Instructional Planning: Unit Plan (K-12) Template

Unit
Title: Subject/Course: Reading/ English Language Arts
Unit 3

Name: Shani
Grade/s: 3rd
Neal

Stage 1: Desired Results

Standards/Goals:
SWBAT Distinguish their own point of view from that of the author of a text.
L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
RL.3.6 Distinguish their own point of view from that of the author of a text.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.

Supporting/Repeating Standards:
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message,
lesson, or moral and explain how it is conveyed through key details in the text.

Understandings: Essential Questions:

Students will understand that
How can I tell the difference between literal and
Stories are written in a series of events that can nonliteral words?
contain steps in a procedure
How does my point of view differ from the authors?
Who, what, when, why, and where of a text are
literary features that can developed comprehension. What can be learned from myths, fables, and folktales?

Importance of key words in a text can lead to How can I use sentence clues to find an unknown
comprehension of the story word? Commented [1]:
Teach For America. (2011). Instructional planning &
How do character traits and feeling impact the delivery. Retrieved
sequence of events in a story? from https://docs.google.com/file/d/0B9aKdxaTnscyZmZ4a
Vh5Wnd4aG8/view?pli=1

John Hopkins University School of Education

Unit Plan (K-12) Template 1
 Students will know Students will be able to

Nonliteral meanings Ask and answer questions (who, what, when, why, and
where).
- things like figurative language i.e. idioms and Refer to a text for answers.
similes while literal meanings are exactly the things Retell stories In sequential order.
they describe. Distinguish different genres: fables, folktales, and myths.
Determine word and phrase meaning through context.
Point of view Distinguish between literal and nonliteral language.
Take stances on issues and literature.
-an opinion about an issue or topic and can differ Organize literary elements.
from an authors.

Theme

-Myths, fables, and folk tales come from different

cultures and teach us a lesson important to that
culture.

Context clues

-Unknown words can be found using sentence level

context clues.

Character evolution

-Characters differ in a story based on their traits,

motivations, and feelings which contributes to the
sequence of events.

My class vision is to empower my students through advocacy. It aligns by building their literary knowledge
to articulate their opinions and organize their thoughts. The vision for this third grade reading class is for
students to understand and implement the outlined Common Core State Standards for North Carolina. These
standards include theme, point of view, and context clues. These practices will be embedded in instruction
and assessments to further support students ability to apply these skills beyond the classroom with ability to
apply these strategies to real life scenarios where students can advocate for their community.

Stage 2a: Assessment/Evidence

John Hopkins University School of Education

Unit Plan (K-12) Template 2
 Reading Wonders will be utilized. A reading comprehension program required resource. It contains the readinss,
technology, intervention, and pacing guide for the year. Within I will use the following: 6 videos relating to the weeks
topic, vocabulary each week, and question stems.

Students will do a research project where they research public figures in their community, historical figures, who have
made a difference, and opinion articles on relevant class issues.

Assessments will be based on standards above

Exit tickets are given daily: Students will be given 4 weekly quizzes to assess progress to goal for the overall unit. The
quizzes will highlight smaller concepts within the standards.

Differentiated assessments each week based on reading lexile levels

Vocabulary assessment each week

Homework Assignments: A review worksheet from the lesson given daily to reinforce and provide practice of skills

Unit Test: Students will take a unit test to assess growth of standard for point of view

Our goals are aligned with the state standards in order to gain knowledge to have a successful year, college experience,
and the job of their dreams. The assessments directly measure their mastery of the standards.

Exit Tickets- Weekly Quizzes Track how students build upon knowledge in parts

Unit Test Assess student understanding of how to use various skills

Stage 2b: Summative Assessment for this Unit

John Hopkins University School of Education

Unit Plan (K-12) Template 3
Explain how you have designed your assessment, so you can easily track mastery by objective. You may
explain this here or if its easiest to track changes in your assessment and explain why you organized it as you
have, please feel free to do so.

I use the assessment provided by the program I am using, Reading Wonders. That assessment is summative and on
level for 3rd grade assessments. To differentiate I use readworks.org passages according to reading lexile and skill. I
differentiate my students assessments into on-level, approaching level, and below level.

