Student+Performance

Objectives

 * Given the "I Went Walking" story, students will read text easily.
 * Given a set of matching cards students will correctly match the animal to its printed name.
 * Students will make connections to the story by traveling to a local farm.
 * Given a website, students will explore a virtual farm and name at least one farm animal.
 * Patterning after the "I Went Walking" story, students will write appropriately, including correct capitalization, spelling, and punctuation for grade level.
 * Students will write in complete sentences.
 * Students will recall information throughout the unit satisfying the "questioning" phase of the inquiry process.
 * Students will share their written product with a small group satisfying the "reflection" phase of the inquiry process.

Checklist

 * This document is a printable checklist for the unit. The goal is for all students to receive 7/7 check marks. If a student does not receive a check mark for an item, the teacher should hold a conference with the student discussing the skill that needs mastery.

Evidence of Student Mastery
The main evidence that the teacher will gather that students have mastered the skills will be from observation. The teacher will observe the students as they work in small groups to decide if that are mastering their reading and reflection skills. The teacher will also observe the students are they work in small groups to complete activities, such as the matching game. Throughout the unit, the teacher will ask questions to the students. Based on their responses, the teacher will determine if they are mastering skills. Finally, at the conclusion of the unit, the teacher will collect the written stories and check for proper writing skills.

Objectives

 * Given a set of activities, students will identify and define vocabulary words.
 * Given chapter questions, students will complete the questions to show comprehension of the story.
 * Students will analyze a character from the novel by writing three journal entries.
 * Students will recall parts of the story (plot, setting, etc.) in small groups.
 * Following the inquiry process model, students will design a travel brochure for the setting of the story (Philadelphia).
 * Following the inquiry process model, students will create a newsletter article that connects an event or topic from the story to "real life."
 * Divided into small groups, students will deliver short presentations over research conducted, satisfying the "reflection" phase of the inquiry process.

Checklist

 * This document is a printable checklist for the unit. The goal is for all students to receive 10/10 check marks. If a student does not receive a check mark for an item, the teacher should hold a conference with the student discussing the skill that needs mastery. Teachers may also decide to assign points to each check mark, giving the students a grade for the entire unit.

Quiz

 * The teacher can use this to quiz the students on their understanding of the vocabulary words.

Rubrics

 * This document is a printable rubric for the brochure and article activities. Teacher should use these rubrics to grade the student product.

Evidence of Student Mastery
Much of the evidence the teacher will collect will be from observing the student as they work in small groups and use the inquiry process to research. The teacher will also hold short class discussions after working in small groups. How much a student participates during this time can also be noted by the teacher. While researching and working through the inquiry process, it will be important for the teacher to ask questions and guide the students to allow them to master the phases of the inquiry process. Along with observation, the teacher can collect all items produced to grade them for mastery as well.