Sei sulla pagina 1di 6

2019. 5. 16.

Unit Overview (nonfiction) - Google Docs

Unit Plan Overview

Unit: Nonfiction Teacher: John Park


Stage 1- Desired Results
Connections to Context: Transfer
Meadow Brook Elementary is a Chinese Students will be able to independently use their learning to…
immersion school. They have diverse ● Re lect on their own writing for more improvement
students from different cultures, ● Give feedback (positive/negative) to their peers after reading each other's writing
backgrounds, and families. The non iction ● Put information into a strong paragraph
unit its in with students’ experience ● Distinguish non iction from iction
because it gives students to write or about ● Organize their ideas onto each categories or sequential orders
their own experiences or stories. This also ● Use new types of linking phrases that they learned (If… then, Pros and Cons)
its the school goals because it is part of the ● Create a table of contents for their work
state standards and school curriculum. This ● Discuss how facts are supported by facts and opinions are supported by facts
its the broader curriculum and larger (What kinds of long-term independent accomplishments are desired?)
societal issues because non iction is a way Meaning
to learn the life experience and history UNDERSTANDINGS ESSENTIAL QUESTIONS These are broad questions without a
about someone else. It can help the students Students will understand that… single answer that can be asked all through the unit and
to broaden their world views and having an ● Non iction is not just listing facts (graphs, pictures, beyond
open-minded status. diagrams…) Students will keep considering…
● Non iction texts need to contain information that is ● Why write non- iction?
true ● What are facts?
(How does this it with students’ experiences, ● Gathering and researching information involves ● How can we tell if something is true?
the school goals, and the larger societal issues? reading through many sources, identifying essential ● What is a non iction text?
How does this it with the broader curriculum- information, evaluating sources, citing sources….. ● How and what kinds of feedback would improve one’s
what has come before and what will come after?)
● Non iction can address any topic in the world. writing?
● Using different sentence leads to make writing ● How can you organize this (list of information…)?
Established Goals
interesting for readers. ● How can you write a sentence that grabs the reader’s
3- W2: Write informative/explanatory texts
● Organized sentences and paragraphs help readers attention?
to examine a topic and convey ideas and
understand the content. ● How can you use the list of information to form a
information clearly.
● There are multiple ways to organize sentences. paragraph?
3-W2C: Use linking words and phrases (e.g.,
● Non iction text uses particular text features such as a
also, another, and, more, but) to connect ideas
table of contents, pictures, charts, and diagrams. (What thought-provoking questions will foster inquiry, meaning-
within categories of information. making and transfer?)
3- W 4: With guidance and support from
(What specifically do you want students to understand?
adults, produce writing in which the
What inferences should they make?)
development and organization are
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
appropriate to task and purpose.
Knowledge Objectives Physical Development Objectives are Socio-emotional Objectives
3- W5: With guidance and support from
The students will be able to… these really physical objectives or The students will be able to…
peers and adults, develop and strengthen
● De ine what non iction is knowledge objectives? ● Share their brainstormed ideas
writing as needed by planning, revising, and
● Describe how to organize The students will be able to… with the class
editing.
information and its importance. ● Write the table of content
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

https://docs.google.com/document/d/1EDuGWybViOT-mNR7whZ_23lgQjHHUPaus25k3AEOXDs/edit 1/6
2019. 5. 16. Unit Overview (nonfiction) - Google Docs

3- W7: Conduct short research projects that ● Identify different types of linking ● Write a draft about their research ● Give careful, critical feedback and
build knowledge about a topic phrases and ways to apply them topic. suggestions about the
ART.T.I.3.1 Identify and describe different into their own writing. ● Publish it by typing it out idea/writing
characters though vocal expression. ● Choose their informational text ● Look through the book to choose ● Con idently teach each other about
ART.T.III.3.1 Infer from a text, characters topic their own topic. their topic
and setting in stories. ● Group information that is similar ● Find and select the information ● help one another if one student is
ART.T.III.3.5 Listen to constructive criticism ● Write a table of contents that is essential (distinguish stuck on writing or brainstorming
and respond in a positive manner. ● Learn how to start with a large important information from ● Read the pair’s writing and respect
ART.T.V.3.2 Recognize that the arts are an topic/idea and narrow it down. non-important) each other’s writing
expression and record of human life. ● Think and plan out how they are ● List and organize it into the order ● Accept each other’s feedback and
3 – H3.0.2 Explain how historians use going to apply the lesson to their they want to present apply it to their own writing.
primary and secondary sources to answer own informational text writing.
questions about the past ● Learn how to start writing their (What values and commitments and
3 – H3.0.5 Use informational text and visual draft using the table of content (What discrete skills and processes should attitudes should students acquire or
data to compare how American Indians and ● Connect the organized information students be able to use?) wrestle with?)
settlers in the early history of Michigan into writing/paragraphs
adapted to, used, and modi ied their ● Use craft moves ( igurative speech)
environment. in there writing
(What content standards and program- or ● Understand starting the sentence
mission-related goal(s) will the unit address? with a similar pattern is not good
What habits of mind and cross-disciplinary ● Form information into a paragraph
goal(s)- for example, 21st century skills, core
● Distinguish important facts from
competencies- will this unit address?
Include source and identifying number) interesting facts

(What facts and basic concepts should


students know and be able to recall?)
Stage 2- Evidence
Evaluative Criteria Students will show their learning by… (summative assessment)
PERFORMANCE TASK(S): What would you describe this task as? What is an overarching product?
(Rubric is in my folder) ● The students will produce a published, typed informational writing to be handed in. (Below are the checklists that
students need to contain in their writing.)
(What criteria will be used in each assessment to o Listing ideas/brainstorm about their non iction topic
evaluate attainment of the desired o Being able to ind the purpose of why people write and read non iction
results?)(rubric required) o Research facts and information about the topic
o Being able to organize the facts in sequential order and categories
o Being able to put the information into a paragraph
o Able to write descriptive paragraphs (about the setting, characters)

