Writing Unit Plan Template, 2012 Reischl Name of Unit: How-to Books Intern: Lindsay Nowaczyk

Stage1: DesiredResults
Unit Goals(From district benchmarks-Kindergarten report card) Writinggenre Writes a brief informational piece using drawings and words Writing Process As s/he plans to write, with help from the teacher, thinks about how the readers will react. Spells words based on how they sound when writing Brainstorms idea for informational text. Makes changes to writing by reading it to a friend and asks for ideas to improve it to make the meaning more clear. Spelling Uses beginning and simple ending sounds, or word lists provided by the teacher to figure out how to spell more words. Correctly spells about 18 words s/he sees often and finds meaningful. EssentialQuestions(ex: How can I, as a child, use my writing to teach someone something?) How can I use my writing to teach someone something? How can I write my steps to make sense to my readers? How can I use my pictures to show my readers how to do something? How do I use other peoples writing to learn to be a writer? Understandings(What will the students understand about the genre and about writing? ) The students will understand that: -Writers can use informational texts as a model to find strategies for writing informational texts. -Writers brainstorm ideas before writing, try out their ideas, the make revisions to improve their ideas and make the meaning more clear. -Writers write for their readers and think about how the readers will react.

Studentwill enhancetheir ability to: (name conventions, craft elements, and process elements you will focus onbased on what the genre offers and district benchmarks) -Write using beginning and simple ending sounds. -Write a sequential and detailed procedural text that someone else can read and follow -Pick out features/conventions of informational texts. -Think about how readers will react. -Make revisions- add more details to text and pictures.

Stage2: AssessmentEvidence
PerformanceTasks -created How to make a sandwich snack and then wrote directions in book -Detailed pictures -Completes a how-to book that includes: Spacing between words One-to-one word correlation One step per page Pattern-book features. (uses high frequency action words in steps) Links illustrations and text -Read aloud of how-to books to peers and adults. Otherongoingevidenceyou will collect Notes of students engagement in and mastery of writing workshop processes Records of writing conferences for each student Drafts of student work collected in writing folders

Stage3: LearningExperiences
Sequential list of lessons (Knowing that this sequence will be modified as you assess students ongoing work) Lesson 1: Using a mentor text for how make something Morning Center- Clay creatures- make clay creatures at play-dough center Afternoon Center- Students make a sandwich for snack Lesson 2: Write the How-to make a sandwich book as a class. Incorporates: 1) labeling drawings and diagrams. 2) Using pattern book Put the (find one or make one) to explain that how to books can be pattern books that use high frequency words. Writing workshop/center- write own how to make a sandwich book Lesson 3:

Using mentor texts- review clay creatures and introduce How to make a bird feeder brainstorm class list on book ideas; turn ideas into titles -T/T: 3 possible ideas Writing center- write a title for each idea (need parent/teacher to write titles clearly on back of students idea sheet). Lesson 4: Help students pick a topic (has to have at least 5 steps), review sequencing, starting personal book Incorporates: 1) Reviewing Sequence and each step gets its own numbered page 2) Finger as a tool- we use a finger for re-reading. -When writing there should be a one-to-one match for words written and said. -Spaces between words (a finger of white space between words and lifting hop finger over space) Writing workshop: Writing book on own Centers: working with teacher to dictate each step Lesson 5: Revision Party (longer writing workshop to give students time for revision without forgetting)reading to classmate and picking one thing to add or change in book. Do example with mentor text of Clay Creatures. What are some other things the author could have added in this book to help the reader. -Assign the students partners to work with; have them read and give an idea for revision -have students make revisions. -Talk with another person if time left to make more revisions. -Get books ready for publishing party. Publishing PartyReading book to class and parents.

Template recreated based on Understanding by Design (p. 328), by J. McTighe and G. Wiggins, 2005, Alexandria, VA: Association for Supervision and Curriculum Development.