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Table of Contents:1. Unit overview, rational, and introduction page 22. KUDs/ I Can statementspage 3

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Overview/Rationale/Introduction

1. Overview: This unit consists of 5 GLCE’s. In this unit, the fourth graders will further explore the concept of United States geography. The students will learn and construct questions that geographers ask. They will also learn and apply cardinal and intermediate directions to give a relative location of a significant place in the United States. Students will be able to identify and describe good characteristics of geographic tools and technologies. Next, they will be able to use said tools to answer geographic questions of the United States. Finally, the fourth graders will be able to evaluate maps and analyze the elevation, climate and population of the United States.

2. Rationale: It is important for a child to be able to master all of the expectations in the geography unit. A student needs to be able to identify questions that geographers ask when examining a place so that they will be able to construct their own questions, not just about United States geography, but about any place they choose to go in life. It is equally important that a person be able to use cardinal and intermediate directions. A person should rely on this when telling someone else to get to a certain place, or getting there themselves. Next, it is crucial that a student 1) Knows what geographic tools and technologies are, and 2) How to use them to answer questions about geography. It is such an important resource for children to have the life skill to know how to use technology and tools such as a compass’ or maps to answer questions that they are wondering. It is a school that will aid them throughout life.

3. Introduction: This 4th grade geography unit will allow students to dig deeper into learning and better understanding the place that they live. The students will collaborate together, play games, create art, watch videos and participate in class discussions to fully understand this unit. Students will demonstrate their understanding of this unit by doing individual activities a well as participating in verbal assessment with the instructor.

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4. KUDs: The road map:GLCE (coding and wording); Verb(s) underlined; type of learning: Knowledge, Skill, Reasoning, Product

4-G1.0.1 Identify questions geographers ask in examining the United States (e.g. Where is it? What is it like there? How is it connected to other places?)

Knowledge/Understand

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

-Not all of Unites States is “attached” (Alaska and Hawaii)-an island is “a piece of land surrounded by water” (definition from Google)-United states is a country located near Canada and Mexico. In-between Pacific and Atlantic Oceans.Maintain: to something at the same condition it is in.-examine: inspect (someone or something) in detail to determine their nature or condition; investigate thoroughly. (Google Definition)-Hemisphere: a half of the earth, usually as divided into northern

Students will understand that questions help people to examine places.

Students will be instructed to design a tree map of the different types of questions that geographers can ask when examining the United States. They will have to construct a tree map of the different main idea of questions. Where the United States? What is the United States like? How is the United States connected to other places? After students construct their tree map, students will fill out the information and answer the questions and explain.

-Geographers-examine-Location-island- North Atlantic Ocean-Pacific Ocean-Canada-Border-Hemisphere-peninsula-maintain-Climate

I can ask questions that help me to learn more about the United States Geography.

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and southern halves by the equator, or into western and eastern halves by an imaginary line passing through the poles. (Google Definition)-peninsula: a piece of land almost surrounded by water or projecting out into a body of water.-Alaska is connected to Canada-Hawaii is an island- The United states has unique characteristics that sets it apart from other places. (Michigan, shaped like a mitten, Florida, shaped like a pan handle, etc.)-Border :the place where two countries come together, where to cross over into another country.-United States shares a border with Mexico to the south and also Canada to the North.-Even though Mexico and Canada are “connected or share a border, they aren’t part of the United States.-location: a place where something is-North Atlantic Ocean:

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The northern part of the Atlantic ocean(world largest ocean) that borders the ocean on the east side of the United States.-North Pacific Ocean: Northern part of the Pacific ocean (world’s largest ocean) that borders the United States on the west side.Climate: the weather conditions and patterns in a particular place over a long period of time.Climate of US: United States is full of different types of weather and climate. For example, Hawaii: warm and tropical. Alaska: colder overall temperatures throughout the year. Michigan, nice mixture of both.

4. Sequence of Instruction (including one below for Vocabulary): What will you do? What will they do?Lessons: How will you take them where they need to go? (Step-by-Step plan)Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

Lessons: How will you take them where they need to go?Use Gradual release/ITIP:Anticipatory Set (the hook) (Teacher does it.)Modeling (Teacher does it.)

