The Regions and People

The Regions and People

of California

Level 4 – Social Science Unit

Santa Ana Unified School District

Project GLAD

Aimee Danciger, Chris De Elena,

Pam Hutchins, Sara Shorey, & Alicia Skibby

April 25-28, 2006

Project GLAD

Santa AnaSchool Unified School District

The Regions and People of California

Level 4

IDEA PAGES

1. Unit Theme-Includes cross-cultural sensitivity theme
2. The characteristics and physical environments of various regions of California affect human activity.
3. The Pacific Ocean, rivers, valleys, and mountain passesaffect the growth of towns.
4. Communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

• Californiais an agricultural and industrial power.
• Twentieth-century Californians impacted the nation’s artistic and cultural development

1. Focus/Motivation
2. Inquiry Charts: “What do we know about California?” “What are we interested in learning about California?”
3. Personal Interactions; Big Book-Important Book About California
4. Read Aloud-TBD
5. Award
6. Songs, Poetry

1. Closure
2. Community Meeting/Debate

California’s natural resources: Are we using them wisely?

• Team Explorations

Create a California region

Design a vacation to a place in California

Create a Big Book about other coastal regions in the U.S.

• Personal Explorations

Write a biography or autobiography of:

• A Twentieth-century Californian
• An architect of a dam, reservoir, or aqueduct

• Write a series of letters to a relative back home. Describe your trip to California.
• Create a poem about California today.
• Write a letter to school on how to adopt a local beach or highway
• Portfolio conference
• Process Inquiry and other charts
• Share personal explorations
• Home-School connection
• Team Jeopardy game

1. Concepts/Understandings

• California Today
• Geographical regions of California
• The evolution of dams, aqueducts, and reservoirs in California
• The development and locations of new industries in the twentieth-century
• The history and development of California’s public education system
• Impact of twentieth-century Californians on nation’s artistic and cultural development

1. CaliforniaState Board Adopted Standards

History/Social Science Standards:

4.1.1Students demonstrate an understanding of the physical and human geographic features that define places and regions in California, as a basis for this concept:

4.1.2Students will explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.

4.1.3Students will identify the state capital and describe the various regions of California, including how their characteristics and physical environments affect human activity.

4.1.4Students will identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.

4.1.5Students will use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

4.4 California became an agricultural and industrial power, tracing the

transformation of the California economy and its political and cultural development back to the 1850’s, as a basis for this concept:

4.4.6Students will describe the development and locations of new industries since the turn of the century and important trade links with the pacific Basin.

4.4.7Students will trace the evolution of California’s water system into a network of dams, aqueducts, and reservoirs.

4.4.8Students will describe the history and development of California’s public education system.

4.4.9Students will analyze the impact of twentieth-century Californians on the nation’s artistic and cultural development, including the rise of the entertainment industry.

Math:

2.0Students use two-dimensional coordinate grids to represent points and

graph lines and simple figures:

2.2Understand that the length of a horizontal line segment equals the

difference of the x-coordinates.

2.3Understand that the length of a vertical line segment equals the difference

of the y-coordinates.

1.1Analyze problems by identifying relationships, distinguish relevant from

irrelevant information, sequencing and prioritizing information, and observing patterns.

Reading:

1.0Word Analysis, Fluency and Systematic Vocabulary Development

Word recognition

1.1Read narrative and expository text loud with grade-level fluency and accuracy and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development

1.2Apply knowledge of word , derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

1.3Use knowledge of root words to determine the meaning of unknown words within a passage.

1.4Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words.

1.5Use a thesaurus to determine related words and concepts.

1.6Distinguish and interpret words with multiple meanings.

2.0Reading Comprehension

Structural Features of Information Materials

2.1Identify structural patterns found in informational text to strengthen comprehension.

Comprehension and Analysis of grade-Level Appropriate text

2.2Use appropriate strategies when reading for different purposes.

2.3Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

2.4Evaluate new information and hypotheses by testing them against known information and ideas.

2.5Compare and contrast information on the same topic after reading several passages or articles.

2.6Distinguish between cause and effect and between fact and opinion in expository text.

2.7Follow multiple-step instructions in a basic technical manual.

3.0Literary Response and Analysis:

Structural Features of Literature

3.1Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text

3.2Identify the main events of the plot, their causes, and the influences of each event on future actions.

3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine causes for the character’s action.

3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures.

3.5Define figurative language and identify its use in literary works.

Writing:

1.0Writing Strategies

Organization and Focus

1.1Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

1.2Create multiple-paragraph compositions; provide an introductory paragraph, establish and support a central idea with a topic sentence at or near the beginning of the first paragraph, include supporting paragraphs with simple facts, details, and explanations, conclude with a paragraph that summarizes the points, use correct indentation.

