-acmillan -c'raw (ill - ellis familyellis2020.org/treasures/tg-treasures/unit2_plan.pdf ·...

Program AuthorsDr. Donald R. Bear

University of Nevada, RenoReno, Nevada

Dr. Janice A. DoleUniversity of Utah

Salt Lake City, Utah

Dr. Jana EchevarriaCalifornia State University, Long Beach

Long Beach, California

Dr. Jan E. HasbrouckEducational Consultant - J.H. Consulting

Seattle, Washington

Dr. Scott G. ParisUniversity of MichiganAnn Arbor, Michigan

Dr. Timothy ShanahanUniversity of Illinois at Chicago

Chicago, Illinois

Dr. Josefi na V. TinajeroUniversity of Texas at El Paso

El Paso, Texas

A Reading/Language Arts Program

Contributors

Time Magazine, Accelerated Reader

®

Students with print disabilities may be eligible to obtain an accessible, audio version of the pupil edition of thistextbook. Please call Recording for the Blind & Dyslexic at 1-800-221-4792 for complete information.

A

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

Two Penn Plaza, New York, New York 10121.

Copyright © 2009 by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced

or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written

consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or

broadcast for distance learning.

Printed in the United States of America

1 2 3 4 5 6 7 8 9 073/043 11 10 09 08 07

ii

Program Authors

Dr. Donald R. BearUniversity of Nevada, Reno

• Author of Words Their Way and Words Their Way with English Learners

• Director, E. L. Cord Foundation Center for Learning and Literacy

Dr. Scott G. ParisUniversity of Michigan, Ann Arbor

• Chair, Graduate Program in Psychology, University of Michigan

• Principal Investigator, CIERA, 1997–2004

Dr. Janice A. DoleUniversity of Utah

• Investigator, IES Study on Reading Interventions

• Member, National Academy of Sciences Committee: Teacher Preparation Programs, 2005–2007

Dr. Timothy ShanahanUniversity of Illinois at Chicago

• Member, National Reading Panel

• President, International Reading Association, 2006

• Chair, National Literacy Panel and National Early Literacy Panel

Dr. Jana EchevarriaCalifornia State University, Long Beach

• Author of Making Content Comprehensible for English Learners: The SIOP Model

• Principal Researcher, Center for Research on the Educational Achievement and Teaching of English Language Learners

Dr. Josefina V. TinajeroUniversity of Texas at El Paso

• Past President, NABE and TABE

• Co-Editor of Teaching All the Children: Strategies for Developing Literacy in an Urban Setting and Literacy Assessment of Second Language Learners

Dr. Jan E. HasbrouckEducational Consultant

• Developed Oral Reading Fluency Norms for Grades 1–8

• Author of The Reading Coach: A How-to Manual for Success

iii

Contributing Authors

Dr. Adria F. KleinProfessor Emeritus, California State University, San Bernardino

• President, California Reading Association, 1995

• Co-author of Interactive Writing and Interactive Editing

Dr. Doris Walker-DalhouseMinnesota State University, Moorhead

• Author of articles on multicultural literature and reading instruction in urban schools

• Co-chair of the Ethnicity, Race, and Multilingualism Committee, NRC

Dolores B. MalcolmSt. Louis Public SchoolsSt. Louis, MO

• Past President, International Reading Association

• Member, IRA Urban Diversity Initiatives Commission

• Member, RIF Advisory Board

In memory of our esteemed

colleague and friend,

Dr. Steven A. Stahl

Dr. Stephanie Al OtaibaAssistant Professor, College of Education Florida State University

Dr. Susan M. BrookhartBrookhart Enterprises LLC - Helena, MTCoordinator of Assessment and EvaluationDuquesne University, Pittsburgh, PA

Kathy R. BumgardnerLanguage Arts Instructional SpecialistGaston County Schools, NC

Dr. Douglas FisherProfessor, Language and Literacy EducationSan Diego State University

Dr. Vicki L. GibsonLongmire Learning Center, Inc.College Station, TX

Dr. Connie R. HebertNational Literacy ConsultantLesley UniversityThe ReadWrite PlaceWest Springfield, MA

Dr. Sharon F. O’NealAssociate Professor, College of EducationTexas State University – San Marcos

Dinah ZikeDinah-Might Adventures, L.P.San Antonio, TX

Program Consultants

iv

v

Student Reviewers: Special thanks to the students of our program reviewers who reviewed the literature selections.

