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The
Fabric of Our Nation OPTION ONE
Before
reading page 83
Previewing
- What is this lesson going to be about? Teacher reads title, “The Fabric
of Our Nation” What does that mean? What is the fabric of the nation?
During
reading
Everyone
Read page 83 To FIND out what is the fabric of our nation?
Document your thinking using sticky notes in the margins. I typed the
text since I was not sure the classroom would have sticky notes.
After reading
page 83
Discuss ERT question
and fill in this table:
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The text page
83
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Comments by
students
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The Fabric
of Our Nation
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Main Idea:
The people of the United States live and work together, making
our nation strong.
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The next time
you’re holding a penny, look closely. See if you can find these
Latin words in very tiny print: E PLURIBUS UNUM.
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These words
mean “out of many, one.” From many states, there is one nation
– the United States of America.
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The United
States also has many people – 260 million of them! You can’t get
to know everyone one of them in person. However, you may still
want to learn as much as you can about them.
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Who are these
people called Americans? People have asked this question since
before our nation began. Part of the answer lies in America’s
history. By learning who Americans have been, you can get a sense
of who they are today, and how America might change in the future.
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After discussing this
section, and the comments the students made about their reading, make
sure the teacher reads the main idea and has the class summarize their
learning of this section. Teacher may want to record the question and
the summary for future review.
COPY FOR STUDENTS TO WRITE ON
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The text page
83
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Comments by
students
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The Fabric
of Our Nation
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Main Idea:
The people of the United States live and work together, making
our nation strong.
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|
The next time
you’re holding a penny, look closely. See if you can find these
Latin words in very tiny print: E PLURIBUS UNUM.
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|
These words
mean “out of many, one.” From many states, there is one nation
– the United States of America.
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The United
States also has many people – 260 million of them! You can’t get
to know everyone one of them in person. However, you may still
want to learn as much as you can about them.
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Who are these
people called Americans? People have asked this question since
before our nation began. Part of the answer lies in America’s
history. By learning who Americans have been, you can get a sense
of who they are today, and how America might change in the future.
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Coming to America (pages 84-86)
Focus: How has immigration
contributed to the diversity of the American people?
Before
reading pages 84-86
RIVET
(not
opportunity because it isn’t in this section of text)
enslaved
slavery
immigrant
During
reading
Continue
with two column notes or Think Writing. While you are reading, continue
to note your thinking. Notice where the vocabulary words are and what
they mean. Do they assist your learning? How?
After
reading
Continue
to share the learning and have discussions.
How were the vocabulary
words used? Read the section or line of text they were included in. Did
they clarify what the words meant? Do you still have questions about the
words?
After discussing this
section, and the comments the students made about their reading, make
sure the teacher reads the FOCUS question and has the class summarize
their learning of this section. Teacher may want to record the question
and the summary for future review.
Focus: How has immigration
contributed to the diversity of the American people?
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The
text page 84
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Comments
by students
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Coming
to America
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Focus:
How has immigration contributed to the diversity of the
American people?
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Most
Americans have ancestors who came to America during the
last 500 hundred years or so. An ancestor is a relative
who lived some time ago, like a great-grandparent.
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One
group came much earlier. Native Americans have lived here
for thousands of years. No one knows exactly how they got
here. Many scientists believe that the first settlers walked
across a narrow strip of land that once joined Asia and
Alaska. Another theory is that they sailed from Asia by
boat.
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Native
Americans were probably the only people who lived here,
until about 1,000 years ago. That was when a group of northern
Europeans – the Vikings – came by ship and lived for a short
time in North America. The Vikings, however, didn’t settle
here permanently.
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The
text page 84
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Comments
by students
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Settlements
in America
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Europeans
first settled in the Americas in the late 1400s. Most of
the early settlers were from Spain, Great Britain, France,
the Netherlands, and Germany. Some came to find gold and
silver. Others wanted to practice their religion freely.
Many came for the abundant, fertile farmland.
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Some
people were forced to come to America. For over 200 years,
Africans were brought as enslaved people to work in European
settlements. An enslaved person is someone who is owned
by another person and treated as property. The system in
which people enslave other people is called slavery. Enslaved
people couldn’t own property. They were forced to work without
being paid. In the 1860s slavery was made illegal in the
United States.
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In the
early 1900s, many people came to America from Southern,
Central, and Eastern Europe. They came seeking a new life
for themselves and their families. A person who moves to
make a permanent home in another country is an immigrant.
Many immigrants in the 1900s moved to the cities.
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The
text page 85
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Comments
by students
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Look
at the pictures, record your comments
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Read
the captions, record your comments
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Look
at the map, record your comments
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Traveling
to America
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People
came to the United States from many other places. Some came
from Asia on ships that crossed the Pacific Ocean. They
came to places like Seattle, Washington, and Angel Island
in California.
