Objectives:
In parentheses, you will find the Missouri GLE the objective meets and the
learning styles used based on VARK (visual, auditory, reading/writing and
kinesthetic) learning styles.

Guided and Independent Reading Objectives:
    Students will read at-level texts with fluency, accuracy and  expression
    within guided reading groups. (CA R1D4a; R)

    Students will adjust their reading rate to the difficulty of the text they are
    reading during guided reading groups. (CA R1D4b; A)

Mini-Lesson Objectives:
    Students will retell main ideas from the focus text (CA R3C4a; A,R).

    Students will distinguish between fact and opinion within the focus text
    (CA R3C4h; V, A, R, K).

    Students will make inferences about problems that presidents face and
    the possible solutions (CA R3C4j; V, A, R).

    Students will convert words to contractions. Students will revert
    contractions to complete words (CA W2C4; A, R).

Other Activity Objectives:
    Students will organize the sequence of events based on the biography
    that they choose to read (CA R3C4b; V, R).

    Students will identify and explain Judith St.George's purpose for writing
    So You Want to Be President? (CA R3C4i; A, R)

    Students will place commas properly between cities and states (CA
    W2C4b; R).

    Students will take notes on their reading for an informational report (CA
    W3B4; R).

    Students will write an informational report about a president using proper
    research process skills (CA IL1A-D4; R).

State Standards
From Missouri Department of Elementary and Secondary Education:

R3C: Text Elements
Use details from text to
    • retell main ideas
    • organize a sequence of events
    • identify cause and effect
    • draw conclusions
    • compare and contrast texts
    • make predictions
    • make inferences
    • distinguish between fact and opinion
    • identify and explain author's purpose
    • make inferences about problems and solutions

W2C: Punctuation
In composing text, use
    • comma in a series
    • comma between city and state
    • apostrophe in contractions
    • apostrophe in singular possessives, with assistance

W3B: Note Taking
Identify concepts and ideas in written text to complete an organizer

W3E: Audience and Purpose
Write informational reports
, diary/journal entries, organized friendly letters,
thank-you letters and invitations
in a format appropriate to an intended
audience and purpose

Information Literacy
1. Develop and apply effective research process skills to gather, analyze and
evaluate information
IL1A: Research Plan
    Formulate and research keywords and questions to establish a focus
    and purpose for inquiry
IL1B: Acquire Information
    Locate and use various resources to find information on keywords and
    questions
IL1C: Record Information
    Identify relevant information and record main ideas and important details
    in own words
IL1D: Sources Consulted
    Informally give credit for others’ ideas, images and information found in
    various resources

Anticipatory Set: (from Scholastic.com)

The Name Game
Got any history buffs in your class? Test everyone's knowledge with a quick
and easy name game.

1. On your blackboard, write the numbers 1–42.
2. Ask students to pick their brains and see how many presidents they can
name.
3. Using the list at the back of So You Want to be President? (if necessary),
write each president your class can name in his proper spot.
4. Try to spot any trends or patterns in the list - lots of men named James,
some relatives, etc.
5. You may want to fill in the list, as a class, after you've read the book.
Unit 4: So You Want to Be President?
Why care about
learning styles?
See:
Miller, P. (2001).
Learning Styles: The
Multimedia of the Mind.
Research Report.
Retrieved from ERIC
database.
Lessons and Other Resources
by: Amy Fine