Mable AlfredReading/Language Arts AdministratorChicago Public Schools, IL

Suzie BeanTeacher, KindergartenMary W. French AcademyDecatur, IL

Beverly BrownTeacher, KindergartenWashington Irving School Indianapolis, IN

Linda BurchTeacher, KindergartenPublic School 184Brooklyn, NY

Ann BurtonTeacher, Grade 4Cameron Park Elementary SchoolHillsborough, NC

Debra K. CaseyAssistant PrincipalWeisser Park ArtsMagnet SchoolFt. Wayne, IN

Robert J. Dandorph PrincipalJohn F. Kennedy Elementary SchoolNorth Bergen, NJ

Suzanne DelacruzPrincipalWashington Elementary SchoolEvanston, IL

Roberta DobrzenieckiTeacher, Grade 2Lafayette Elementary SchoolHammond, IN

Carol DockeryTeacher, Grade 3Mulberry ElementaryMilford, OH

Karryl EllisTeacher, Grade 1Durfee SchoolDecatur, IL

Christina FongTeacher, Grade 3William Moore Elementary SchoolLas Vegas, NV

Lenore FurmanTeacher, KindergartenAbington Avenue SchoolNewark, NJ

Beth HollandTeacher, KindergartenJeffreys Grove Elementary SchoolRaleigh, NC

Renee JonesCurriculum and Instruction Title I DirectorIndianapolis Public SchoolsIndianapolis, IN

Sister Miriam KaeserAssistant Superintendent Archdiocese of CincinnatiCincinnati, OH

Akida Kissane LewisPrincipal54th Street Elementary SchoolLos Angeles, CA

Toni KringPrincipalForest Park Elementary SchoolFt. Wayne, IN

LaVonne LeePrincipalRozet Elementary SchoolGillette, WY

Christi LindemanTeacher, Grade K/1Veterans Park ElementaryLexington, KY

SuEllen MackeyTeacher, Grade 5Washington Elementary SchoolDecatur, IL

Jan MayesCurriculum CoordinatorKent School District Kent, WA

Robyn MorrisTeacher, Grade 2Druid Hills Elementary SchoolCharlotte, NC

Bonnie NelsonTeacher, Grade 1Solano School, Osborn Elementary District Phoenix, AZ

Cyndi NicholsTeacher, Grade K/1North Ridge Elementary SchoolCommack, NY

Sharron NormanCurriculum DirectorLansing School DistrictLansing, MI

Renee OttingerLiteracy Leader, Grades K–5Coronado Hills Elementary SchoolDenver, CO

Cassandra L. PerezBilingual/ESL Instructional SpecialistRemynse ElementaryGrand Prairie, TX

Effie J. PhillipsTeacher, Grade 1Vance Elementary SchoolAsheville, NC

Michael PragmanPrincipalWoodland Elementary SchoolLee’s Summit, MO

Carol RoseTeacher, Grade 2Churchill Elementary SchoolMuskegon, MI

Monica SandovalPrincipalWharton ElementaryHouston, TX

Laura R. Schmidt-WatsonDirector of Academic ServicesParma City School District, OH

Dianne L. SkoyLiteracy Coordinator,Grades K–5Minneapolis Public SchoolsMinneapolis, MN

Charles StaszewskiESL Teacher, Grades 3–5John H. William School, No. 5Rochester, NY

Sandra Sunderland-WillisSpecial Education SpecialistFort Wayne CommunitySchool DistrictFort Wayne, IN

Patricia SynanNew York City Department of Education

Lynne VitkusTeacher, Grade 3Ernest R. Elliott Elementary SchoolMunster, IN

Beth WareLead Literacy TeacherWake County School District Raleigh, NC

Jackie WestPrincipalSea Breeze Elementary Bradenton, FL

Charlotte WilliamsTeacher, Grade 3Durant ElementaryRaleigh, NC

Stephanie YearianTeacher, Grade 2W. J. Zahnow ElementaryWaterloo, IL

Program Reviewers

Un

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RESEARCH Why It Matters

VocabularyVocabulary instruction is defined as learning the meanings of new

words, which is one of the most critical components of reading

comprehension. Students who know more words comprehend

better than those students who know fewer words. Effective

vocabulary instruction focuses on highly frequent words that will

appear in a variety of texts. Working with words in different ways

can help students build rich representations of these words and their

connections to other words and concepts.

