This unit was taught during Spring 2011
Title: The Great Depression
Grade Level: 4th
Subjects: Language Arts, Social Studies, Math
Unit Goal
My goal is for my 4th grade students to understand how the Great Depression influenced the United States, how people came together during these hard economic times, and what was done to prevail and emerge from the hardships. I want my students to be able to compare and contrast the economic times that we are going through today and to the 1930’s hardships. I want my students to become familiar with the basic causes and effects of the Great depression. In addition, students will become familiar with the people of the 1930’s who made a difference and what qualities they possessed to help get our country through these economic times. Students will investigate how they as individuals and as class can come together to help others and improve and help out in their own community. However, the most important understanding is for students to develop a tool set of hope and perseverance for themselves to use in their future to assist them in any hardship or struggle that they may face.
FIRST LESSON OF UNIT:
INTRODUCTION TO BUD NOT BUDDY
Summary:
In this lesson students will predict what they think the book Bud Not Buddy will be about. Students will complete a survey to get them thinking about topics that are covered in the book. Finally, students will learn about the author by reading a short article with a partner and answering comprehension questions.
Grade/Level:
4
Time Frame:
2 Hour Literacy Block
Subject(s):
Language Arts (English)
Topic(s):
Bud Not Budd, The Great Depression
Standards and Key Concepts
Standards:
IL- Illinois Learning Standards
• Learning Area: English Language Arts
• Goal 1: Reading
Read with understanding and fluency.
Reading is essential. It is the process by which people gain information and ideas from books, newspapers, manuals, letters, contracts, advertisements and a host of other materials. Using strategies for constructing meaning before, during and after reading will help students connect what they read now with what they have learned in the past. Students who read well and widely build a strong foundation for learning in all areas of life.
• Standard / Ability C: Comprehend a broad range of reading materials.
• Grade Level: Late Elementary
Learning Benchmark 1.C.2a : Use information to form and refine questions and predictions.
• Goal 4: Listening & Speaking
Listen and speak effectively in a variety of situations.
Why This Goal Is Important: Of all the language arts, listening and speaking are those most often used on a daily basis at home, school and work or in the community. Skill in speaking is universally recognized as a primary indicator of a person’s knowledge, skill and credibility. In person, by phone or through video, good listening and speaking skills are essential to sending, receiving and understanding messages. To understand messages spoken by others, students must be able to listen carefully, using specific techniques to clarify what they have heard. For speaking properly and making messages understood, grammar, sentence structure, tone, expression and emphasis must be part of students’ repertoires.
• Standard / Ability A.: Listen effectively in formal and informal situations.
• Grade Level: Late Elementary
Learning Benchmark 4.A.2b : Ask and respond to questions related to oral presentations and messages in small and large group settings.
Understandings:
Students will be able to...
1. Write written responses to Bud not Buddy Survey.
2. Predict what they think the book will be about by analyzing the cover.
3. Work cooperatively with a partner.
4. Comprehend informational text.
Essential Questions:
1. Who is Christopher Paul Curtis?
2. Using the front cover of Bud not Buddy predict what you think the book will be about.
3. If you were to go on a journey what three items would you bring with you and why?
4. What do you know about The Great Depression?
Knowledge and Skills:
Students will need to be able to...
1. Read with fluency.
2. Work with a partner.
3. Draw on background knowledge.
Performance Tasks and Assessment
Performance Task:
Students will create a written prediction and illustration of what they think the book will be about.
Students will answer questions to get them thinking about some of the topics in book. There are no right or wrong answers.
Performance Prompt:
Students will answer seven comprehension and inference questions after reading the article about Christopher Paul Curtis.
Assessment/Rubrics:
-Teacher will grade the questions for the Christopher Paul Curtis article.
-Teacher will grade the written predictions and illustrations by looking for evidence/inferences from the front cover to guide students predictions.
Sequence of Activities:
1. Make sure that each student has a copy of the book.
2. Ask students to look at the cover and make a written prediction. They may also illustrate their prediction.
Allow some students to share and ask them what in the cover led them to their prediction.
3. Pass out survey and ask each student to individually complete survey.
4. Discussion: After completion call on students to share their responses.
5. Read "About Christopher Paul Curtis" as a class with students taking turns.
6. Students will complete the questions with a partner.
Differentiated Instruction:
Preferential Seating, Assisted technology device, Additional time as needed, Frequent teacher check-in, Work breaks as needed, Extended time, no penalization on spelling, work with a buddy, oral and written directions. Student with fine motor skill difficulty will use a computer to type up his prediction
Materials and Resources:
1. Bud Not Buddy Survey
2."Christopher Paul Curtis" Reading
3. C.P.C questions
4. Bud Not Buddy book
