Thematic Unit Plan: The Phantom Tollbooth beduc416b fall 2011

Juster's book addresses a current problem in society: children and young adults who simply do not want to learn. It is one thing for adults to lecture them on the importance of getting an education; but these speeches often leave no impression. The Phantom Tollbooth reinforces the importance of learning in a humorous and entertaining fashion. The book has other virtues: it is neither sexist nor racist. The most enlightened characters in the book are female, while the kings, traditional bearers of male power, are confused and are depicted as in the wrong. While no actual races are mentioned, the inclusion of so many characters of different types (dogs, bugs, and a character called the Dodecahedron, because he has twelve faces) allows the reader to see that there is nothing to fear just because someone is different. People should be judged on what they do and say, not on how they look, and throughout The Phantom Tollbooth, Juster attacks prejudice.

The Phantom Tollbooth is a relevant piece of work for these children to read, discuss, and analyze because they will identify with Milo, the main character in this literary work. Milo is a little boy, about the same age as the 4th grade challenge students. who goes through all of his days in a state of horrible boredom. This routine changes when Milo takes a trip through the mysterious make-believe tollbooth that appears in his bedroom one day. As Juster, the author, weaves this story children will learn about the importance of words, mathematics, geography, diversity, civics and both personal and interpersonal responsibility.

In fourth grade, students read skillfully with meaning and purpose using appropriate comprehension and vocabulary strategies. Students read, discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and continue to choose books based on personal preference, topic, theme, or author.

In fourth grade, students write for a range of purposes, including describing, telling a story, and explaining. They are able to produce writing that goes beyond the formulaic.

Because they are aware of the interdependence of the topic, audience, purpose, and form, they are able to select and sometimes adapt basic forms to meet specific requirements. Their understanding and use of figurative language introduces imagery to their writing.

Informational writing reflects understanding of specific purpose, often-requiring gathering, and synthesizing information from a number of resources to express and justify an opinion. Students are more aware of the conventions of writing as they reflect on their strengths and weaknesses and strive to improve.

In fourth grade, students use their understanding of social studies concepts and skills to explore

Washington State in the past and present. Students learn about the state’s unique geography and key eras in early Washington State history, particularly the treaty-making period. They use this historical perspective to help them make sense of the state’s geography, economy, and government today. The cognitive demand of many GLEs begins to include analysis and asks students to look at issues and events from multiple perspectives.
WA 4^th Grade Science

In prior grades students learned to conduct different kinds of investigations. In grades 4-5 students learn to plan an investigation, which involves first selecting the appropriate kind of investigation to match the question being asked. One type of investigation is a controlled experiment (a ―fair test). Others include systematic observation, field studies, and models and simulations. Students can also collect, display, and interpret data; summarize results; draw conclusions from evidence; and communicate their findings. Students are aware that scientific explanations emphasize evidence, involve logical arguments, and are consistent with scientific principles and theories. Students are also expected to communicate their findings and to analyze the investigations of others with respect and intellectual honesty. These capabilities are essential in preparing students for the more extensive and rigorous investigations that they will be planning and conducting in middle school.

In fourth grade, students continue to develop and augment their listening strategies. They understand how language reflects and conveys values and can alter their language to convey different values. Students recognize a point of view and a communication style differing from their own. They are able to identify rules that regulate social conventions in small groups and demonstrate mastery of rules in different settings. They are able to plan and deliver a presentation supported by available technology.

Students integrate and use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate, and solve problems. Students are digital citizens, demonstrate a clear understanding of technology systems and operations, and practice safe, legal, and ethical behavior.