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Immigrants
from Europe crossed the Atlantic Ocean in ships. Those ships
stopped at places like Boston, Massachusetts, and New York
City. Many people from Europe entered the United States
through Ellis Island in New York.
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The
text page 86
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Comments
by students
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Together
in America
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Look
at the pictures, record your comments
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Look
at the captions, record your comments
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People
from all around the world make up the United States. Today,
most new immigrants come from Latin America, the Middle
East, the Caribbean, and Asia. The countries that Americans
and their ancestors come from have different foods and clothing,
and different ways of life.
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Many
Americans enjoy the diversity among their fellow citizens.
For instance, Lam Ton, from the Asian country of Vietnam,
owns a restaurant in Chicago. He appreciates the diversity
of his block. “Look down the street,” says Lam Ton. “That
guy is a Greek, next to him is a man from Thailand, and
next to him is a Mexican.”
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Many
Americans believe that what they share is very important
too. Americans share the land that makes up the United States.
They also share important ideas: the ideas of individual
freedom and equality for all.
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DO GUESS THE COVERED WORD WITH
BOOKS CLOSED!
VOCABULARY
WORD – opportunity
Write these Guess
The Covered Word sentences on the board:
“Within a family,
two children can be very different. They might look different and have
different skills. When they grow up, they may choose different careers.
Yet even though they are different, their parents try to give them the
same opportunities ” (page 87).
Cover up the bold
word. Have the students try and figure out what word is covered up.
Equal
Opportunity for All
Before
reading pages 87-89
Focus:
How does the belief in equal opportunity bring people together in the
United States?
During
reading
Continue
with two column notes or Think Writing. While you are reading, continue
to note your thinking. Notice where the vocabulary words are and what
they mean. Do they assist your learning? How? Think about the focus as
you are reading.
After
reading
Continue
to share the learning and have discussions.
How was the vocabulary
word used? Read the section or line of text it was included in. Did the
sentence help clarify what the word meant? Do you still have questions
about the word?
After discussing this
section, and the comments the students made about their reading, make
sure the teacher reads the FOCUS question and has the class summarize
their learning of this section. Teacher may want to record the question
and the summary for future review.
Focus: How does the
belief in equal opportunity bring people together in the United States?
“Within a family, two children can be very different. They might look
different and have different skills. When they grow up, they may choose
different careers. Yet even though they are different, their parents try
to give them the same opportunities.
Guess
The Covered Word sentence to use before
Equal
Opportunity for All pages 87-89
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The
text page 87
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Comments by
students
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Equal Opportunity
for All
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Focus: How
does the belief in equal opportunity bring people together in
the United States?
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Look at the
chart. Record your comments.
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Look at the
captions. Record your comments.
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Within a family,
two children can be very different. They might look different
and have different skills. When they grow up, they may choose
different careers. Yet even though they are different, their parents
try to give them the same opportunities. An opportunity is a good
chance. It wouldn’t seem fair any other way.
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Most people
in the United States agree that every American should have the
opportunity to lead a fulfilling life. For example, they believe
that all children should have the chance to learn to read, write,
and understand arithmetic, science, and the history and geography
of the world.
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It is not
easy to say what equal opportunity is. Yet many Americans know
what it is not. If someone said, “You can’t live in this neighborhood
because of your religion” that wouldn’t be equal opportunity.
Or if someone said, “I won’t give you a job because of the color
of your skin,” that wouldn’t be equal opportunity either.
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The text page
88
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Comments by
students
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Look at the
pictures, record your comments
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Read the captions,
record your comments
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A Fair Chance
for Everyone
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Every day,
many Americans work to promote equal opportunity. Some speak out
about issues they think are important. Others also take action
to help their towns or cities. Norbert Hill, Marian Wright Edelman,
and former President Jimmy Carter are examples of Americans who
work to give everyone a fair chance.
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Norbert Hill
worked for an organization to help Native Americans get a better
education. He has encouraged Native Americans to go to college
and study science and engineering. He started programs that help
Native American students of all ages, from elementary school through
college. He says, “People can do anything if they have a belief
they can do it.”
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Marian Wright
Edelman remembers when there were separate schools for whites
and African Americans. Usually the schools for the whites had
better buildings and books, and teachers with better training.
Her father told her, “Don’t let anything get in the way of your
education.”
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The text page
89
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Comments by
students
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She didn’t.
She went to law school when very few African American women were
lawyers. She joined Martin Luther King, Jr., to work for equality
for all Americans. In 1973 she started an organization called
the Children’s Defense Fund. This organization helps children
receive a good education and health care.
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Look at the
picture. Record your comments.