Resources needed: What materials and resources will they need ? (also included on Works Cited page)

Texts/articles/trade books

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Guided Practice (Teacher and students work together and/or students work in pairs or small groups.)Independent practice (Students work independently.)Checking for Understanding (Formative Assessment)

Consider HOTS/Blooms/VocabularyStrategies, e.g., QAR, 10x10, Informational Text Literature Circles, simulations, etc.

Instructional strategies/Social constructs: How will they work? Technology Cooperative activity; Collaborative work Graphic organizers: Foldables, Thinking Maps; Making Thinking Visible Group work Independent

Web site(s) Realia, Technology, Worksheets Paper/Pencil/markers/chart

paper, etc. Any materials and resources

from your ILA work: music poetry, primary sources, simulations, games, etc.

5. Assessment ideas: a. How will you know they’ve learned it? (Summative – Students demonstrate their learning.) Project, Presentation, Paper-and-Pencil Test, Report, And b. How will you grade it? Scoring guide, checklist, rubric

Resource Attachments, labeled A, B, C, D, …

GLCE (coding and wording) and Verb underlined

4-G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the United States

Knowledge and UnderstandingKnowledge (K) Understand (U) DO:

Demonstration of Learning (DOL)

Vocabulary I Can

Relative Location: where a place is compared or in relation to another place.Significant: importantCardinal Directions:

Students will understand that cardinal and intermediate directions can describe a location.

This assessment will be a one on one with the teacher. The student will be given a map and told to start at one significant

-Cardinal and intermediate directions-location-significant-location

I can use cardinal and intermediate directions to describe the location of a place.

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North, South, East, WestIntermediate Directions: North East, South East, South West, North West.Important places in USA:-Michigan is in the North part of the United States.(for the purpose of the assessment we would use Michigan as home base to start.)- Grand Canyon: in Arizona, South west of MI.- Yellowstone National Park in Wyoming, west of MI-Mount Rushmore: in South Dakota. West of MI.- Golden gate bridge, California. West coast of United Sates. South west of MI.-New Orleans: in Louisiana. South, slightly west of MI.- New York City, NY. East of MI.

place in the United States (Michigan) to start. They then will have to tell how to get from the first place to the second place, then give directions from the second place to the third and so on and so forth. They will then be instructed to use cardinal and intermediate directions to get there and verbally explain WHY they are choosing the way they are choosing to go.

Lessons: How will you take them where they need to go? (Step-by-Step plan)Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

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Lessons:Use Gradual release/ITIP:Anticipatory Set (the hook) (Teacher does it.)Modeling (Teacher does it.)Guided Practice (Teacher and students work together and/or students work in pairs or small groups.)Independent practice (Students work independently.)Checking for Understanding (Formative Assessment)

Resources needed: What materials and resources will they need ? (also included on Works Cited page)

Assessment ideas: a. How will you know they’ve learned it? (Summative – Students demonstrate their learning.) Project, Presentation, Paper-and-Pencil Test, Report, And b. How will you grade it? Scoring guide, checklist, rubric

Resource Attachments, labeled A, B, C, D, …

GLCE (coding and wording) and Verb underlined

4-G1.0.3 Identify and describe the characteristics and purposes (e.g. measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies(e.g. globe, map satellite image)

Knowledge/ UnderstandingKnowledge (K) Understand (U) DO:

Demonstration of Learning (DOL)

Vocabulary I Can

Geographic tools: any tool that can help a person to find something out about geography of a place. (where something is, what is near it, etc.)

Globe: get a clear image of a locations region in comparison to another. They can represent features of the earth more clearly than a map.

Students will understand that there are a variety of purposes for many different kinds of geographic tools and technologies.

Students will be given a set of tasks.

“which region is United States in?”

“What states does the Mississippi river run through?”

They will be instructed to say with geographic tool they would prefer to

-characteristics-Relative location-region-geographic tools-globe-map-satellite image-map scale-compass

I can talk about different geographic tools and technologies and their purposes.

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(social studies book)

Map: locating places and features of a place (mountains, rivers, etc.)

Satellite image: seeing details of a certain place.