1.3Use traditional structures for conveying information.

Penmanship

1.4Write fluidly and legibly in cursive or joined italics.

Research and Technology

1.5Quote or paraphrase information sources, citing them appropriately.

1.6Locate information in reference texts by using organizational features.

1.7Use various reference materials as an aid to writing.

1.8Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.

1.9Demonstrate basic keyboarding skills and familiarity with computer terminology.

Evaluation and Revision

1.10Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

2.0Writing Applications

2.1Write narratives

2.2Write responses to literature

2.3Write information reports

2.4Write summaries that contain the main ideas of the reading selection and the most significant details.

Written and Oral English Language Conventions

1.0Written and Oral English Language Conventions

Sentence Structures

1.1Use simple and compound sentences in writing and speaking.

1.2Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

Grammar

1.3Identify and use regular and irregular verbs, adverbs, prepositions, and coordination conjunctions in writing and speaking.

Punctuation

1.4Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.

1.5Use underlining, quotation marks, or italics to identify titles of documents.

Capitalization

1.6Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first words in quotations when appropriate.

Spelling

1.7Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Listening and Speaking

1.0Listening and Speaking Strategies

Comprehension

1.1Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

1.2Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

1.3Identify how language usages reflect regions and cultures.

1.4 Give precise directions and instructions.

Organization and Delivery of Oral Communication

1.5Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and evidence.

1.6Use traditional structures for conveying information.

1.7Emphasize points in a way that help the listener or viewer to follow important ideas and concepts.

1.8Use details, examples, anecdotes, or experiences to explain or clarify information.

1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

Analysis and Evaluation of Oral Media Communication

1.10Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

2.0 Speaking Applications

2.1Make narrative presentations

2.2Make informational presentation

2.3Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.

2.4Recite brief poems, soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

English Language Development Standards

Listening and Speaking (Graded 3-5 ELD Standards)

Comprehension

B: Speak with few words/sentences

Answer simple questions with one/two word response

Retell familiar stories/participate in short conversations/using

gestures

EI: Ask/answer questions using support elements

Restate/execute multi-step oral directions

I: Ask/answer questions using support elements

Identify key details from stories/information

EA: Identify main points/support details from content areas

A: Identify main points/support details from stories and subject areas

Respond to and use idiomatic expressions appropriately

Comprehension, Organization, and Delivery of Oral Communication

B: Recognize familiar phonemes

Recognize sound/symbol relationships in own writing

EI: Read orally recognizing/producing phonemes not in primary

language

Recognize morphemes in phrases/simple sentences

I: Read aloud with correct pronunciation of most phonemes

Use common morphemes in oral and silent reading

EA: Use knowledge of morphemes to derive meaning from

literature/texts in content areas

A: Use roots and affixes to drive meaning

Reading-Fluency and Systematic Vocabulary Development

(Grades 3-5 ELD Standards)

Vocabulary and Concept Development

B: Read aloud simple words in stories/games

Respond to social and academic interactions (simple ques/ans)