Students in grade four solve problems that extend their understanding of core mathematical

concepts—such as multiplication of multi-digit numbers, area, probability, and the relationships

between fractions and decimals—as they make strategic decisions that bring them to reasonable

solutions. Students use pictures, symbols, or mathematical language to explain the reasoning behind their decisions and solutions. They further develop their problem-solving skills by making generalizations about the processes used and applying these generalizations to similar problem situations. These critical reasoning, problem-solving, and communication skills represent the kind of mathematical thinking that equips students to use the mathematics they know to solve a growing range of useful and important problems and to make decisions based on quantitative information.
WA 4^th Grade Health & Fitness

In grade four, students learn to identify the components of health-related physical fitness. Students make continuous progress across all fundamental motor patterns and become proficient in movement patterns as students combine locomotor and manipulative skills in increasingly complex situations. They apply movement concepts in individual movement performances, and tactical strategies in simple partner activities. Students in grade four learn and apply health skills to the following health areas: Disease prevention, nutrition, healthy relationships, use of tobacco, and use/abuse of alcohol. Students are taught the consequences of unsafe behaviors, and how to protect themselves from harm. They set simple goals for promoting personal health and preventing disease. Students also learn the value and use of social skills in dealing with peer pressure, communicating effectively, and assisting in forming healthy social relationships.

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  Numbers are concepts that enable people to represent quantities, sequences, and rates
  

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  Great art addresses universal themes of human existence
  

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  Helps us understand how topography, climate, and natural resources of a region influence the culture, economy and lifestyle of its inhabitants
  

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  Historical interpretation is influenced by one’s perspective
  

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  Technology presents new possibilities and problems
  

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  Authors often provide insights about human experience through fiction
  

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  Effective readers us specific strategies to help them better understand the text
  

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  Writers do not always say what they mean. Indirect forms of expression (e.g. satire, irony, puns, and idioms) require readers to read between the lines to find the intended meaning.
  

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  Scientific claims must be verified by independent investigations
  

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  Personal choices affect current and long-term outcomes on individuals, family, and society.
  
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  Mental and emotional health effects a person’s physical health and overall well-being.
  

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  What is a number?
  
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  Why do we have numbers?
  
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  What if we didn’t have numbers?
  
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  Can everything be quantified?
  

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  How does art reflect culture?
  

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  What makes places unique and different?
  
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  How does where we live influence how we live?
  

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  Whose history is it?
  
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  Is it only the story told by winners?
  

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  In what ways can technology enhance expression and communications?
  
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  In what ways can technology affect safety?
  

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  Can fiction reveal truth?
  
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  Can fiction teach us about life?
  

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  How do we read between the lines?
  
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  Why do we punctuate?
  

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  Why do we write?
  
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  How do effective writers hook and hold their readers?
  
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  What is a complete thought?
  

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  For scientific inquire (experiments/investigations), what is the process for planning, modeling, investigating, and honestly explaining and communicating the results of those investigations?
  

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  How can I promote accurate health information and behavior for myself and others?
  
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  How and where can I seek help?
  
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  How does my behavior reflect my personal choices?
  
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  What can I do to prevent and resolve conflict?
  
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  How can communication enhance my personal health and develop positive relationships?
  
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  How do a person’s unique talents contribute to a larger community?
  

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  Art can mimic life
  
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  Literature helps us understand ourselves and others
  
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  Figurative language helps convey meaning
  
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  Key vocabulary terms
  
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  Language choices strengthen writing
  
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  The writing process can be used to make our writing clear to our reader
  
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  Basic principles for citing sources
  

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  Perspective can create conflicting views
  
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  Basic principles of mapping
  

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  Scientific investigations involve asking and answering questions and comparing the answers with evidence from the real world.
  
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  Scientists plan and conduct different kinds of investigations, depending on the questions they are trying to answer. Types of investigations include systematic observations and descriptions, field studies, models, and open-ended explorations as well as controlled experiments.
  
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  An experiment involves a comparison. For an experiment to be valid and fair, all of the things that can possibly change the outcome of the experiment should be kept the same, if possible.
  
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  Investigations involve systematic collection and recording of relevant observations and data.
  
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  Repeated trials are necessary for reliability.
  
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  A scientific model is a simplified representation of an object, event, system, or process created to understand some aspect of the natural world. When learning from a model, it is important to realize that the model is not exactly the same as the thing being modeled.
  
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  Scientific explanations emphasize evidence, have logically consistent arguments, and use known scientific principles, models, and theories.
  