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
(Regardless of the format of the assessment, OTHER EVIDENCE: are these formative (Stage 3- progress monitoring)? Double Check.
what qualities are most important?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

https://docs.google.com/document/d/1EDuGWybViOT-mNR7whZ_23lgQjHHUPaus25k3AEOXDs/edit 2/6
2019. 5. 16. Unit Overview (nonfiction) - Google Docs

● Give back the KWL charts in the middle of the unit to let the student ill in more. (Can see how well they are learning
- Students understanding the content and if they have any more additional question about the topic)
and the topic is very important ● Give back the KWL charts at the end of the unit to check what the students learned from this unit about informational
- Students able to demonstrate and apply
text.
what they have learned into their work
is very important. (What other evidence will you collect to determine whether Stage 1 goals were achieved?
- Students challenging themselves and
pushing themselves to improve and
their effort on the work.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

https://docs.google.com/document/d/1EDuGWybViOT-mNR7whZ_23lgQjHHUPaus25k3AEOXDs/edit 3/6
2019. 5. 16. Unit Overview (nonfiction) - Google Docs

Stage 3- Learning Plan

Pre-assessment- due ________


Make a KWL Chart (what I know, What I want to know, What I learned). The students will write down their thought about the topic. This will help the teacher to see
which part of the topic the students already know and
what they still need to learn.

(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each Learning Events Progress Monitoring
learning event build?)
Student success at transfer, meaning, and acquisition depend upon their participation in these ● (How will you monitor students’ progress
Acquisition
learning events… toward acquisition, meaning, and transfer
during lesson events?) (Formative
Meaning Assessment)
Ask students questions about different
Transfer Initiating or Introductory Phase
methods to organize information.
- Introduce the topic of informational text and ask the students what they already
know about informational text. (M, Acq)
Let the students share their topics and
- Make connection to their social studies research project, saying that is a kind of
information and how they formed it
informational text as well. (M)
into a paragraph. Also then let peers
- Introduce the concept of informational text, how to organize information, making a
give feedback on the content that is
table of content. (T, M)
been shared. (Pros/Cons)
- The students will participate in choosing interesting topics for their informational
text. (Acq)
Students typing up their writing to
- In a large group discussion, students will identify the different components of
publish it
informational text and use a large poster to let the students write as they discuss
about informational text. (T, M, Acq)
● Looking at student behavior
- The students will peer teach each other about their own topic. (Acq)
o they are being
Developmental Phase
respectful to others
- Create a poster about how to write informational text step by step (Acq, M)
o they have a positive body
- List interesting information and facts about their topic and have a time of peer
language
teaching. Let the students experience how become a teacher. (T, M, Acq)
o they are ready to listen
- The students will learn how to organize the shared information into large topic and
to their peers
subtopics. Finalize it by making a table of content for their topic. (T,Acq) The students
will play around with the list of information they wrote to see which information is
● Watching the small and large class
the most essential to least essential.
discussion
- The students will identify which information can be their broad, main statement and
o Being able to give helpful
other information can be the supporting detail information for the statement.
feedback to peers with
- The students will learn different ways to organize their detailed information like
evidence
boxes and bullets, cause and effect, pros and cons, compare and contrast. (T,M)
o Being able to participate
- The students will learn how to combine similar/related information together by using
in the discussion
a hand model (this is a method that I will use to teach about table of contents).
Taking a look at their Pre-Assessments
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

https://docs.google.com/document/d/1EDuGWybViOT-mNR7whZ_23lgQjHHUPaus25k3AEOXDs/edit 4/6
2019. 5. 16. Unit Overview (nonfiction) - Google Docs

- The students will use mentor text (books that is used for example TBD) to look at ● (How will students monitor their
examples and to borrow ideas from to use it into their own writing. own progress toward acquisition,
- The students will pair up for peer reviews and give feedback to each other. meaning, and transfer?)(Assessment
as learning)(rubric?)
Culminating Phase They are going to learn from large/small
- The students will create a well-structured table of contents for their topic (T,M,Acq) group discussions and 1 on 1 feedback from
- The students will have well-organized information which is complete informational the peer and teacher on their informational
text ready to be typed and published based on examples discussed in class (Acq) text or section of writing the student is
- The students will be given strong and helpful feedback such as ways to improve their currently working on.
writing, grammar and spelling errors, and areas that they liked about. (M, Acq)
Students are given rubric and expectations of
what needs to be done for writing
informational text.
● (Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?) Students have opportunities to use creative
● (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning vocabulary and different types of lead in their
plan?) writing.
● (Does the learning plan re lect principles of learning and best practices?)
● (Is there tight alignment with Stages 1 and 2?)

● (What are potential rough spots and


student misunderstandings?)
Knowing what to give feedback on to a
peer

Writing descriptions and speci ic


information about the topic

Understanding what is essential


information and what is not essential
to include in the writing.

● (How will students get the feedback they


need?)
Students are going to gather for a large
group every lesson to make sure everyone
is understanding the instruction. Also, a
time to ask questions if needed help.

When working, the teacher is going to go


around the class meeting every student to

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

https://docs.google.com/document/d/1EDuGWybViOT-mNR7whZ_23lgQjHHUPaus25k3AEOXDs/edit 5/6
2019. 5. 16. Unit Overview (nonfiction) - Google Docs

check on their progress and struggles on


their given assignments.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

https://docs.google.com/document/d/1EDuGWybViOT-mNR7whZ_23lgQjHHUPaus25k3AEOXDs/edit 6/6

Potrebbero piacerti anche