Module 16: The Presidency-Language Arts 3 - Course Guide
Module Overview:
In this module, learners will explore the topic of "The Presidency" while building their skills in writing and grammar. We will focus on new spelling patterns for the long "o" sound and learn how to write effective summaries of nonfiction texts. A major part of our work will involve writing an informative essay, where learners will practice gathering information, drafting, and polishing their final piece about a question related to the presidency. On the grammar side, we will explore "perfect" verb tenses to help learners more clearly describe when actions happen in a sequence. Finally, we will continue our work on penmanship with practice for the uppercase cursive letters M and N.
Module Materials:
| Lesson # | Lesson Title | Material(s) |
|---|---|---|
| 1 | 16.1 The Presidency |
timer Language Arts Notebook highlighters (assorted colors) |
| 2 | 16.2 The Presidency | Language Arts Notebook; |
| 3 | 16.3 The Presidency |
timer Language Arts Notebook |
| 4 | 16.4 The Presidency |
Language Arts Notebook highlighters (assorted colors) |
| 5 | 16.5 The Presidency | Language Arts Notebook; |
Module Objectives:
| Lesson # | Lesson Title | Objective(s) |
|---|---|---|
| 1 | 16.1 The Presidency |
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| 2 | 16.2 The Presidency |
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| 3 | 16.3 The Presidency |
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| 4 | 16.4 The Presidency |
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| 5 | 16.5 The Presidency |
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Module Key Words:
| Key Words | Spelling Words | Vocabulary Words |
|---|---|---|
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context clue fluency graphic organizer summarize subject-verb agreement informative essay expository essay perfect verb tense rough draft revise edit publish |
soul foe woe cantaloupe bureau doe plateau poultry boulder chateau aloe oboe backhoe toes shoulder bandeau |
symbol globe unite leadership wisdom nation |
Module Assignments:
| Lesson # | Lesson Title | Page # | Assignment Title |
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Learning Coach Notes:
| Lesson # | Lesson Title | Notes |
|---|---|---|
| 1 | 16.1 The Presidency | Students will learn less common long <em>o</em> vowel teams found in their spelling words. To extend their learning, spend time discovering the definition of the words that have the eau vowel team. As the theme of the lesson is the presidency, ask your learner what they already know about the president or the job of the presidency to activate prior knowledge that they can connect with new information they learn. |
| 2 | 16.2 The Presidency | Have your learner write their spelling words in columns by vowel team on a poster or large sheet of paper. Post the list in their working area so that they can refer to it and review the words that include each vowel team. Students will learn to use summary questions to develop a nonfiction summary. As they learn these questions, have your learner write them down and post the list in their work areas as a learning tool. |
| 3 | 16.3 The Presidency | While students review the correct spelling of their words, they will also learn their meanings. Encourage your learner to work slowly through the meaning of each word. To reinforce the meanings, ask questions after your learner completes the spelling work to assess their understanding. |
| 4 | 16.4 The Presidency | Learners will deepen their understanding and critical thinking skills as they analyze spelling words and the perfect verb tenses. To extend their learning, spend time highlighting different parts of a nonfiction summary in the text. Your learner will show a deeper understanding of vocabulary by explaining each definition in their own words. Encourage them to think deeply as they work with the lesson today. |
| 5 | 16.5 The Presidency | Students will demonstrate their understanding of the skills learned this week. They will also complete their published version of their informational writing piece. Rather than completing a peer review today, your learner will learn how to add a Works Cited page to their writing. Help your learner gather all the resources they used during the writing process before they begin the writing section of the lesson. |
Module Guiding Questions:
When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.
| Lesson Title | Question |
|---|---|
| 16.1 The Presidency |
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| 16.2 The Presidency |
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| 16.3 The Presidency |
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| 16.4 The Presidency |
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Module Video Questions:
When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.
| Lesson Title | Video | Question |
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Module Suggested Read Aloud Books:
Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:
- What is the main idea?
- What are three things new you learned?
- How does this book relate to what you are learning about?
| # | Book | Author | Lexile Level |
|---|---|---|---|
| 1 | P Is for President | Wendy Cheyette Lewison | |
| 2 | Smart About the Presidents | Jon Buller |
Module Outing:
Take some time to apply what your student is learning to the real world. Suggested outings are below.
| # | Outing |
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