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  Scientists communicate the results of their investigations verbally and in writing. They review and ask questions about the results of other scientists' work.
  
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  Scientists report the results of their investigations honestly, even when those results show their predictions were wrong or when they cannot explain the results.
  

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  Basic principles for mean, median and mode
  

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  Appropriate ways to proactively and positively communicate and collaborate
  

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  Basic principles of computer keyboarding and word processing
  
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  Safe internet procedures
  

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  Healthy life skills are the ability for humans to adapt and exhibit positive behavior that enables us to deal effectively with the demands and challenges of everyday life.
  
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  Life skills are a group of psychosocial competencies and interpersonal skills
  
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  that help people make informed decisions, solve problems, think critically and
  
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  creatively, communicate effectively, build healthy relationships, empathize with others,
  
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  and cope with and manage our lives in a healthy and productive manner.
  
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  Life skills may be directed toward personal actions or actions toward others, as well as toward actions to change the surrounding environment to make it conducive to health.
  

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  Determine the figurative meaning of words and phrases using context clues from the story
  
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  Identify figurative language in the novel The Phantom Tollbooth
  
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  Learn the proper MLA format for citing sources
  

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  Develop mapping skills and use conventional geographic language, including scale, compass points for direction, alphanumeric grid references, and legends, to locate places.
  
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  Learn about and interpret their location relative to other places.
  
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  Identify features on maps, satellite images, and oblique photographs and use maps at different scales to locate places, find their way around, and plan trips to visit specific places.
  

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  Ask a scientific question that can be tested and answered using real world evidence
  
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  Plan and conduct different types of investigations based upon their question.
  
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  Conduct a valid and fair investigation by controlling those things that could affect the outcome of their investigation (do not introduce confounds, bias, impact validity)
  
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  Systematically collect and record their observations and data for the investigation.
  
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  Conduct and demonstrate repeated trials that result in the same outcomes every time.
  
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  Understand scientific models are small, controlled, representations of real world natural processes. Therefore, sample size can also affect the outcomes of their investigations. (create confounds by not representing the real world, leading to questions of validity)
  
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  Logically and honestly, explain and communicate their investigations, both in writing and orally. Specifically communicate and explain their question, scientific model, type of investigation, variables tested (dependent: changes based upon independent: what remains consistent), evidence, and their conclusions.
  
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  Use new scientific academic language to plan, model, investigate, explain, and communicate their investigations.
  

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  Discuss and explain how numbers in a set can be infinite.
  
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  Discuss, explain and demonstrate how can adding can leave you with less than you started with by using negative numbers/adding less than zero
  
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  Discuss, explain and demonstrate the relationship between size, shape, and quantity using numbers and symbols
  
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  Define the term average and explain how averages be helpful or complicate or not represent reality
  

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  Use knowledge of topic/theme, audience, and purpose to plan presentations.
  
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  Use media and other resources to support presentations.
  
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  Assess effectiveness of one’s own and others’ communication.
  

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  Use the internet to gather information and determine the literal meaning of unfamiliar words and phrases
  
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  Investigate and think critically to research, manage and evaluate information and solve problems using digital tools and resources.
  
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  Analyze, synthesize, and ethically use information to develop a solution, make informed decisions, and report results.
  

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  Demonstrate practical and positive methods for dealing with emotions and stress
  
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  Demonstrate fundamental skills for healthy interpersonal communication
  
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  Demonstrate respect for themselves and
  
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  others
  
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  Demonstrate empathy with others
  
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  Demonstrate responsibility for self and others
  
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  Demonstrate a willingness to explore attitudes, values, and beliefs of self and others
  
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  Exhibit behavior that is deemed appropriate within the context of social and cultural
  
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  norms
  
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  Demonstrate respect and equity for others human rights and honesty
  

1.2.1 Apply reference skills to define, clarify, and refine word meanings.

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  Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.
  

1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text.

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  Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text.
  
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  Explain that some words have a different meaning in different content areas (e.g., concept of shade in science and art).
  
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  Select, from multiple choices, the meaning of words necessary to understand.
  