On level:
The Shortcut
Approaching level: Jennys Move
Below level:
New Scooter Commented [2]:
Readworks.org
Stage 3: Learning Plan

John Hopkins University School of Education

Unit Plan (K-12) Template 4
Learning Plan (Activities and Resources):
5 weeks
Activities
Vocabulary choice board
Research a famous person
Write a personal narrative
Give compare and contrast illustration between authors point of view and students point of view
Write a poem describing your own point of view on a topic

Resources
Graphic organizer
Reading wonders program
Readworks.org passages
Harlem renaissance poems
Fidel Castro worksheet

Sample week outline

Day 1:
Unit opener: The Big Idea Why are individual qualities important?

TW Introduce the concept

TW play video about concept
SW think, pair, share essential question using video as examples
TW introduce vocabulary with animation
TW take student examples
TW model how to read book by looking through pages and making inferences
TW take student examples
TW play Interactive read aloud with story Inchworms Tale
TW stop to think aloud and pose question throughout according to notes within teacher book
SW work in groups to answer inferences question
SW work independently to answer written promt text to self
TW excuse students to centers upon completion and review

SW rotate in four 15 minute centers

Reading Center Spiral review: theme
VocabularyFrayer model, vocabulary tic, tac, toe, fluency, decoding
Computer-IReady Intervention
Writing- Write a speech using the vocabulary to state your opinion about an issue

SW complete exit ticket

Day 2:
Introduce & pronounce new vocabulary
Introduce new standard and essential question

TW introduce topic opener

TW read aloud Inchworms tale (T117) page 182

SW in small groups answer this prompt

Reread pg 185 and summarize the problem and solution are facing and the steps they take to solve the problem
Anant and Anika are trapped on a rock. Animals help but cant do it. Inchworm volunteers

SW complete independently

John Hopkins University School of Education

Unit Plan (K-12) Template 5
Make Connections (p. T119): Ask students to think about their own special features. What do their features help them to
do?

SW complete exit ticket

How do Inchworms actions contribute to the solution?

SW rotate in four 15 minute centers

Reading Center Spiral review: theme
VocabularyFrayer model, vocabulary tic, tac, toe, fluency, decoding
Computer-IReady Intervention
Writing- Write a speech using the vocabulary to state your opinion about an issue

Day 3:
TW whole group
Review vocabulary, standard, and essential question

TW read aloud Martina the Beautiful Cockroach (p. T27B, p. 194)

Discuss Cuban culture and dynamics (i.e. cars, food, politics, embargo, JFK)

SW independently Research Fidel Castro (www.ducksters.com), recognize the problem, determine a solution using a
graphic organizer

SW complete exit ticket

SW rotate in four 15 minute centers

Reading Center Spiral review: theme
VocabularyFrayer model, vocabulary tic, tac, toe, fluency, decoding
Computer-IReady Intervention
Writing- Write a speech using the vocabulary to state your opinion about an issue

Day 4:
Review vocabulary, standard, and essential question

TW continue reading Martina the Beautiful Cockroach

TW pose question to be answered in small groups

What is the central message or lesson of Martina the Beautiful Cockroach? What inference can you make about the
pig on p. 204? (He smells bad) What helps you make that inference? (Flies all around him; cockroach covers his nose.)
Who presents himself as a suitor on p. 205? (Don Cerdo the pig) Does he provide a solution? (No.)

SW work independently Finish research on Castros Cuba.

SW complete exit ticket

SW rotate in four 15 minute centers

Reading Center Spiral review: theme
VocabularyFrayer model, vocabulary tic, tac, toe, fluency, decoding
Computer-IReady Intervention
Writing- Write a speech using the vocabulary to state your opinion about an issue

Day 5:
Assessment

John Hopkins University School of Education

Unit Plan (K-12) Template 6
 Other Notes/Handouts/Rubrics:

https://s-media-cache-ak0.pinimg.com/originals/9f/8d/55/9f8d5520c60c2b0375143254f80fa2d1.jpg
point of view graphic organizer

John Hopkins University School of Education

Unit Plan (K-12) Template 7