Best PracticesEffective vocabulary instruction

■ teaches students new words through

a variety of methods rather than

through one method alone;

■ teaches rich and deep knowledge

of words if the purpose is to impact

reading comprehension;

■ provides multiple exposures to words

in different contexts;

■ engages students actively in

vocabulary-learning tasks.

References:

• McKeown, M. G., & Beck, I. L. (2003). Direct and rich

vocabulary instruction. In J. F. Baumann and E. J.

Kame’enui, Eds. Vocabulary Instruction: Research to

Practice (pp. 13–27). NY: Guilford Press.

• Stahl, S.A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of

Educational Research, 56, 72–110.

• National Institute of Child Health and Human Development (NICHHD) (2000). Report of the National Reading Panel.

Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its

implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S.

Government Printing Office.

■ READING, YES! 4–6

Video Series: Module 5, Vocabulary and

Syntax

Online Course: Accredited college course

available at www.macmillanmh.com

■ TREASURES FOR TEACHERS

Video Series: Vocabulary

Online: See www.macmillanmh.com for

best practices in vocabulary.

Dr. Janice A. Dole

vi

http://www.macmillanmh.com


During the day, the people of Xiaoli

(ZHOW•LEE), China, sit outside their mud-

brick shacks. Xiaoli is a poor village. Most

people in town are farmers. It has become

diffi cult to make a good living from farming,

however. So the farmers wait for darkness to fall.

That’s when Xiaoli comes alive. At night, tomb

raiders get to work.

Nearly 5,000 years of Chinese history lie

underground in Xiaoli. Fields contain tombs

of royalty of many dynasties. Valuable works

of art are buried in the tombs. Stealing these

treasures, called looting, can bring the poor

farmers of Xiaoli lots of money.

Little Su, a doctor in Xiaoli, paid for medical

school by selling stolen art. He was also able

to buy a big-screen TV. Over the past few

years, thieves have broken into at least 220,000

tombs in China, according to China’s National

C l l R li B

To whom do a country’s valuable objects from past

civilizations belong?

This Buddha was nearly smuggled out of Cambodia by a tourist.

ComprehensionGenreA Nonfiction Article in a

newspaper or magazine

tells a true story.

Make Inferences and AnalyzeFact and OpinionA fact is something that

can be proved to be true.

An opinion is a belief

that does not have to be

supported by facts.

Real World Reading

Un

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on

ten

tsTheme: Take a StandPlanning the UnitUnit Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148B

Unit Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148D

Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148F

Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148H

Research and Inquiry Instruction and Cross-Curricular Projects

Using the Student BookMighty Jackie: The Strike-out Queen . . . . . . . . . . . . . . . 148J

My Diary from Here to There . . . . . . . . . . . . . . . . . . . . . . . .176A

“Stealing Beauty” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208A

How Ben Franklin Stole the Lightning . . . . . . . . . . . . . 220A

Dear Mr. Winston . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248A

Test Strategy: Think and Search/On My Own . . . . . . . . . . . . 272

Wrapping Up the UnitWriting Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275A

Persuasive

Computer Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275I

Unit Closer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275K

Unit Assessment Diagnose and Prescribe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275M

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275O

Additional Lessons and ResourcesAdditional Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1

