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UNIT STRUCTURE

UNIT STRUCTURE. Meeting the needs of struggling and succeeding students Book pgs. 21-25. Unit Structure: An Organizational Solution. Logical progression of lesson plan objectives that increase in critical thinking levels. Unit Structure: A Rationale.

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UNIT STRUCTURE

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  1. UNIT STRUCTURE Meeting the needs of struggling and succeeding students Book pgs. 21-25

  2. Unit Structure:An Organizational Solution Logical progression of lesson plan objectives that increase in critical thinking levels

  3. Unit Structure: A Rationale • A logical progression of lesson objectives focused on the Unit Goal thatfacilitates organized, meaningful learning • 2-4 day lesson plans that “chunk” lesson ideas together, which helps students remember new knowledge • Regular end-of-lesson assessments support all students, but in particular struggling students • Based on the ideas of Jay McTighe and Grant Wiggins (Understanding by Design) coupled with those of Robert J. Marzano (A Different Kind of Classroom).

  4. The Big Picture

  5. Unit Structure: 5 Phases

  6. Unit Structure:Unit Concept and its Components 3rd Grade Language Arts Unit Concept: Who Am I? – The Autobiography Unit Goal: SWBAT use effective writing to tell an autobiographical story. CCELAS 3.RL.6, 3.W.3 Components: • Definition of autobiography • Describe events in a short story • Third person versus First Person • Write autobiography • Biography versus Autobiography • Compare writing styles

  7. Unit Structure:Unit Concept and its Components 3rd Grade Language Arts Unit Concept: Who am I? – The Autobiography • LP1: Definition of Autobiography • LP2: Biography versus Autobiography • LP3: Describe events and stages of life Traditional Test • LP5: Third Person versus First Person • LP6: Compare writing styles • LP7: Write an autobiography Performance Assessment

  8. Unit Structure:Unit Concept and its Components 8th Grade Language Arts Unit Concept: Short Story Unit Goal: SWBAT infer a valid theme for a short story through the relationship between literary elements. CCELAS 8.RL.2-3 Components: • Point of view, characters, setting, situation • Meaning of Symbols • Mood • Theme • Relationship between plot and conflict • Characterization of key figures • Comparing themes

  9. Unit Structure:Unit Concept and its Components 8th Grade Language Arts Unit Concept:Short Story Unit Goal:SWBAT infer a valid theme for a short story through the relationship between literary elements • LP1: Point of view, characters, setting, and situation • LP2: Relationship between plot and conflict • LP3: Characterization of key figures in a short story • LP4: Point of view on interpretation of plot events • LP5: Infer theme from a short story TRADITIONAL TEST • LP7: Mood of a Short Story • LP8: Multiple meanings of symbols within a story • LP9: Compare theme in multiple short stories PERFORMANCE ASSESSMENT

  10. Unit Structure:Your Turn Course Title Unit Concept: Choose the 2nd Unit Concept from your grade/course. List the smaller concepts that make up the Unit Concept. Underline sophisticated concepts. Sequence them appropriately.

  11. Lesson Plans that Benefit All Students

  12. Unit Structure: Lesson Plans that Benefit AllStudents Unit Concept: Short Story Unit Goal: SWBAT infer a valid theme for a short story through the relationship between literary elements. Acquiring & Integrating Lesson Plans LP1 (2 days): SWBAT describepoint of view, characters, setting, and situation in a short story. LP2 (3 days): SWBAT analyze the relationship between plot and conflict within a short story. LP3 (2 days): SWBAT compare the characterization of key figures in a short story as foils. LP4 (3 days): SWBAT examine the impact of point of view on the interpretation of plot events. LP5 (2 days): SWBAT infer a valid theme from a short story based on specific literary elements. Traditional Test (1 day)

  13. Lesson Plans that Challenge All Students

  14. Unit Structure:Lesson Plans that Challenge All Students Unit Concept: Short Story Unit Goal: SWBAT infer a valid theme for a short story through the relationship between literary elements. Extending & Refining Lesson Plans LP7 (3 days): SWBAT analyze the mood of a short story using setting, characters, and plot. LP8 (3 days: SWBAT distinguish the multiple meanings of symbols within a story. LP9 (2 days): SWBAT extract a theme shared by two short stories addressing similar topics. Using Knowledge Meaningfully Lesson Plan LP10 (2 days): SWBAT infer a valid theme for a new short story through the relationship between literary elements. Performance Assessment Using the story “Stop the Sun” by Gary Paulsen, students will write an essay in which they deduce a theme for the story referencing specific literary elements including plot, characterization, conflict, symbolism, and mood.

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