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:
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)
(CA R3C4h; V, A, R, K).
Students will make inferences about problems that presidents face and
the possible solutions (CA R3C4j; V, A, R).
contractions to complete words (CA W2C4; A, R).
Other Activity Objectives:
that they choose to read (CA R3C4b; V, R).
So You Want to Be President? (CA R3C4i; A, R)
Students will place commas properly between cities and states (CA
Students will take notes on their reading for an informational report (CA
Students will write an informational report about a president using proper
research process skills (CA IL1A-D4; R).
From Missouri Department of Elementary and Secondary Education:
Use details from text to
• 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
In composing text, use
• comma between city and state
• apostrophe in contractions
• apostrophe in singular possessives, with assistance
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
1. Develop and apply effective research process skills to gather, analyze and
IL1A: Research Plan
and purpose for inquiry
in own words
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
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
Miller, P. (2001).
Learning Styles: The
Multimedia of the Mind.
Retrieved from ERIC
|Lessons and Other Resources
by: Amy Fine