Students are ready to express their understanding of the unit concept question through discussion and wrap-up activities and to take the Unit 4 Benchmark Test.
What does it mean to be unique?
Unit Poetry
Use the poetry on pp. 138–141 to help students appreciate poetry and further explore their understanding of the unit theme, One of a Kind. It is suggested that you
read the poems aloud
discuss and interpret the poems with students
have students read the poems for fluency practice
have students write interpretive responses
Unit Wrap-Up
Use the Unit Wrap-Up on pp. 142–143 to discuss the unit theme, One of a Kind, and to have students show their understanding of the theme through cross-curricular activities.
Unit Project
On p. 11, you assigned students a unit-long inquiry project, researching why an interesting person is unique. Students have investigated, analyzed, and synthesized information during the course of the unit as they researched. Schedule time for students to present what they have learned about the individual they chose. The project rubric can be found to the right.
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3
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1
Research is accurate and highly detailed. Sources are relevant to inquiry question.
List of resources about the person selected is useful and organized.
Research is accurate but not as thorough. Most sources are relevant to inquiry question.
List of resources about the person is useful but not organized as well as it could be.
Research is not accurate and has little information that is relevant to inquiry question.
List of resources about the person is not always useful and not well-organized.
Research is not accurate and does not include information that is relevant to inquiry question.
List of resources about the person is incomplete and not useful or helpful.