Map Scale: reducing everything by the same amount. Tool that can measure distance between places.

-compass: tool that tells you what cardinal or intermediate directions you are going

use to answer each question and EXPLAIN why they would choose that one.

Lessons: How will you take them where they need to go? (Step-by-Step plan)Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

Lessons:Use Gradual release/ITIP:Anticipatory Set (the hook) (Teacher does it.)Modeling (Teacher does it.)Guided Practice (Teacher and students work together and/or students work in pairs or small groups.)Independent practice (Students work independently.)Checking for Understanding (Formative Assessment)

Resources needed: What materials and resources will they need ? (also included on Works Cited page)

Assessment ideas: a. How will you know they’ve learned it? (Summative – Students demonstrate their learning.)

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Project, Presentation, Paper-and-Pencil Test, Report, And b. How will you grade it? Scoring guide, checklist, rubric

Resource Attachments, labeled A, B, C, D, …

GLCE (coding and wording) and Verb underlined

4-G1.0.4 Use geographic tools and techniques, stories, songs, and pictures to answer geographic questions about the Unites States.

SkillKnowledge (K) Understand (U) DO:

Demonstration of Learning (DOL)

Vocabulary I Can

A song, rhyme, story, picture can be considered a geographic resource and tool.

Geographic toolsGlobes, Maps, compass, satellite images

Songs“Fifty Nifty United States”, “50 States that Rhyme.”

Computer Activities/Books Place the state.“Everything Kids’ Geography Book.”

All of these geographic

Students will understand how to use geographic tools and resources to answer questions

Students will be given questions about the United states. They will be geography questions.Students will be given a “tool box” of all the “tools” that they can use to answer these questions. They will pick any of them to help them answer all of the questions.

-Geographic tools -maps, globes, satellite image, compass, atlas’.

Geographic Resources Songs -“Fifty Nifty United States”, “50 States that Rhyme.” Place the state.“Everything Kids’ Geography Book.”

I can pick geographic tools and resources to help me answer questions about the United States.

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tools, techniques, stories, songs, and pictures are tools that can be used to find out different geographic qualities about the United States.

GLCE (coding and wording); Verb(s) underlined; type of learning: Knowledge, Skill, Reasoning, Product

4-G1.0.5 Use maps to describe elevation, climate, and patterns of population on the United States

Knowledge/ Understanding/ Skill

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

-Topographic Map: a map that can show all of the natural and manmade features of a place

-Climate Map: a map that shows the climate and precipitation pattern of a place

-Population density map: a map that shows the density of people/population of a place

-Elevation map: map that shows the height of land

Students will understand that maps can be used to understand different characteristics of a place.

Each student will be assigned a different state to look at on a map. They will be given the same questions.

What is the Elevation of this state? How do you know?

What is the Climate usually like? How do you know?

What are the pattern populations of this state? How do you know?

-elevation-climate-population density-Topographic map

I can find out climate, elevation and patterns of population by looking at a map.

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above sea level

Lessons: How will you take them where they need to go? (Step-by-Step plan)Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

Lessons:Use Gradual release/ITIP:Anticipatory Set (the hook) (Teacher does it.)Modeling (Teacher does it.)Guided Practice (Teacher and students work together and students work in pairs or small groups.)Independent practice (Students work independently.)Checking for Understanding (Formative Assessment)

Resources needed: What materials and resources will they need ? (also included on Works Cited page)

Assessment ideas: a. How will you know they’ve learned it? (Summative – Students demonstrate their learning.) Project, Presentation, Paper-and-Pencil Test, Report, And b. How will you grade it? Scoring guide, checklist, rubric

Resource Attachments, labeled A, B, C, D, …

The lessons below are Marzano’s Six (6) Steps. This is a template for your own vocabulary ideas. The choices you make in the various steps will depend on the grade level of your unit and the words that need to be taught. ALL of these Six (6) steps need to be evident in your lessons.

Vocabulary Lessons: How will you take them where they need to go? (Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

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(AND what will YOU do?)Lessons:Step 1Pre-test/Anticipatory set: I will hook the students by hanging up a neon colored N, S, W, E at the north, south, east and west side of the classroom. I will have neon colored cones at the northeast and north west and southeast and southwest corners of the classroom.