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Read the caption.
Record your comments.
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It’s fun to
watch a house being built. Look closely, and you might see former
President Jimmy Carter! He and his wife, Rosalynn, help build
homes through an organization called Habitat for Humanity. This
organization has given many Americans the opportunity to own their
own homes.
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Helping other
people have good opportunities is important to making a strong
country.
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No one is
ever too young to start thinking about how to help a community.
Look around your neighborhood or town. Is there something that
needs improving?
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Are there
ways you can help? Talk to your friends, family and teachers to
find answers together.
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Summarization Strategy How to do a THINK WRITING lesson
Before
reading
WHO
needs THINK WRITING?
This activity is appropriate
for:
- Readers who refuse
to become actively involved with text.
- Readers who bark
at print.
- Readers who say
reading is boring.
WHY do THINK WRITING?
Readers learn more
if they become actively involved with written material. Think writing
requires the reader to react to what the author is saying on an ongoing
basis. Think writing requires the reader to note reactions to the text.
Think writing requires the reader to note when meaning breaks down. Think
writing requires the reader to note when personal connections are made.
This strategy personalizes the learning situation and encourages readers
to develop a point of reference with the writer by trying to interpret
the words and meaning they read.
During
reading
WHAT
does the teacher do to get ready?
- Duplicate a page
of the reading assignment
- Allow wide margins
on both sides of the selection
- When duplicate
pages aren’t available, post it notes may be used.
MATERIALS - almost
any narrative or expository text
HOW do I teach THINK
WRITING?
Use an overhead to
demonstrate think writing:
- Begin to read the
text aloud.
- As you read, react
to the text by writing comments in the margin.
- Talk to the author
about his/her ideas. Write to him/her in the margin if you don’t understand
a concept. If you agree with him/her tell him/her so.
- Guess at meanings
of words which are unfamiliar to you. Write your guesses in the margins.
- Distribute the
text to readers and ask them to continue THINK WRITING in the margins.
Encourage them to respond frequently.
After
reading
- When
readers have completed the reading guide, help them realize their
talk represents true understanding of their reading. The reader can
then identify those ideas which are clear to him/her and those which
remain fuzzy.
DEVELOP A CODE FOR
QUICK THINK WRITING
MI = main idea T-S
= text to self char = looking at character
D = detail T
– T = text to text Q = questioning or wondering
ID = important detail T
– W = text to world
S = summary DI
= determining importance
HUH?
= I don’t get it! I = inference
The Fabric of Our Nation OPTION TWO
Before
reading page 83
Previewing - What
is this lesson going to be about? Teacher reads title, “The Fabric of
Our Nation” What does that mean? What is the fabric of the nation?
During
reading
Everyone
Read page 83 To FIND out what is the fabric of our nation?
Document your thinking using two column notes.
After reading
page 83
Discuss ERT question
and fill in this table:
Example of how the
table might be filled out after reading together and discussing as a class:
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Content
(Facts)
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Process
(Thinking)
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E PLURBUS
UNUM means “Out of many, one”
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“Out of many,
one” means that there are a lot of states and one nation. Or maybe
it means that there are individual Americans but we all unite
in the country of America.
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The people
of the United States live and work together, making our nation
strong.
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The Fabric
of the nation must be the people.
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By learning
who Americans have been, you can get a sense of who they are today,
and how America might change in the future.
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I wonder how
the history will help me know about America. I already know about
pilgrims an Indians, that doesn’t seem helpful to me!
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260 million
Americans! That is a lot! I am one of those Americans!
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After discussing this
section, and the comments the students made about their reading, make
sure the teacher reads the FOCUS question and has the class summarize
their learning of this section. Teacher may want to record the question
and the summary for future review.
Summarization Strategy Two Column Notes Form Headed Content /
Process
See Strategies
That Work, chapter 10 Synthesizing Information, pages 159-163
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Content (Facts)
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Process (Thinking)
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Content reading demands
that readers pick up factual information as they read. We want our students
to become aware of their thinking process as well so they can call up
a strategy to access content, particularly in difficult, more challenging
text.
Materials Needed:
The most compelling piece of expository text you can find.
Procedure:
Give each child a
form with the above headings.
Choose material and
place the text on the overhead.
Students ask questions
and make statements in the process (thinking) column.
Teacher should ask
the students to pause after each paragraph and tell any factual information
they’ve learned.
Conversation helps
the students to build answers to questions, clear up misconceptions, and
immerse themselves in the content.
Teacher leads for
several paragraphs.
Teacher then releases
the students to work in small groups of two-three for about twenty minutes.
Reading and understanding
requires a great deal of ongoing thinking. This form gave us a window
into that evolution of thought.
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Content (Facts)
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Process (Thinking)
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