with final work on
PBL.

16
34. Introduce GRASPS
assignment and begin work.
17
35. Continue to observe and 36. Continue to observe and
guide students with work on guide students with work on
GRASPS. GRASPS.
18
37. Continue to observe and
guide students with work on
GRASPS.
19 20
38. Conclude unit with
presentation of GRASPS
assignments and final
Exit-Ticket: reflection/self-
assessment.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Design Topic: Reading/Virginia Studies Subject(s): English/History & Social Science Grade(s): 4 Designer(s): Jessica Bowers

Task: GRASPS Assignment - Write and record a three minute radio broadcast on the four colonists who were recently discovered at a burial site in
Jamestown.
Wow (7-8 pts.)
Content 30% I have chosen the right
main ideas and supporting
details and I use them
constantly in my script. I
use them and my opinion to
form my logical prediction.
I stay focused on the topic
and ask thoughtful interview
questions.
All of my facts are correct.
I have chosen a variety of
least 4 narrative nonfiction
resources.
Great (5-6 pts.)
I have chosen mostly the
right main ideas and
supporting details and I use
them often in the script. I use
them and my opinion to help
form my prediction, but it
needs a little more support.
I generally stay focused on
the topic and ask thoughtful
interview questions.
I have at least 2 mistakes in
my facts.
I have chosen a variety of at
least 3 narrative nonfiction
resources.
Getting There (3-4 pts.)
I have chosen more wrong
than right main ideas and
supporting details. I tend to
rely more on my opinion
instead of facts. My prediction
needs a lot more support.
I tend to stray from the topic
into areas I was not asked to
research. My interview
questions are too broad.
I have at least 4 mistakes in
my facts.
I have chosen only 2
narrative nonfiction
resources.
Not Quite (0-2 pts.)
I have chosen the wrong
main ideas and supporting
details. I have relied on my
opinion instead of facts. My
prediction does not match the
history.
I do not stay on topic and go
into areas I was not asked to
research.
I have 6 or more mistakes in
my facts.
I have chosen only 1 or a
wrong narrative nonfiction
resource.

Recording My voice is clear and There are at least 2 times I have not practiced much I have not practiced at all
30% every word can be when my dialogue or my before the final recording. before the final recording. My
understood. transitions are jumpy. There are at least 4 times dialogue keeps stopping and
My dialogue and when my dialogue or my starting and my transitions
transitions are smooth transitions are jumpy. are unnecessarily long.
without any long gaps in The recording is under three The recording is under three
between. minutes. minutes.
Creativity My dialogue is imaginative, My dialogue is imaginative My dialogue is not My dialogue is flat and not
20% interesting, and full of most of the time and works imaginative, but is sometimes very informative.
information; there may be well with my information. informative.
extras like music or effects.
Group/Partner Each team member I helped my team most of I did my work, but did not I did not help my team at all.
Work contributed equally. the time. always help my I did not complete most of
I did every part of my I did almost everything in group/partner. my work.
10% assigned role and work. my role and completed work. I left some work unfinished.
Planning 10% There is a lot of evidence of my planning. There is little or no evidence of my planning.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7

Design Topic: Reading/Virginia Studies Subject(s): English/History & Social Science Grade(s): 4 Designer(s): Jessica Bowers

References

Associated Press (adapted by Newsela staff; 6 August, 2015). Four graves uncovered in dirt floor in early English church in

Jamestown. Retrieved from https://newsela.com/articles/jamestown-discovery/id/11467/

Bonnett, J. (2003). Unit 3: were all in it together. In C. A. Tomlinson & C.C. Eidson, Differentiation in practice (pp.67-94).

Alexandria, V.A.: Association for Supervision and Curriculum Development.

Carbone, E. (2006). Blood on the river: James Town 1607. New York, N.Y.: Viking.

Day, N. (2001). Your travel guide to colonial America. Minneapolis, M.N.: Runestone Press.

Hermes, P. (2000). Our strange new land: Elizabeths Jamestown Colony diary. New York, N.Y.: Scholastic Inc.

Jones, J. (2011). Reading strategies: summarizing. Hello Literacy. Retrieved from

http://www.helloliteracy.com/2011/03/reading-strategies-summarizing.html

Just Read Florida! (2015). Literacy Centers. Reading Rockets. Retrieved from http://www.readingrockets.org/article/literacy-

centers

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activities-%E2%80%93-making-predictions/

Kalil, L. (22 July, 2011). The authors chair. Write to read ~ read to write. Retrieved from

https://write2read2write.wordpress.com/2011/07/22/the-authors-chair/

Kinberg, M. (2007). Teaching reading in the content areas. Huntington Beach, C.A.: Shell Education.

Larson, J. (13 November, 2013). Main idea using informational text. The Teacher Next Door. Retrieved from http://the-teacher-

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McGraw-Hill Education. (12 June, 2014). Introduction to reading skills: authors purpose [video file]. Retrieved from

https://www.youtube.com/watch?v=2QMs24TTZrA

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https://www.youtube.com/watch?v=F0XziDwFE-g

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https://www.youtube.com/watch?v=42SJTk2XSi4

McGraw-Hill Education. (3 March, 2014). Introduction to reading skills: making inferences [video file]. Retrieved from

https://www.youtube.com/watch?v=acZzllpIYz4

McGraw-Hill Education. (18 November, 2013). Introduction to reading skills: main idea/topic episode 1 [video file]. Retrieved

from https://www.youtube.com/watch?v=S-1DZWNVBT4

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Mitchell, D. (1998). Fifty alternatives to the book report. National Council of Teachers of English. Retrieved from

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8

Design Topic: Reading/Virginia Studies Subject(s): English/History & Social Science Grade(s): 4 Designer(s): Jessica Bowers

Olson, A. (3 August, 2012). Falling in love with close reading: chapter 5. Lucky Little Learners. Retrieved from

http://www.luckylittlelearners.com/2014/08/falling-in-love-with-close-reading.html

Pearson Education, Inc. (2011). Using functional texts. Retrieved from

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Pesce, L. (29 February 2012). Authors purpose (freebie). Fourth & Ten. Retrieved from

http://www.fourthnten.com/2012/02/authors-purpose-freebie.html

Reading Rockets (2015). Anticipatory guide. Retrieved from http://www.readingrockets.org/strategies/anticipation_guide

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Rutherford, Paula. (2015). Instruction for all students (2nd ed.). Alexandria, VA: Just Ask Publications & Professional

Development.

Semingson, P. (2011). Teaching main idea and modeling "self-monitoring" while reading [video file]. Retrieved from

https://www.youtube.com/watch?v=gSoLt5R2a-8

Teaching with a Mountain View. (2015). Authors purpose task cards. Retrieved from

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VDOE (2012). Box and T-Chart. Virginia Science Standards of Learning Institute. Retrieved from

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Walker, S.M. (2009). Written in bone. Minneapolis, M.N.: Carolrhoda Books.

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Design Topic: Reading/Virginia Studies Subject(s): English/History & Social Science Grade(s): 4 Designer(s): Jessica Bowers

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 10