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  Use new vocabulary in oral and written communication and content/academic text.
  

2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text

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  State the main idea of an informational/expository text passage and provide three or more text-based details that support it.
  
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  State the main idea of a literary/narrative text passage and support with three details from the story.
  
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  Select, from multiple choices, the main/major idea of a passage, poem, or selection.
  
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  State the theme/message in culturally relevant literary/narrative text and support with text-based evidence.
  
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  Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.
  

2.2.3 Understand and analyze story elements

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  Use knowledge of situation and characters’ actions, motivations, feelings, and physical attributes to determine characters’ traits.
  
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  Identify the main events in a plot, including the cause and effect relationship in problem solving.
  
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  Describe the components of setting and explain how and why setting is important to the story.
  
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  Differentiate between first and third person point of view in a selection and explain the difference.
  
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  Select, from multiple choices, the best description of a character or setting in a story or poem (e.g., character traits, feelings, character’s problem, or importance of character).
  

2.3.3 Understand literary/narrative devices.

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  Explain the meaning of simile, personification, metaphor, idiom, and humor in literary/narrative passages.
  

1.3.1 Revises text by adding, deleting, substituting, and moving text.

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  Rereads work several times and has a different focus for each reading (e.g., first reading — adding specific details for support; second reading — substituting words for clarity; third reading — moving text by combining sentences for variety).
  
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  Records feedback using writing group procedure (e.g., specific example from text in one column, suggestions in another column, and notes in margin).
  
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  Makes decisions about writing based on feedback.
  
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  Revises content based on new information.
  
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  Uses different methods to delete or move text (e.g., cross out and rewrite or “cut and paste”).
  
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  Uses more than one resource to revise (e.g., word wall or bank, writing guide, peer, adult, thesaurus).
  

1.5.1 Publishes in more than one format for specific audiences and purposes.

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  Publishes pieces and explains choice of format, graphics, and illustrations.
  
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  Publishes for a wide range of purposes (e.g., to inform, to tell a story) in different forms and formats (e.g., letter, poem).
  
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  Uses a variety of available technology as part of publication (e.g., software program, overhead projector, and video).
  

2.2.1 Demonstrates understanding of different purposes for writing.

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  Writes for different purposes (e.g., to learn, to tell a story, to explain, to reflect, to respond to a question, to summarize, to analyze informational text and data).
  
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  Incorporates more than one purpose using a form (e.g., a letter can be used to explain, to request, or to persuade).
  
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  Includes more than one mode within a piece (e.g., descriptive or narrative anecdotes within an explanation to elaborate).
  

3.3.8 Applies conventional forms for citations.

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  Cites sources (e.g., lists titles and authors alphabetically).
  

4.2.1 Evaluates and adjusts writing goals using criteria.

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  Sets goals by comparing own writing to rubric and anchor papers (e.g., WASL rubric and anchor papers, writing continuum).
  
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  Writes reflection about growth in writing and creates an improvement plan (e.g., across several pieces of writing or in response to a specific piece of writing).
  
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  Evaluates own use of writing process and sets goals (e.g., “When I edit, I need to use a dictionary to check for spelling.” “When revising, I need to re-read my writing to see if it makes sense.”).
  
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  Maintains a written log of goals.
  

1.4.1 Understands that civic participation involves being informed about public issues and voting in elections

3.1.1 Constructs and uses maps to explain the movement of people.

4.3.1 Understands that there are multiple perspectives regarding the interpretation of historical events and creates an historical account using multiple sources.

1.1.1 Applies a variety of listening strategies to accommodate the listening situation.

Adapts listening behavior to attend to a task.

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  Responds to verbal and nonverbal cues associated with the situation (e.g., classroom routine and/or teacher/peer interaction).
  
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  Sustains attention during group activities.
  
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  Uses strategies for enjoyment listening, active listening, and critical listening when appropriate. (See GLE 1.1.2 and 1.2.1.)
  

2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language.

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  Selects language that is respectful of others’ feelings and rights (e.g., no threats, bullying, or derogatory or discriminatory language).
  
