| Content | Skills | Ohio Standards | Assessment |
| READING DEVELOPMENT |
The learner will be able to: |
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| The Great Ancestor Hunt by Lila Perl | 1.1 Use the Jig-saw Cooperative Learning model to read about and comprehend the life of an immigrant | Vocabulary: (Contextual) 1,3,5,8
Reading Process: (Comprehension) 1,2,3,4,7,9 Reading Applications: (Literary) 1,2,3,5,7, 9 |
Teacher observation on field trip to the Western Reserve Historical Society to participate in the programs "Roots" and "From There to Here" |
| 1.2 Recognize the relationship between these concepts and student's own family background | Reading Process: (Comprehension) 5,6,10,11 Reading Applications: (Informational) 3,7,9 | ||
| 1.3 Learn how to use an ancestral chart to map a family tree |
Reading Applications: (Informational, Technical) 1,3,5,6 |
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| 1.4 Understand the cultural differences among immigrants and struggles to make a new life in the United States |
Reading Process: (Comprehension) 4,5 |
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| 1.5 Understand the definition and application of maiden name, surname, family tree |
Vocabulary:3,5,6,7,8 |
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| "Producing a School Newscast" by Casablanca Education 2001 Macrosystem US |
1.6 Learn the components of a school news cast | Writing Applications: 1,5 | teacher observation |
| 1.7 Develop a storyboard for an individual production and a multi-scene production | Research: 1,2,3,4,5,6 Communication: 2,3,5,7,8 Writing Processes: 1,3,4,5, 9,10,13,15,16,17 |
outline | |
| 1.8 Learn how to use the technology needed | Research: 2,6 | script | |
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1.9 Discuss the various forms of communication: oral and written, non-verb (body-language), listening, technology |
Communication: (Listening) 1,2,3,4 (Speaking Skills) 5,6,7 (Speaking Applications) 8,9,10 |
storyboard | |
| Students produce examples of each | |||
| WRITTEN EXPRESSION |
The learner will be able to: |
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| 1.1 List immediate and extended family members | Writing Conventions: 1,3,4,5 | folder of Genealogy study | |
| 1.2 Use imagination, elaboration and visualization to write a journal about immigrating to Cleveland |
Research: 1,2 Reading Application: 1,2,3,4,7 |
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| 1.3 Answer questions completely using information gathered from artifacts at the museum |
Writing Processes: 2,7,8,12,15 |
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| 1.4 Brainstorm for ideas that should be included in an infomercial about Gesu Catholic School |
Research: 1,2,3,4,5,6 |
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| 1.5 Write a script from storyboard |
Research: 1,2,3,4,5,6 |
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| GRAMMAR |
The learner will be able to: |
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| 1.1 Use correct punctuation, capitalization, pronouns, prepositions, parts of speech in writing |
Writing Conventions: 4,5, 6,7,8,9,10,11 |
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| 1.2 Use form of script writing for narration |
Writing Applications: 1,5 |
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| SPELLING |
The learner will be able to: |
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| 1.1 Use proper spelling in final product to be corrected |
Writing Conventions: 1,2,3, |
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| ORAL EXPRESSION |
The learner will be able to: |
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| 1.1 Plan a presentation to share information gathered from the book |
Research: 1,3,6 |
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| 1.2 Role-play the life of the immigrant or migrant family assigned at the museum |
Communication: 1,2,6,7,8, 9 |
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| 1.3 Understand the importance of expression, volume, clarity of speech, use eye contact, appropriate body language during presentation |
Communications: 6, 8,10 |
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| RESEARCH |
The learner will be able to: |
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| 1.1 Use the Internet, first person accounts, software programs, artifacts to investigate personal family history |
Research: 1,2,3,4,5,6 |
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| 1.2 Gather news from various sources - teachers, students, Internet, written material |
Research: 1,2,3,4,5,6 |
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