Classroom Library Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T12

Theme Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T18

Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T21

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T27

Main Selections

Unit Assessment

Take a Stand 148A

Un

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Theme: Take a Stand

ORAL LANGUAGE

• Listening, Speaking, Viewing ThemeBaseball

Build Background

ThemeNew Places, New Faces

Build Background

WORD STUDY

• Vocabulary

• Phonics/Decoding

Vocabulary muttered, gaped, insult,

snickering, legendary, fluke, flinched

Context Clues: Descriptions

Phonicsch and tch

Vocabulary overheard, opportunities,

boycotts, citizen, unions, strikes, border

Dictionary: Word Origins

Phonicsth, sh, wh, ph

READING

• Comprehension

• Fluency

• Leveled Readers/ELL Readers

ComprehensionStrategy: Make Inferences and Analyze

Skill: Author’s Purpose

Repeated Reading: Intonation/Pausing

APPROACHINGWilma Rudolph

ON LEVELDetermined to Win

BEYONDJackie Robinson

ENGLISH LANGUAGE LEARNERSChampion Athlete

ComprehensionStrategy: Generate Questions

Skill: Make Inferences

Repeated Reading: Punctuation/Quotation Marks

APPROACHINGLili Kiat

ON LEVELPaolo

BEYONDJin

ENGLISH LANGUAGE LEARNERSA New Home

LANGUAGE ARTS

• Writing

• Grammar

• Spelling

WritingPersuasive Letter

Grammar Common and Proper Nouns

Spelling Words with ch and tch

WritingRadio or TV Ad

Grammar Singular and Plural Nouns

Spelling Words with th, sh, wh, and

ph

pages 148H–175V pages 176A–207V

WEEK 1 WEEK 2

148B

During the day, the people of Xiaoli

(ZHOW•LEE), China, sit outside their mud-

brick shacks. Xiaoli is a poor village. Most

people in town are farmers. It has become

diffi cult to make a good living from farming,

however. So the farmers wait for darkness to fall.

That’s when Xiaoli comes alive. At night, tomb

raiders get to work.

Nearly 5,000 years of Chinese history lie

underground in Xiaoli. Fields contain tombs

of royalty of many dynasties. Valuable works

of art are buried in the tombs. Stealing these

treasures, called looting, can bring the poor

farmers of Xiaoli lots of money.

Little Su, a doctor in Xiaoli, paid for medical

school by selling stolen art. He was also able

to buy a big-screen TV. Over the past few

To whom do a country’s valuable objects from past

civilizations belong?

This Buddha was nearly smuggled out of Cambodia by a tourist.

ComprehensionGenreA Nonfiction Article in a

newspaper or magazine

tells a true story.

Make Inferences and AnalyzeFact and OpinionA fact is something that

can be proved to be true.

An opinion is a belief

that does not have to be

supported by facts.

Real World Reading

pages 208A–219V

ThemeFocus on China

Build Background

ThemeBright Ideas

Build Background

ThemeSnakes

Build Background

Vocabulary temples, dynasties,

heritage, preserve, overjoyed

Word Parts: Plural Endings

PhonicsComplex Consonant Clusters

Vocabulary hilarious, dizzy, nowadays,

independence, convinced, handy, whirlwind, mischief

Dictionary: Idioms

Phonics/är/ and /ôr/

Vocabulary apologize, genuine, harmless,

cardboard, slithered, ambulance, weekdays

Word Parts: Base Words

Phonics/âr/ and /îr/

ComprehensionStrategy: Make Inferences and Analyze

Skill: Fact and Opinion

Repeated Reading: Pronunciation

APPROACHINGThe Bamboo Eaters

ON LEVELThe Story of Silk

BEYONDThree Gorges Dam

ENGLISH LANGUAGE LEARNERSSilk


Skill: Problem and Solution

Repeated Reading: Tempo

APPROACHINGClara Barton

ON LEVELThomas Alva Edison

BEYONDAlexander Graham Bell

ENGLISH LANGUAGE LEARNERSA Great Inventor


Skill: Make Inferences

Repeated Reading: Intonation/Pausing

APPROACHINGSnakes in the Rain Forest

ON LEVELSnakes in North America

BEYONDSnakes in Asia and Africa

ENGLISH LANGUAGE LEARNERSNorth American Snakes

WritingPersonal Narrative

Grammar Irregular Plural Nouns

Spelling Complex Consonant

Clusters

WritingBook Review

Grammar Possessive Nouns

Spelling Words with ar, or, and uar

WritingLetter of Complaint

Grammar Plurals and Possessives

Spelling Words with air, are, ear, and

ere

pages 220A–247V pages 248A–271V

Un

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lan

ne

r

WEEK 3 WEEK 4 WEEK 5 WEEK 6

Test StrategyThink and Search

Writing Persuasive

Unit 2 Assessment, 25–42

ComprehensionMake Inferences, Author’s Purpose, Fact and Opinion,Problem and Solution

Vocabulary StrategiesContext Clues: Description; Dictionary: Word Origins, Idioms; Word Parts: Base Words, Plural Endings

Text Features/Literary Elements/Study Skills

Table, Primary Sources, Toolbars, Parts of a Book, Figurative Language, and Alliteration

