Notes+For+Module+4







Ideas for session two: Motivation: What are some of the ways that we learn about current events today? In Pappy's Handkerchief, how did Mose's family learn about the free land being given away?

Student Friendly Objectives: Students will work in pairs to to write a short article using three facts that they learned from the previous session. Students will record their story using the newspaper clipping generator.

Presentation: After the teacher has done the motivation with the whole class the librarian will use the interactive white board to model use of the Newspaper Clipping Generator for the class. Students will be paired again to utilize their notemaking organizers to write an article about why people moved west. Students will use the Newspaper Clipping Generator to produce a clipping. Each educator will support 1/2 of the class for this activity.

Student Participation Procedures: The student will work in pairs to summarize information collected in the previous session. They will then use the Newspaper Clipping Generator to present their article.

Closure: Students present their articles to their group?

Additional TEKS (per 4.2 feedback)

(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from interest and units of study (4-5); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8); (D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5); (E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8); (F) produce research projects and reports in effective formats using visuals to support meaning as appropriate (4-5); (G) draw conclusions from information gathered from multiple sources (4-8); and (H) use compiled information and knowledge to raise additional, unanswered questions (3-8).

Rubric - Westward Expansion

0 points || 1 points || 2 points || What do I already know? || I did not write down what I already know. || I wrote only 1 or 2 pieces of information that I already knew. || I wrote 3 or more pieces of information that I already know. ||
 * KWL chart -
 * KWL chart – What do I wonder about? || I did not write any questions. || I wrote only 1 or 2 questions. || I wrote 3 or more questions. ||
 * KWL chart – That did I learn? || I did not write down any information I learned. || I wrote only 1 or 2 pieces of information I learned. || I wrote 3 or more pieces of information I learned. ||
 * Newspaper clipping in journal || I did not create a newspaper clipping. || I created a newspaper clipping that includes only 1 or 2 pieces of information. || I created a newspaper clipping that includes 3 or more pieces of information. ||