Part A: Discuss Target Area and Core Practice

1.  I will be teaching the entire unit, but for the lessons I am turning in I will be focusing on writing instruction.
2.  I will have approximately 1-1.5 hours per day for the total literacy time allotted.
3.

 RI.5.01 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.2 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

4.  This target area will provide student to put themselves in the point of view of others, and really test their understanding of the material.  By integrating social studies, the students will be learning much more meaningully about the Navajo code-talkers than they would otherwise.  This learning the students will be taking part in will have them learning through literacy first and foremost.  By giving them the opportunity to really dive into a text and  reach a deeper understanding about something that is mostly foreign to them will be empowering to the students.

5. I am particularly excited for this unit because the talk will be mostly student-led with much of the teacher input being background information that they haven't had exposure to.  These students are not used to having a student led conversation and I will need to set the norms very clear about listning, speaking loudly as well as making sure that we are creating a safe environment for students to take scholastic risks in their interpretation.

6.  This unit will allow me to make sure that all students feel comfortable in their writing.  As part of the unit, my MT wants me to do a little bit of poetry at the end, which will be great for my students to be able to express themselves creatively through the means of poetry.

7.  I have the Treasures book I can work with and through, as well as the picture book of the book we are reading.  Other than that, I am unaware of any other resources that I can use.

8.  I want to acquire more information about the Navajo code talkers both in my level of understanding, but also have additional sources for the students to be able to process the information in their own way.

9.  I am not sure.  I think I may have them read a passage at their level and then respond to their feelings as if they were one of the characters.

10.  I should find out on how much the students know about World War II and perhaps if any of their family has served in the war.  I could then invite them to teh classroom to give a very realistic and exciting wrinkle into the unit.

12.  I am concerned on how to make this activity meaningful as many students will not be excited to read the text to begin with.  I am also worried about the pace at which we will read the book, as it is very slow and  my teacher gave me to weeks to read one story.