FRIT 7734

Jessica Shuff
Reading Enrichment Unit

Lesson 1

Materials
 National Geographic Kids: Wildfires by Kathy Furgang
 Smartboard
 Nearpod Lesson
 Student Chromebooks
 Time for Kids “Fires in Australia” article

NYS Next Generation Standards

4R3: In informational texts, explain events, procedures, ideas, or concepts, including what
happened and why, based on specific evidence from the text.

4R7: Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, illustrations), and explain how the information contributes to an
understanding of the text.

4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases,
choosing flexibly from a range of strategies.

4L4a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
of a word or phrase.

AASL Standard 1: Teaching for Learning-Candidates are effective teachers who demonstrate
knowledge of learners and learning and who model and promote collaborative planning,
instruction in multiple literacies, and inquiry-based learning, enabling members of the learning
community to become effective users and creators of ideas and information. Candidates design
and implement instruction that engages students' interests and develops their ability to inquire,
think critically, gain and share knowledge.

Essential Question: What is the impact of wildfires on communities, wildlife, and the
environment?

Opening: Share excepts from the book, National Geographic Kids: Wildfires by Kathy Furgang.
The book will be displayed on the Smartboard (through Epic books). The teacher will pause to
check for understanding while reading.

Whole Group Lesson: After reading, the teacher will display the Nearpod presentation and ask
the students the following questions:
1. How can we connect this to current events?
2. What is the impact of wildfires on communities, wildlife, and the environment?
The class will discuss these questions. The teacher will then show the students how to login to
Nearpod to access the Time for Kids article.

Independent/Group/Partner Work: Students will be directed to the Time for Kids article on
the Nearpod presentation. Students can work as a group, with a partner, or independently to read
the article. For early finishers, they will be directed to the Nearpod collaborative board. They
will use the information in the article to answer, “What caused the Australian wildfires?”

Closing: After the article has been read by all groups, the teacher will ask the essential question
again. Students will answer by reflecting upon what they read in the Time for Kids article.
Students can refer back to the text to verify their answers.

Evaluation: Students will be observed and evaluated based on participation.

Lesson 2
Materials
 Smartboard
 Google Slide Presentation with curated photographs
 Time for Kids “Fires in Australia” Article with differing Lexile levels

NYS Next Generation Standards

4L3: Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

4L3a: Choose words and phrases to convey ideas precisely.

4SL1: Engage effectively in a range of collaborative discussions with diverse partners,

expressing ideas clearly, and building on those of others.

AASL Standard 1: Teaching for Learning-Candidates are effective teachers who demonstrate
knowledge of learners and learning and who model and promote collaborative planning,
instruction in multiple literacies, and inquiry-based learning, enabling members of the learning
community to become effective users and creators of ideas and information. Candidates design
and implement instruction that engages students' interests and develops their ability to inquire,
think critically, gain and share knowledge.

AASL Standard 2: Literacy and Reading-Candidates promote reading for learning, personal
growth, and enjoyment. Candidates are aware of major trends in children's and young adult
literature and select reading materials in multiple formats to support reading for information,
reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to
reinforce classroom reading instruction to address the diverse needs and interests of all readers.

Opening: The teacher will display the Google Slide presentation with various photographs and
captions from the Australian wildfire disaster. The class will make observations and discuss.
Whole Group: After the photographs have been shown and discussed, the students will reflect
on the essential question. The teacher will then pose the question, “What can we do to help?”
Ideas will be added to the board. The teacher will also show additional ideas such as volunteer,
learning more, help, spread awareness, and ask questions. The teacher will then direct the class
to the Smokey Bear PSA. She will explain that public service announcements are a way to help
and spread awareness.

Closing: The class will then discuss ways we can create a PSA. The teacher will ask “What tools
can we use to share our message?” The students will most likely choose a tool they have used in
class.

Evaluation: Students will be observed and evaluated based on participation.

Lesson 3
Materials
 Smartboard
 Teacher Flipgrid PSA
 PSA rating rubric
 PSA planning guide

NYS Next Generation Standards

4W6: Conduct research to answer questions, including self-generated questions, and to build
knowledge through investigating multiple aspects of a topic.

4W5: Draw evidence from literary or informational texts to respond and support analysis,
reflection, and research by applying the grade 4 Reading Standards.