Lessons: How will I take them where they need to go?

Direct Instruction: The teacher begin the lesson by introducing the five vocabulary lessons according to the scripts and videos. (attachments A&B)

1. I will use real life examples and scenarios to teach the material to the students and make it come to life. (Ex. Compass, cones, weather calendar from daily observations)

I will show videos for each new term to help tie it in. Some are music and some have dancing! Each one relates to our new words. Two illustrate the use of directions, one explains location, one teaches about what a geographer is, and one is about weather and climate of a place

Teacher introduction: In Scripts

Cardinal Directions: “guide the teacher intro” teacher will be guided by the students from point A in the class to point B

Video: https://www.youtube.com/watch?v=5IpdjyD_uPo

Intermediate Directions: “is there an easier way?” extension

Resources needed:Resource A - List of Vocabulary words per GLCE that will be taught in the lessons.

Resource B – KWL CHART to incorporate into foldable

Resource C- Relalia

Resources for Introducing Words:Beck, Isabel (2002) Bringing Words to Life, Chapter 2, “Introducing Vocabulary” and Chapter 6, “Making the Most of Natural Contexts.”

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 3, “Teaching the Selected Terms”

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Students will try to guide teacher to corner of the room landmark, later to find out that there is an easier way ( have go northeast, instead of north and then east)

Video:https://www.youtube.com/watch?v=Qn_rrpodQqw

Location: “So we know how to get there, but what do we call it?” PromptStudent will connect that the directions will get you to a true LOCATION

Video:https://www.youtube.com/watch?v=idJYhjGyWTU

Geographers:“Who am I?” PromptStudents will learn that we are going to consider ourselves geographers when we study places!

Video:https://www.youtube.com/watch?v=YIPcOSNwVjw

Climate:“Weather Watchers!” ActivityStudents observe weather and analyze data to figure out a climate

Video:https://www.youtube.com/watch?v=RK5WUlVxv50

Step 2 Student Vocabulary Journal

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Students will have a quick discussion about each of the words and then write their results in journals.

Cardinal and Intermediate Directions: student will work together as partners to come up with a direction to get to a certain point in the classroom.

Location: then they must give the location of that item

They must discuss if they were a geographer, what part of the world (near, or far) would they most like to study and WHY?Climate: students must explain what they think the climate of the place that they would like to study is.

The students will have a think and pair session with another classmate to clear up any misunderstandings, after they will write their understandings of our new vocabulary words in their activity books or create Foldables that will be read by the teacher for any last misunderstandings!

Foldables

Step 3

Students will move from guided practice to independent practice and draw their understanding of our new vocabulary words.

Students will then draw a picture to represent each of the words

Intermediate and Cardinal directions: students will draw a

Possible resources students will create to collect this information could include a Foldable, Vocabulary journal, Interactive notebook, etc.

Zike, Dinah (2000) Foldables. New York, NY: Macmillan/McGraw-Hill

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“treasure hunt” to lead someone to a hidden treasure. They will use Cardinal and Intermediate directions to guide the hunter to the treasure.

Location: Students will draw the Location that they would find certain classroom or home items.(For example: Where in a house would a student find the Ketchup? Fridge)The student would then draw the fridge.

Geographers: Draw what you might think a Geographer might look like. What tools might they use? (Discuss tools and technologies that geographers may use and review that anyone who studies and has an interest in places is a geographer!)

Climate:Students will draw different types of Climate in Michigan for each season. What is the climate of Michigan during the Summer, Fall, Winter and Spring?Step 4

Students will review their knowledge and create their chart by doing another type of foldable. I would recommend the Envelope fold, but I would give students freedom to be creative about how they would want to organize it.

Students will complete a KLQ chart about the new vocabulary words.

They will start with what they already KNEW about our new words. Did you know what Cardinal Directions were and how they worked?

Then what they LEARNED that those words meant and how

Resources for Vocabulary Activities:KWL CHART to transform the worksheet into the foldable. The worksheet alone may be boring to the students, but in a foldable, it may be significantly more engaging.

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 4, “Review Activities and Games.”

