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School District:Baltic
Unit of Study Title:Reading Magazine
Grade Level:3-5
Time Frame:year long; may be shortened
Key Words:writing; creating a magazine
Unit Designer:Rita Berg
Unit Designer
Date Added:6/13/2002 1:56:59 PM
Date Last Revised:6/13/2002 1:56:59 PM
Topic Area:Communications/Language Arts
Peer Reviewer:Margo Smith
Peer Reviewer

Brief Summary of Unit: 1. Students select a topic of their choice. It can be any topic they are interested in. For example: football, dogs, cats, dolphins, soccer, etc.
2. Through out the year, students do the project using various research, writing, and technology tools.
3. Many reading, writing, and computer skills are used for the projects.
At the end of the year, bind the projects to create individual magazines.
Students will Understand: Students will understand different research tools.
Students will understand organizing, outlining, and paraphrasing.
Students will understand sentence structure and editing skills.
Students will understand the use of technology to create a final project.

Link to Standards #1

Communications/Language Arts
Students will read at increasing levels of complexity for various purposes.

Indicator:· Apply various reading cues/strategies to interpret and comprehend text. (example: context, semantic, syntactic, and graphophonic cues)
· Evaluate patterns of organizations, literary elements, and literary devices within various texts.
· Access, synthesize, and evaluate information from a variety of sources.
· Use appropriate mechanics, usage, and conventions of language.
· Use appropriate style, organization, and form in technical, transactional, creative, and personal writing.
· Use various strategies and techniques to improve writing quality.
· Write to clarify and enhance understanding of information.
Benchmark(s):Grades 3-5
1. choose descriptive words that are content appropriate and provide clarity and focus for the reader.
2. use grammar concepts in writing, e.g., verb forms, possessives.
3. edit final copies for capitalization, punctuation, and spelling, e.g., abbreviations, nouns of address, apostrophes.
4. use technology for revising and editing, e.g., spell/grammar check.
5. revise selected drafts by adding, deleting, combining, and rearranging sentences
Other Content Standards:select appropriate strategies and rate of reading for different purposes. (example: fiction for enjoyment, nonfiction for information)
*use text and graphic features to categorize information and gain meaning from informational materials. (example: topic sentences, key words, diagrams, illustrations, charts, maps)
*use reference tools to manage information. (example: maps and globes, software/CD ROM, video materials, Internet)
*apply various stages of the writing process. (example: brainstorming, drafting, revising, editing, publishing)
*write in response to information from various sources to develop personal understanding.
*organize and write about information according to category, source, or topic.
*write using correct grammar. (example: verb forms, possessives)
*use various references or sources to determine if information is valuable. (example: encyclopedia, periodicals).
*edit final copies for capitalization, punctuation, and spelling. (example: abbreviations, nouns of address, apostrophes)
*use technology for revising and editing. (example: spell/grammar check)
*revise selected drafts by adding, deleting, combining, and rearranging sentences.
*Listen and share responses in group learning activities

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: What are some important facts about your topic?
What makes an interesting story?
What are some different types of poems? How are they alike/different?
What types of questions are best for effective interviews?
How can an outline help in writing a report?
Key Knowledge and Skills Students will Acquire: Students will be able to use research tools (Internet,
Encarta, encyclopedias, books, and magazines.
Students will be able to paraphrase material and organize the material in a meaningful way.
Students will be able to use write for capitalization, grammar, spelling, sentence structure, etc.
Students will be able to write, read, proofread, edit, etc. using technology.
Students will be able to use technology computer skills of keyboarding.
Assessment Plan: As a guide, I use a former student’s final project. Then the students know where they are going with this year- long project. Each project has a list of criteria on expectations, format, etc. This could be used as a rubric to grade. Access to computer lab makes it easier, but this project can be done with computers in the room.
Learning Activities: Students will be reading, writing, and researching with computer technology applications. The majority of this lesson is writing.
Notes:All projects can be modified for various levels of students. You could pick and choose from the projects if you don’t want to spend as much time on it. It is successful for the gifted students as well as students on IEPs.
Internet Resource Link: Sites for resources can be found on web page

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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