UNIT STRUCTUREMeeting the needs of struggling and succeeding students

Book pgs. 21-25

Logical progression of lesson plan objectives that increase in critical thinking levels

A logical progression of lesson objectives focused on the Unit Goal that facilitates 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).

The Big Picture

Phase Description

Acquiring & Integrating LPs

3-5 lessons that help students acquire and integrate new knowledge and build toward at least basic achievement of the Unit Goal

Traditional Test Assesses the core concepts and skills and Unit Goal achievement at least at an unsophisticated level

Extending & Refining LPs

1-3 lessons that help students extend and refine knowledge

Using Knowledge Meaningfully LP

1 lesson that helps students use knowledge in a new, meaningful way

Performance Assessment

Holistically assesses student achievement of the Unit Goal and Unit Concept attainment

Unit Structure:Unit Concept and its Components3rd Grade Language ArtsUnit Concept: Who Am I? – The AutobiographyUnit 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

Unit Structure:

Unit Concept and its Components3rd Grade Language ArtsUnit 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

8th Grade Language ArtsUnit Concept: Short StoryUnit 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

8th Grade Language ArtsUnit Concept: Short StoryUnit 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

Unit Structure:

Your TurnCourse 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.

Phase Description

Acquiring & Integrating LPs

The first 3-5 lessons •help all students acquire and integrate new knowledge •focus clearly and without distraction on the Unit Goal and Unit Concept•build toward at least a basic achievement of the Unit Goal and Unit Concept

Traditional Test Assesses core concepts and skills and Unit Goal achievement and Unit Concept attainment at least at an unsophisticated level

Unit Concept: Short StoryUnit Goal: SWBAT infer a valid theme for a short story through the relationship between literary elements.

Acquiring & Integrating Lesson Plans

LP1 (2 days): SWBAT describe point 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)

Phase Description

Extending & Refining LPS

UKM LP

1-3 LPs after the Traditional Test•challenge all students to deepen or broaden their thinking about the Unit Concept•often use tiered assignments with Basic, Proficient, and Advanced questions•offer failing students additional chances to show Unit Goal achievement•academic or real world use of Concept

Performance Assessment

Assesses Unit Concept attainment in a holistic manner, often requiring student decision-making

Unit Concept: Short StoryUnit Goal: SWBAT infer a valid theme for a short story through the relationship between literary elements.

Extending & Refining Lesson PlansLP7 (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 PlanLP10 (2 days): SWBAT infer a valid theme for a new short story through the relationship between literary elements.

Performance AssessmentUsing 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.

Unit # 2 Chaucer's Canterbury Tales: Values at Risk

  17 17Unit Rationale  

Unit Goal

SWBAT analyze Chaucer's Canterbury Tales in order to identify evidence of hypocrisy throughout Medieval British society so that they may then detect similar forms of hypocrisy in contemporary society.

 

Unit Prior Knowledge

 

Unit Assessment 

         

Lesson # # of days

Lesson ObjectiveLesson Assessment

Standards

LP1 2

Objective: different classes of Medieval British society based on the General PrologueELA 1-H2, ELA

1-H3Assessment: .

LP2 2Objective: characterization of the Wife of Bath ELA 1-H2, ELA

2-H1Assessment:

LP3 2

Objective: Chaucer's Knight's Tale for evidence of chivalrous valuesELA 1-H2

Assessment:

LP4 2

Objective: Chaucer's Miller's TaleELA 2-H1

Assessment:

LP5 1Objective: Teacher Test

 Assessment:  

LP6 2Objective:

E&R: Pearl Poet's statement on values in Sir Gawain and the Green Knight with Chaucer's statement on values in Canterbury Tales. ELA 1-H2, ELA

2-H1Assessment:

LP7 2Objective:

effectiveness of Chaucer's decision to position his tales within a larger framing narrative.

ELA 1-H2, ELA 1-H3, ELA 2-

H1 Assessment:

LP8 4Objective:

UKM: contemporary society and evidence of religious hypocrisy similar to that demonstrated in Chaucer's Canterbury Tales.

ELA 1-H2, ELA 1-H3, ELA 2-

H1, ELA 1-H4, ELA 2-H5Assessment: Performance Assessment

Unit # 2 Chaucer's Canterbury Tales: Values at Risk

  17 17Unit Rationale  

Unit Goal SWBAT analyze Chaucer's Canterbury Tales in order to identify evidence of hypocrisy throughout Medieval British society so that they may then detect similar forms of hypocrisy in contemporary society.

 

Unit Prior Knowledge SWBAT perform close textual analysis, read for general plot understanding, and compose a 5 paragraph essay.

 

Unit AssessmentSWBAT detect hypocrisy in religious dimensions of contemporary society, comparing this hypocrisy with that outlined in The Pardoner's Tale.

 

         

Lesson # # of days

Lesson ObjectiveLesson Assessment

Standards

LP1 2

Objective:SWBAT describe the different classes of Medieval British society based on the General Prologue, which functions as an "estates satire." ELA 1-H2, ELA

1-H3Assessment:

SWBAT identify the proper class for three characters from the Prologue and cite textual evidence that reveals characteristics about that particular class. Students will submit this information in the form of a graphic organizer.

LP2 2Objective:

SWBAT analyze Chaucer's characterization of the Wife of Bath based on the Prologue to the tale and the tale itself. ELA 1-H2, ELA

2-H1Assessment:

SWBAT compare/contrast the Wife of Bath with the "damsel in distress" typical of Arthurian romance in 2 paragraphs.

LP3 2

Objective: SWBAT analyze Chaucer's Knight's Tale for evidence of chivalrous values.

ELA 1-H2Assessment:

SWBAT sketch a shield for the Knight in the Canterbury Tales that illustrates the values evident in the tale, citing specific passages to support each component of the shield.

LP4 2

Objective: SWBAT analyze Chaucer's Miller's Tale to detect elements of "fabliau."

ELA 2-H1Assessment:

SWBAT complete a graphic organizer of the Knight's Tale that asks them to break the tale into sections and consider the alterations each section would undergo if they were to apply the elements of the fabliau to each section.

LP5 1Objective: Teacher Test

 Assessment:  

LP6 2Objective:

E&R: SWBAT compare and contrast the Pearl Poet's statement on values in Sir Gawain and the Green Knight with Chaucer's statement on values in Canterbury Tales. ELA 1-H2, ELA

2-H1Assessment: SWBAT compare and contrast Sir Gawain with the Knight in Chaucer's Canterbury Tales.

LP7 2Objective: SWBAT analyze the effectiveness of Chaucer's decision to position his tales within a larger framing narrative. ELA 1-H2, ELA

1-H3, ELA 2-H1 Assessment:

SWBAT write a paragraph analyzing how a created "link" between tales further develops two characters introduced in the General Prologue.

LP8 4Objective:

UKM: SWBAT analyze contemporary society for evidence of religious hypocrisy similar to that demonstrated in Chaucer's Canterbury Tales.

ELA 1-H2, ELA 1-H3, ELA 2-

H1, ELA 1-H4, ELA 2-H5

Assessment:Performance Assessment