Zike, Dinah (2000) Foldables. New York, NY: Macmillan/McGraw-Hill

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they’re appropriately used.

Finally, What they still have questions about. Does every place have a climate? Are there famous geographers? Etc.Step 5

The concept map will offer the students to connect the vocabulary words together in many different ways. After all the pairs are finished constructing their concept map, they each share to the class in the different ways that they connected the words to each other. There should be a HUGE variety of different connections that allow for the students to see all of the different ways that the five vocabulary words can be connected to one another!

Students will create a concept map in pairs to relate all of the new vocabulary words. Even though they are not all from the same specific GLCE, they can all easily be related.

Example:

Cardinal and Intermediate DirectionsLocation (help to find a location)Geographers (study a location. Places.)Climate (geographers study and experience many different climates as they learn about new places)Step 6

Students will engage in stations of three different games to finalize the understandings of the vocabulary words. They will rotate after 10 minutes at each station. I as the teacher will assist in the relay as well as monitor the other stations.

Directions Relay! Students will be split into two groups, they will each divide into a line facing the same direction. The teacher will call out a

Resource for Playing Games with Words:Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 4, “Review Activities and Games”

Other possible resources:Allen, Janet (1999) Words, Words, Words: Teaching Vocabulary in Grades 4-12Graves, Michael (2009) Teaching Individual Words: One Size Does Not Fit All

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series of directions to end up at a check point, “The fastest way to end up at the pencil sharpener” (northeast) students will verbally say the answer then go there to hand off baton to next student. Would be more beneficial with lots of space, like in the Gym. Also this activity would incorporate location as well.

Pictionary: Tools that a Geographer might use

Charades: for different types of climate

Graves, Michael (2006) Vocabulary Book: Learning and Instruction, Michael GravesAcademic Vocabulary, Retrieved 2/23/12 from http://jc-schools.net/tutorials/vocab/strategies.htmlGames and Activities that Build Academic Vocabulary, Retrieved 2/23/12 from http://www.sedl.org/afterschool/downloads/vocab_games_pp.pdf

Resource A: Script and Word List

Teacher-talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces the word)Cardinal Directions:Teacher-talk (Step One): If you had to tell me to get to the pencil sharpener from the door, how might you do so? (students may answer) If I had to get from the pencil sharpener to the rug how would you tell me to get there? Show students the N, S, E, and W on the walls. Instead of saying “that way” might there be a name for the ways we are pointing? (Students may answer.) Show students a compass on the overhead or Elmo. Then ask, “Where are some places that you might use this or have seen it used before?” Students could answer or might not. I would ask them if they notice any similarities between the compass and the new items in the class (N,S,E,W). Students would Notice the North south east and west markers and would make the inference that they stand for “ways” or “directions” that a person could go. I would say, “instead of saying “this way” or “that way” we have specific names for a direction that you want a person to go! Let’s say the names of the directions together while pointing at them, “North, South, East, West.” These are called Cardinal Directions!

Show Youtube video on Cardinal Directionshttps://www.youtube.com/watch?v=5IpdjyD_uPo

Intermediate Directions(teacher talk) (step one): since we now know as a class what Cardinal directions are, lets figure out what are other new items in the class represent! (Teacher will have places a easily visible item in a corner of the class in an intermediate direction. Let’s say it is a white lamp). If I am standing facing the cardinal direction that is North, and I wanted to get to the lamp, which way would I go? (students may answer a cardinal direction) Teacher walks the direction that the students say and ends up close to the lamp but not facing it. How would I get my nose to face the lamp? (students may answer) Could there be an easier way for me to walk from the north to the lamp without having to walk south and then to the east? Could there be another set of directions? (students may

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answer) Teacher should walk to the south east corner of the room. If I stand here, am I standing in the south or the east corner of the room? (students may say a mixture of both) It looks split doesn’t it? That’s because it is! I am right in the middle where the south and the east wall meet! I am in the Southeast corner! Go over for the other three corners of the room. All geographers don’t say northeast, northwest, southeast and southwest every time they want to talk about those directions, they have a name for them, Intermediate directions!