AASL Standard 3: Information and Knowledge- Candidates model and promote ethical,
equitable access to and use of physical, digital, and virtual collections of resources. Candidates
demonstrate knowledge of a variety of information sources and services that support the needs of
the diverse learning community. Candidates demonstrate the use of a variety of research
strategies to generate knowledge to improve practice.

Opening: The teacher will share the PSA planning guide with the students. She will explain the
elements needed for a PSA:
1. Topic
2. Engaging lead
3. 2 facts
4. Solutions
5. Call to action

Whole Group: The students will then use the PSA rating rubric to rate the teacher-created PSA.

Closing: After rating the teacher-created PSA, the class will review each element of the rating
rubric. The students will discuss and justify their ratings.
Evaluation: Students will be observed and evaluated based on participation.

Lesson 4

Materials
 PSA planning guide
 Thinglink
 Printed Time for Kids “Fires in Australia” article with differing Lexile levels
 Printed Newsela “Australia’s Wildfire Disaster” article with differing Lexile levels
 Printed Newsela “A Billion Animals in Australia’s Fires” article with differing Lexile
levels
 Printed USA Today’s “Australia's devastating fires are still burning. Here's how you can
help” article
 Pencils & highlighters

NYS Next Generation Standards

4W6: Conduct research to answer questions, including self-generated questions, and to build
knowledge through investigating multiple aspects of a topic.

4W1: Write an argument to support claim(s), using clear reasons and relevant evidence.

4W1a: Introduce a precise claim, supported by well-organized facts and details, and organize the
reasons and evidence logically.

4W1b: Use precise language and content-specific vocabulary.

4W1c: Use transitional words and phrases to connect ideas within categories of information.

4W1d: Provide a concluding statement or section related to the argument presented.

4W5: Draw evidence from literary or informational texts to respond and support analysis,
reflection, and research by applying the grade 4 Reading Standards.

AASL Standard 2: Literacy and Reading-Candidates promote reading for learning, personal
growth, and enjoyment. Candidates are aware of major trends in children's and young adult
literature and select reading materials in multiple formats to support reading for information,
reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to
reinforce classroom reading instruction to address the diverse needs and interests of all readers.

AASL Standard 3: Information and Knowledge- Candidates model and promote ethical,
equitable access to and use of physical, digital, and virtual collections of resources. Candidates
demonstrate knowledge of a variety of information sources and services that support the needs of
the diverse learning community. Candidates demonstrate the use of a variety of research
strategies to generate knowledge to improve practice.
Opening: Students will be shown the Thinglink website with the two Newsela articles, the Time
for Kids article, and the USA Today article. The teacher will also have printed versions of all
articles for those who prefer print. The teacher will remind students to use the PSA planning
guide to organize the facts presented in the articles. She will also remind them to cite their
sources.

Work Session: Students will work in groups of two or three to read the articles and plan and
write their PSA using the PSA planner.

Closing: The teacher will bring the class together to share their progress.

Evaluation: Students will be observed and evaluated based on participation.

Lesson 5

Materials
 PSA planning guide
 Student Chromebooks
 Flipgrid

NYS Next Generation Standards

4W1: Write an argument to support claim(s), using clear reasons and relevant evidence.

4W1a: Introduce a precise claim, supported by well-organized facts and details, and organize the
reasons and evidence logically.

4W1b: Use precise language and content-specific vocabulary.

4W1c: Use transitional words and phrases to connect ideas within categories of information.

4W1d: Provide a concluding statement or section related to the argument presented.

4SL1: Engage effectively in a range of collaborative discussions with diverse partners,

expressing ideas clearly, and building on those of others.

AASL Standard 3: Information and Knowledge- Candidates model and promote ethical,
equitable access to and use of physical, digital, and virtual collections of resources. Candidates
demonstrate knowledge of a variety of information sources and services that support the needs of
the diverse learning community. Candidates demonstrate the use of a variety of research
strategies to generate knowledge to improve practice.

Opening: The teacher will tell the students to begin planning the filming portion of their PSAs.

Work Session: Students will work together to plan and film their PSA.
Closing: The students will share their PSAs with the class. Students will share two
grows/positives and one glow/improvement for each group.

Evaluation: Student completed PSAs and the PSA checklist will serve as their evaluation.