Floca, Brian. Locomotive. Simon and Schuster, 2013.
Lexile Level: 640
Book Selling Tool :Book Review and Infographic
LEARNING ACTIVTY: the class will read important parts of the text together, and spend time appreciating the layout of the text. Then class will then begin a jigsaw activity. Students will be given a HOME group which they will report back to. (This could also be their guided reading group so it can be teacher directed.) Students will discuss how they feel about the book so far. Students will then be given one TOPIC of the book to research (parts of the train, the crew, passengers, places/land). The teacher will make sure that home groups are divided among the TOPIC groups.
In their TOPIC group, students will take turns finding information about their topic. One person will take notes on all the important details. From there, the group will decide on the five most important details. Each person will write down these facts on a “puzzle piece”, because they are just one part of their HOME group’s puzzle of knowledge (attached).
The teacher will explain that although this book gives a lot of information, it is important to learn from many sources. The class will watch the video from History.com website together. Students will have a chance to write down new facts they have learned. (http://www.history.com/topics/inventions/transcontinental-railroad )
Last, students will return to the HOME (guided reading groups) and choose only 3 of their 8 total facts to share with their group. Each of their peers will give them feedback including a “Glow” (something they did great on), and a “Grow” (something they can improve on).
Extension** Students can write a diary entry of a passenger or crew members, utilizing some of their details, or others they have learned from their peers.
GOAL: Students will gain an understanding of one important are of the Transcontinental Railroad, and gain experience sharing with their peers as well as giving meaningful feedback.
OUTCOMES: Student will complete a “Puzzle Piece” including important facts from Locomotive and from the History.com video, “Transcontinental Railroad”. Students will share their facts with their home group and give meaningful peer feedback to group members.
OBJECTIVES:
Students will be able to follow agreed upon rules for discussing and sharing information with their groups.
Students will determine the most important facts from the text and write five on their Puzzle Piece.
Students will watch a video and indicate three important facts on their Puzzle Piece.
Students will give respectful feedback to group members by using the “Glow” and “Grow” strategy.
STANDARDS:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
4.6 WESTWARD MOVEMENT AND INDUSTRIALIZATION:
4.6a After the Revolution, New Yorkers began to move and settle farther west, using roads many of which had begun as Native American trails.
4.6c Improved technology such, as the steam engine and the telegraph made transportation and communication faster and easier. Later developments in transportation and communication technology had an effect on communities, the State, and the world.
4.6f Between 1865 and 1915, rapid industrialization occurred in New York State. Over time, industries and manufacturing continued to grow
ek I am using the book Locomotive, written and illustrated by Brian Floca. Book review and selling tool.
Grades 3-8 Lexile Level 640
LEARNING ACTIVTY: the class will read important parts of the text together, and spend time appreciating the layout of the text. Then class will then begin a jigsaw activity. Students will be given a HOME group which they will report back to. (This could also be their guided reading group so it can be teacher directed.) Students will discuss how they feel about the book so far. Students will then be given one TOPIC of the book to research (parts of the train, the crew, passengers, places/land). The teacher will make sure that home groups are divided among the TOPIC groups.
In their TOPIC group, students will take turns finding information about their topic. One person will take notes on all the important details. From there, the group will decide on the five most important details. Each person will write down these facts on a “puzzle piece”, because they are just one part of their HOME group’s puzzle of knowledge (attached).
The teacher will explain that although this book gives a lot of information, it is important to learn from many sources. The class will watch the video from History.com website together. Students will have a chance to write down new facts they have learned. (http://www.history.com/topics/inventions/transcontinental-railroad )
Last, students will return to the HOME (guided reading groups) and choose only 3 of their 8 total facts to share with their group. Each of their peers will give them feedback including a “Glow” (something they did great on), and a “Grow” (something they can improve on).
Extension** Students can write a diary entry of a passenger or crew members, utilizing some of their details, or others they have learned from their peers.
GOAL: Students will gain an understanding of one important are of the Transcontinental Railroad, and gain experience sharing with their peers as well as giving meaningful feedback.
OUTCOMES: Student will complete a “Puzzle Piece” including important facts from Locomotive and from the History.com video, “Transcontinental Railroad”. Students will share their facts with their home group and give meaningful peer feedback to group members.
OBJECTIVES:
Students will be able to follow grade level expectations for discussing and sharing information with their groups, such as taking turns without interrupting and will use accountable talk.
Students will determine the most important facts from the text and write five on their Puzzle Piece in full sentences.
Students will watch a video and indicate three important facts on their Puzzle Piece in full sentences.
Students will give respectful and specific feedback to group members by using the “Glow” and “Grow” strategy.
STANDARDS:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
4.6 WESTWARD MOVEMENT AND INDUSTRIALIZATION:
4.6a After the Revolution, New Yorkers began to move and settle farther west, using roads many of which had begun as Native American trails.
4.6c Improved technology such, as the steam engine and the telegraph made transportation and communication faster and easier. Later developments in transportation and communication technology had an effect on communities, the State, and the world.
4.6f Between 1865 and 1915, rapid industrialization occurred in New York State. Over time, industries and manufacturing continued to grow
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