GrammarNouns

WritingPersuasive Writing

Fluency Assessment

Diagnose and PrescribeInterpret AssessmentResults

Take a Stand 148C

Grade 4

Teacher’sResource

BookIncludes:• Decodable Passages

• Spelling and VocabularyWord Cards

• Writing Rubrics

Macmillan/McGraw-Hill


WeeklyContracts

Grade 4

Writing

My To-Do ListReading

Social Studies

Technology

Science

Word Study

Leveled Readers

Independent Practice

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

North American Snakes

by Dina Anastasio

Informational Nonfiction

A GreatA Great

InventorInventorby Laurie Rozakis

Biography

by Tricia Levi

Informational Nonfiction

a new a new homehome

by Bob McCallillustrated by Paul Lee

Historical Fiction

Champion Champion AthleteAthlete::

Babe Didrikson Zaharias

by Terre Lintner

Biography

Un

it 2

Re

sou

rce

sTheme: Take a Stand

Literature Teaching Support

Teacher’s Edition

Leveled Readers

Classroom Library Tradebooks

ELL Leveled Readers

Vocabulary Cards

Read-Aloud AnthologyIncludes Plays for Readers’ Theater

Student Edition

Transparencies

ELL Teacher’s Guide Teacher’s Resource Book

Class Management Tools

Small Group How-To Guide

Rotation Chart

Dinah Zike Foldables™

career muttered

Weekly Contracts

148D

Grade 4

Phonics/SpellingPRACTICE BOOK


ReadingWORKSTATION FLIP CHART


WORKSTATION FLIP CHART


Word Study



Science/Social Studies


Writing


ReadingWORKSTATION FLIP CHART




Word Study



Science/Social Studies


Writing


Student Practice

Un

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eso

urce

s

Home-School Connection

• Take-Home Stories

• Homework Activities

Approaching Level Beyond Level English Language Learners

On Level

Leveled Practice

Spelling Practice Book Grammar Practice Book

Literacy Workstation Activities

Treasure ChestFOR ENGLISH LANGUAGE LEARNERS

TriumphsAN INTERVENTION PROGRAM

R E A D I N G

READING, YES!

• Videos

• Online Course

TREASURES FOR TEACHERS

• Videos

CD ROM CD ROM

• Vocabulary PuzzleMaker

• Handwriting

• Instructional Navigator

Interactive Lesson Planner

• Student Navigator

• Assessment Tool

• Accelerated Reader Quizzes

A

UDIO CD AUDIO CD

• Listening Library

• Fluency Solutions

www.macmillanmh.com• Author/Illustrator

Information

• Research and Inquiry

Activities

• Vocabulary and Spelling

Activities

• Oral Language Activities

• Computer Literacy

• Leveled Reader Database

Take a Stand 148E


Un

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Ass

ess

me

nt

Theme: Take a Stand

Screening, Diagnostic, and Placement AssessmentsScreening

Use the Oral Reading Fluency passages on pages 28–39 in our

Screening, Diagnostic, Placement Assessment book for screening.

Diagnostic Tools for Instructional Placement

For an individually administered Diagnostic, use the Informal Reading

Inventory passages on pages 104–111 in our Screening, Diagnostic,

Placement Assessment book.

For a group administered Placement Test, see pages 215–223 in our

Screening, Diagnostic, Placement Assessment book.

Use the results from these assessments to determine the instructional

levels of your students for differentiated instruction grouping.

Monitoring ProgressOngoing Informal Assessments

■ Daily Quick Check Observations

■ Weekly Comprehension Check

■ Weekly Fluency Practice Passages

Formal Assessments

■ Weekly Assessment includes

On Level Assessments

Approaching Level Assessments

■ Fluency Assessment

■ Running Records

■ Unit and Benchmark Assessment

■ ELL Practice and Assessment

Weekly Assessments

Unit Progress Test

Managing and Reporting Assessment Online Instructional Navigator Interactive Lesson Planner

