Essential Question: Why do we need a government?
In this first unit the students are reading poetry, informational texts, and historical fiction about government and the people who work for the government.
Using these texts students learn to find key details and main idea, understand vocabulary using context clues, explain author's purpose, and analyze with different points of view.
We also use the texts to work on phonics skills-short vowel sounds, digraphs, long a patterns, and open/closed syllables. For grammar we searched for collective nouns and past tense verbs.
The students have writing instruction outside the new curriculum and writing instruction within the government unit.
During the PE/Class size reduction time the students are working on narrative writing. The students are using a wordless picture book to write a complete story. Over several class periods I am modeling planning for the beginning, middle and end, setting the scene with description of time, place and characters, adding details to the main events, and writing a closure.
Using the government unit students compare and contrast an informational text with the historical fiction text, and annotate text with questions which arise while reading, main ideas, and summary statements.
Some writing assignments are conducted through Google classroom where students answer questions about the text.