Show Youtube video tying in Cardinal and intermediate directionshttps://www.youtube.com/watch?v=Qn_rrpodQqw

Location: (teacher talk) (step one): Now that we know all about our directions, let’s use them! But first we have to learn one more new word! Ok, let’s see if you can figure out our next word. If I said I want to stand by the lamp, you would use your --------------- and --------------- (Cardinal and intermediate directions) to give me the lamp’s ---------------(location), if students don’t get it, rephrase. I need to know where the lamp IS. I need its LOCATION. If you know something’s location, then you know where something IS, you know it’s PLACE. It could be very cool to incorportate a game of hangman or jeopardy to engage the students to start thinking about what the LOCATION of something means.

Youtube video on Locationhttps://www.youtube.com/watch?v=idJYhjGyWTU

Geographers (Different GLCE)(teacher Talk) (step one)Ok students! Today we are going to become something really cool. We are going to learn about places, and land, and states, and countries! Not all at once of course. When we do our math, we are mathematicians! When we do science, we are Scientists! When we write in language arts, we are writers! Does anyone have an idea of what we are going to be today in social studies? (students may or may not answer) we are going to learn about places. Any place, as big as the United States, as small as right in our back yard! We are going to be Geographers! Geographers are people who study different places and characteristics of a place!

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Youtube video about Geographershttps://www.youtube.com/watch?v=YIPcOSNwVjw

Climate(different GLCE)(teacher talk) (step one)(Review calendar weather) for example purposes, let’s say that it’s in January. Students, let’s look back at our weather calendar. Does anyone see a pattern? (student answers) Does anyone see another pattern? Is there more than one pattern? (student answers) (let’s assume that the weather pattern is snow, snow, snow, snow, cloudy, snow, snow, snow, cloudy, snow, snow, snow, snow, cloudy) Class what do we see the most of? (student answers) Snow right! What else do we see? (student answers) Cloudy right! Are there more cloudy or snowy days? Snowy! Good job finding the patterns of the weather! So in January, would we say that the weather is mostly warm and sunny, cold and snowy, foggy and rainy? (student answers) So when we talk about the weather are we always going to say weather patterns? Could there be another word for weather patterns that we could use that might be easier? (student answers) Climate, is another word for the usual weather patterns for a place! In January, our climate is mostly cold and snowy in Michigan!

Youtube Video on Climate!https://www.youtube.com/watch?v=RK5WUlVxv50

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Attachment B KWL chart to transform into Foldable

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Attachment C (pictures)

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Attachment W (two pages)Portable Word Wall - Directions

Write the title of the topic, issue, or concept being introduced at the top of the page.

Give students 30-45 seconds to write down as many words as they know about that subject. You may also have them work in a pair or small group of 3.

At the end of that short time, ask them, “Is there anyone who has 30 words?” Ask for a number that nobody could have so that all students are on a level field and nobody feels either superior or inferior. This helps your lower students to be more willing to participate and volunteer in this activity. Then, come down in your numbers until you have someone (group) with the most to start with.

A rep from the group reads their words box-by-box, slowly. All class members write down the words in their boxes.

Ask if anyone has any more words not yet mentioned. Students add to their boxes.

This sheet becomes the basis for the vocabulary in the unit or concept and becomes a portable word wall. Students add to the sheet as they learn new words, or teacher adds words as they are studied.

Alternative idea:

Write two names, concepts, ideas for comparison and/or contrast at the top of the page, each in a different color pen/pencil.Students take notes about the topic in the color assigned. After reading or other study, the students write a comparison about the two topics.

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Q - R S - T U - V W – X – Y - Z

I - J K - L M - N O - P

A - B C - D E - F G - H

Topic/Issue/Concept:

_______________________________________

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Attachment Y

What I think it means: Definition in my own words:

Picture of what I think it is: Examples:

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Citation Page in APA Format for ALL materials and resources used in the unit.See http://www.nwmissouri.edu/library/CITING/APA.htm for help.

Works Cited

Beck, I., McKeown, M., and Kucan, L.(2002) Bringing Words to Life. New York, NY: The Guilford Press

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development

Zike, Dinah (2000) Foldables. New York, NY: Macmillan/McGraw-Hill