■ All Teacher Edition Pages

■ Electronic Lesson Planner

■ Student Blackline Masters

Assessment Tool

148F

Un

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ssessm

en

t

GRADE 4 UNIT 2 ASSESSED SKILLSNAEP TerraNova/

CAT6

ITBS SAT10

COMPREHENSION STRATEGIES AND SKILLS

• Strategies: Make Inferences and Analyze, Generate

Questions

♦ ♦ ♦ ♦

• Skills: Author’s Purpose, Fact and Opinion,

Problem and Solution, Make Inferences

♦ ♦ ♦ ♦

VOCABULARY STRATEGIES

• Dictionary ♦ ♦ ♦

• Context Clues ♦ ♦ ♦ ♦

• Word Parts ♦ ♦ ♦

TEXT FEATURES AND STUDY SKILLS

• Table ♦ ♦ ♦ ♦

• Primary Sources ♦ ♦ ♦ ♦

• Parts of a Book ♦ ♦ ♦

• Toolbars ♦ ♦ ♦ ♦

GRAMMAR, MECHANICS, USAGE

• Nouns: Common, Proper, Singular, Plural, Irregular

Plural, Possessive

♦ ♦ ♦

• Capitalizing Proper Nouns ♦ ♦ ♦

• Commas in a Series ♦ ♦ ♦

• Titles ♦ ♦ ♦

• Abbreviations ♦ ♦ ♦

WRITING

• Persuasive Essay/Editorial ♦

NAEP National Assessment of Educational Progress ITBS Iowa Tests of Basic Skills

TerraNova/

CAT6

TerraNova, the Second Edition SAT10 Stanford Achievement Test

KEY

National Test Alignment

Take a Stand 148G

Theme: Take A Stand

Theme ProjectBuild Background Write this theme statement on the board: To take

a stand you need to take action. Ask, What kinds of events or issues inspire

people to take a stand? What kind of stories or people inspire you to take

a stand?

Research and InquirySelf-Selected Theme Project

State the Problem and Identify Needed Information Tell students

that they will research a person or group of people who took a

stand they believed in. Help students identify key words to help

them in their search.

Identify Resources for Finding Information Tell

students to make a list of all the possible sources

that will help them in their search. These may include

library books, magazines and newspapers, Web sites,

documentaries, interviews, experiments, surveys, letters,

and photographs. Encourage them to consider how

they can gather useful information from government

or community sources, such as local experts.

Find the Information Encourage students to ask

parents, teachers, and librarians for help locating

information in print and electronic sources based on

key words and phrases. Students should take notes

and cite sources.

■ For books, use the index or table of contents.

■ For reference Web sites, type your person’s name in the

search box.

Organize the Information Students should organize notes and

identify information. They should include main ideas and important

details.

See the Unit Closer on pages 275K–275L for Step 5: Create the

Presentation and Step 6: Review and Evaluate.

Un

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Op

en

er

RESEARCH STRATEGIES

Use Text Features

• Icons, Web site pull-down features, and search engines can help you find information.

• Most books you will use have a table of contents, preface, index, and footnotes.

• Most articles you will use for research have headings and subheadings. Many articles contain sidebars.

• Look for bold or colored type.

148H

Un

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pe

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rCross-Curricular Projects

Math and Media Activity: Solving ProblemsStudents should locate information in a text that is needed to solve a problem. Have

students use an encyclopedia or the Internet to locate articles containing scientific or

mathematical information. Students can use this background information to help them

solve real-life problems, such as how to grow and care for cactus plants.

• To begin their research, students can use a term (“cactus plants”) or broadly defined

topic (“small business”) as key words.

• Have students put a star next to each piece of information needed to solve the

problem. Have them justify their potential solutions to problems by verifying and

supporting them with evidence from multiple sources.

Media Activity: Critical ViewingMany groups have taken a stand on the kind and degree of influence exerted by the

media. Have students explore the impact of television, film, and the Internet.

• Point out that the media focuses people’s attention on current events. By choosing

events and explaining them, the media helps shape what people say, think, and do

about important issues.

• Assign teams of students a film, video, or Web site to examine and evaluate. Preview

each film, video, and Web site that you assign.

• Have students identify the purpose of their source and write summaries. Remind

them to distinguish facts, opinions, and probabilities.

• For their final presentation, students can play clips from a film or video, pausing

to interpret each clip. Alternatively, they can create a PowerPoint presentation,

downloading text and visuals from a Web site.

CHARACTER BUILDING: CARING

• While the class is exploring the impact of the media, discuss the idea of respecting people who have different opinions.

• Ask students how they can show respect for people with different beliefs or opinions and how others can show respect for them.

• Have students write slogans that encourage respecting everyone’s feelings.

• Post the signs around the classroom.

For Technology research and presentation strategies, see the Computer Literacy Lessons on pages 275I–275J.

DISCUSSION AND CONVERSATION

GUIDELINESListening and Speaking

Remind students to• Show respect for others’ ideas.• Show respect when responding to others’ ideas and opinions.• Be good listeners and do not

interrupt while others are speaking.

Take a Stand 148I

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