Demonstrate comprehension of simple vocabulary with action

Retell simple stories with drawing, words, phrases

Use phrases/single word to communicate basic needs

EI:Use content vocabulary in discussions/reading

Read simple vocabulary, phrases, and sentences independently

Use morphemes, phonics, syntax to decode and comprehend words

Recognize and correct grammar, usage, word choice in speaking or

reading aloud

Read own narrative and expository text aloud with pacing,

intonation,

expression

I: Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar words in texts

Recognize and correct grammar, usage, word choice in speaking or

reading aloud

Read grade level narrative and expository text aloud with pacing,

intonation, expression

Use content vocabulary in discussion/reading

Recognize common roots and affixes

EA: Use morphemes, phonics, syntax to decode and comprehend words

Recognize multiple meaning words in content literature and texts

Use common roots and affixes

Use standard dictionary to find meanings

Recognize analogies and metaphors in content literature and texts

Use skills/knowledge to achieve independent reading

Use idioms in discussions and reading

Read complex narrative and expository texts aloud with pacing,

intonation, expression

A: Apply common roots and affixes knowledge to vocabulary

Recognize multiple meaning words

Apply academic and social vocabulary to achieve independent reading

Use idioms, analogies, and metaphors in discussion and reading

Use standard dictionary to find meanings

Read complex narrative and expository texts aloud with pacing,

intonation, expression

Reading Comprehension

B: Answer fact questions using one/two word response

Connect simple test read aloud to personal experience

Understand and follow one-step directions

Sequence events from stories read aloud using key words/phrases

Identify main idea using key words/phrases

Identify text features: title/table of contents/chapter headings

EI: Use simple sentences to give details from simple stories

Connect to personal experience

Follow simple two-step directions

Identify sequence of text using simple sentences

Read and identify main ideas to draw inferences

Identify text features: title/table of contents/chapter headings

Identify fact/opinion in grade level text read aloud to students

I: Orally respond to comprehension questions about written text

Read text features: titles, table of contents, headings, diagrams,

charts, glossaries, indexes

Identify main idea to make predictions and support details

Orally describe connections between text and personal experience

Follow multi-step directions for classroom activities

Identify examples of fact/opinion and cause and effect in

literature/content texts

EA:Give main idea with supporting detail from grade level text

Generate and respond to text-related comprehension questions

Describe relationships between text and personal experience

Identify function of text features: format/diagrams/charts/glossary

Draw conclusions and make inferences using text resources

Find examples of fact, opinion, inference, and cause and effect in text

Identify organizational patterns in text: sequence and chronology

A: Make inferences/generalizations, draw conclusions from grade level

text resources

Describe main ideas with support detail from the text

Identify patterns in text: compare and contrast/sequence/cause and

effect

Writing Strategies and Applications (Grade 3-5 ELD Standards)

Penmanship, Organization, and Focus

B:Write alphabet

Label key parts of common object

Create simple sentences/phrases

Write brief narratives/stories using few standard grammatical forms

EI: Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, charts

Write paragraphs of at least four sentences

Write words/simple sentences in content areas

Write a friendly letter

Produce independent writing

I.Narrate sequence of events

Produce independent writing

Use variety of genres in writing

Create paragraph developing central idea using grammatical form

Use complex vocabulary and sentences in all content areas

Write a letter with detailed sentences

EA: Write a detailed summary of story

Arrange compositions with organizational patterns

Independently write responses to literature

Use complex vocabulary and sentences in all content areas

A:Write short narrative for all content areas

Write persuasive composition

Write narratives that describe setting, character, objects, and events

Write multi-paragraph narrative and expository compositions

Independently use all steps of writing process

Writing Conventions

B: Begin own name and sentences with capital letter

Use period at end of sentence

EI:Begin proper nouns and sentences with capital letter

Use period at end of sentence/use some commas

Edit for basic conventions

I:Produce independent writing

Use standard word order

EA:Produces independent writing with correct capitals, punctuation,

spelling

Use standard word order

A: Use complete sentences and correct order

Use correct parts of speech

Edit for punctuation, capitalization, and spelling

Produce writing with command of standard conventions

Reading Literary Response and Analysis (Grades 3-5 ELD Standards)

Narrative Analysis of Grade Level Appropriate Text

B:One/two word oral responses to factual comprehension questions

Word/phrase oral response identifying characteristics and settings

Distinguish between fiction and non-fiction

Identify fairy tales, folk tale, myth, legends, using lists, charts, tables

EI:Orally answer factual questions using simple sentences

Orally identify main events of a plot

Recite simple poems

Orally describe setting of literature piece

Orally distinguish among poetry, drama, short story

Orally describe character of a selection

I:Paraphrase response to text using expanded vocabulary

Apply knowledge of language to derive meaning from text

EA: Describe figurative language (simile, metaphor, personification)

Distinguish literary connotations from culture to culture

Identify motives of characters

Describe themes stated directly

Identify speaker/narrator in text

Identify main problem of plot and how it is resolved

Recognize first and third person in literary text

A: Describe characteristics of poetry, drama, fiction and non-fiction

Evaluate author’s use of techniques to influence reader

Describe directly stated and implied themes

Compare and contrast motives of characters in work of fiction

1. Vocabulary

AerospaceExcavationReservoir

AgricultureFaunaRural

AquaticFloraSuburban

AqueductHabitatUrban

AgricultureIndustryVegetation

ClimateIrrigation

CommunicationsLandform

DamLatitude

EconomyLongitude

EstuaryPrecipitation

1. Oral Language/Reading/Writing Skills

• Express ideas sequentially
• Express personal thoughts in a group
• Synonyms
• Words in context
• Recalls specific details
• Cause/effect relationships
• Fact v. opinion
• Predicting outcomes
• Literal, inferred main idea
• Capitalizes proper nouns
• Writes compound sentences
• Use common adjectives, comparative, superlative
• Uses comparative, superlative forms of adverbs

1. Resources and Materials

Books for Student Research

Ansary, M. (2003). California History. HeinemannState Studies.

Ansary, M. (2003). All Around California Regions and Resources. Heinemann