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  Adjusts language register to the situation (e.g., speaking to a friend versus speaking to a substitute teacher or adult classroom visitor).
  
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  Chooses language that builds relationships in classroom activities or role-playing situation (e.g., supportive, encouraging, constructive).
  

2.3.1 Understands that individuals may have differing opinions, perspectives, and meanings for communication.

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  Shares one’s own opinion and compares it to others’ (e.g., “Jason likes to swim, but I’m afraid of the water).).
  
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  Explains how communication can have different meanings across cultures (e.g., clichés or words/phrases not intended for literal meaning).
  
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  Defines perspective.
  

3.3.1 Applies skills for delivery of effective oral communication and presentations.

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  Adjusts body language to increase engagement with audience (e.g., depending on proximity to audience, includes purposeful gestures).
  
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  Adjusts volume to engage the audience, with teacher guidance (e.g., lowers and raises voice for interest).
  
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  Uses adult grammar and syntax appropriate to grade level.
  
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  Uses appropriate language registers with teacher guidance (e.g., casual versus formal: peer-to-peer, small group versus large group).
  

4.1.1 Applies established criteria to guide analysis of strengths and weaknesses in own communication.

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  Seeks feedback from teacher and/or peers to improve communication (e.g., rubrics, checklists specific to type of communication: group work or presentation types).
  
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  Identifies strengths and areas needing improvement in one’s own communication using classroom criteria (e.g., a checklist for group work or presentations in which students identify the presence or absence of the criteria).
  

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  4-5 INQA —Question— Scientific investigations involve asking and answering questions and comparing the answers with evidence from the real world.
  

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  4-5 INQB —Investigate— Scientists plan and conduct different kinds of investigations, depending on the questions they are trying to answer. Types of investigations include systematic observations and descriptions, field studies, models, and open-ended explorations as well as controlled experiments.
  
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  4-5 INQC —Investigate— An experiment involves a comparison. For an experiment to be valid and fair, all of the things that can possibly change the outcome of the experiment should be kept the same, if possible.
  
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  4-5 INQD —Investigate— Investigations involve systematic collection and recording of relevant observations and data.
  
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  4-5 INQE —Investigate— Repeated trials are necessary for reliability.
  
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  4-5 INQF —Models— A scientific model is a simplified representation of an object, event, system, or process created to understand some aspect of the natural world. When learning from a model, it is important to realize that the model is not exactly the same as the thing being modeled.
  
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  4-5 INQG —Explain— Scientific explanations emphasize evidence, have logically consistent arguments, and use known scientific principles, models, and theories.
  
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  4-5 INQH —Communicate— Scientists communicate the results of their investigations verbally and in writing. They review and ask questions about the results of other scientists' work.
  
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  4-5 INQI —Intellectual Honesty— Scientists report the results of their investigations honestly, even when those results show their predictions were wrong or when they cannot explain the results.
  

2.1.1 Practice personal safety.

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  Practice the safe, responsible sharing of information online.
  
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  Keep passwords private.
  
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  Recognize potential online dangers.
  

2.1.2 Practice ethical and respectful behavior.

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  Comply with district Acceptable Use Policy (AUP).
  
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  Demonstrate respect for the digital work of others.
  
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  Demonstrate respect for opinions of others posted online.
  
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  Recognize and report cyber bullying.
  

2.2.2 Use a variety of hardware to support learning.

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  Maintain and use digital equipment effectively. (Digital equipment can include digital and document cameras, microphones, computers, various handheld devices, assistive technologies, scanners, classroom response systems, microscopes, pedometers, interactive whiteboards, GPS, etc.)
  
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  Identify and solve common problems related to digital equipment.
  

2.3.2 Select and use online applications.

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  Use basic navigation skills to search for and find information.
  
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  Use collaborative technologies to support learning.
  

1.2.2 Applies social skills necessary for effective participation in physical activities.

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  Demonstrates cooperation when working to achieve a common goal.
  

3.3.1 Understands necessary social skills to promote health and safety.

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  Describes ways to maintain healthful friendships.
  
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  Describes the influence peers can have on character.