Understanding by Design Unit Template s21

Understanding By Design Unit Template

Title of Unit Narrative Writing Based on Grade Level 5 Characterization Curriculum Area Literacy - Narrative Reading and Time Frame Three weeks Writing Developed By Megan Holland – TCH 626 Marian fall 2011 Identify Desired Results (Stage 1) Content Standards W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3.e. Provide a conclusion that follows from the narrated experiences or events. Understandings Essential Questions Overarching Understanding Overarching Topical  Narrative writing often reveals and  What is narrative writing?  What writing components are reflects upon universal themes (or  What makes narrative writing worth reading? unique to narrative writing? truths)  How are narrative themes adapted across cultural divides?  What skills are required to draw  Narratives contain a structure with  How do narrative writers become known as some of the best authors in conclusions from narrated many identifiable components the world? experiences or events?  Characters and events in a  How is narrative writing different fictional narrative often reflect from dialogue in a play? similar experiences and situations  How can narrative writing in the author’s life strategies such as flashback,  Students who can directly identify foreshadowing, dialogue, tension, and connect with characters in a and suspense help convey narrative story become more precise experiences and events? interested in their reading  Those who read narratives become inspired to create narratives of their own Related Misconceptions  Students might be unwilling to share personal stories and information  Narrative writing practices might drive students to conform to one particular writing pattern (i.e. facts and sequence without creative engagement)  Students might consider narrated experiences, events or literature limited to one particular choice of genre  Students might not consider that experiences and situations in narrative writing can be relatively different based on the point of view from which they are told Knowledge Skills Students will know… Students will be able to…  The five writing process: pre-  Read and interpret various forms of writing to determine use of narrative techniques, such as dialogue and writing, draft, revise, proof and characterization publish  Analyze narrative writing for effective use of transitional words and phrases to manage sequence of events  Common transitional words—first,  Evaluate narrative writings for effectiveness in providing interesting conclusions then, next, additionally, however;  Write narrative with use of effective techniques, descriptive details and a clear sequence of events and phrases and clauses—in the beginning, before then, on the other hand, in summary; to organize the sequence of events in narrative writing  Sensory expressions like similes, metaphors, idioms, hyperboles and personification are used to convey experiences and events in an interesting, yet meaningful fashion Assessment Evidence (Stage 2) Performance Task Description Students will brainstorm about several events or people in their life that created lifelong learning and write a Goal narrative about it Role Students will take on the part of the author The audience is one other student (acting as self-assessment partner), students’ parents; and final assessment is Audience the teacher Situation Students are required to create the first (introductory) chapter of a narrative novel Product/Performance Students will create a piece of narrative writing (in the 1st person) that has a definitive beginning, middle and end Standards Students work will be analyzed by an assessment partner, parents and teacher using a specific rubric Other Evidence Quiz—Multiple choice pre-assessment (attached), self-assessments (story map for reading and writing), formative assessments (observation during performance or active/mobile learning), journal review (resource notebook), quick write (rubric) Learning Plan (Stage 3) Where are your students Introduce the essential question and understandings and discuss the important characteristics of narrative writing: headed? Where have they clear purpose (reason for plot), conflict or struggle, point of view (first/third person account helps us understand been? How will you make sure the narrator), opening sentence (question, interesting observation, or summary of purpose), organized facts, the students know where they setting and events, explanation of conflict, need and how it is addressed using sensory descriptions, and are going? conclusion (what was learned or accomplished/effect on self) How will you hook students at S take out a piece of paper and write down “The Greatest Stories Ever Told” at the top of the page along with the beginning of the unit? name and date S below that, make a list of favorite stories…they can be books, early childhood memories, movies, short stories (oral or written), folk tales, something a family member relayed to them, or a favorite topic or theme (e.g. fantasy, horror) S jot down by each item on the list what they believe to be narratives and what is not T asks what does the term “narrative” mean? S Write their answer at the bottom of the page (using prior knowledge)…turn this paper in--will be used for a later activity What events will help students Focus on Components of Narrative Writing (during introductions, modeling and practice). Review books from experience and explore the big famous authors in appropriate reading (age) level (of all genres). Have students predict characters and plot (by idea and questions in the unit? book cover, allow students to handle the books but not open them). Students study the book cover and describe in How will you equip them with 2 or 3 paragraphs what they think the book is about. Then have students create a list of 5-7 components (or needed skills and knowledge? items) they think they will see in the book based on use of prior knowledge. How will you cause students to Definitions will be written in students’ resource notebook for assessment and examples. reflect and rethink? How will Reading analyses will cause students to reflect upon their own understanding and ask questions to gain new you guide them in rehearsing, understanding. revising, and refining their Self-assessment (and partner assessment) of narrative readings will require students to reflect upon the work? understanding of others. Initial narrative writings (and quick writes) will be rehearsal for later formal assessment Self-assessment (partner and parents’ assessment) will require revisions and refinement based on comments and suggestions How will you help students to Exhibit knowledge: students discuss definitions with their peers and take assessments, teacher offers suggestions exhibit and self-evaluate their and advice for improvement growing skills, knowledge, and Self-evaluate knowledge: students apply use of definitions, conduct peer assessment, create reflections (both on understanding throughout the self and on one peer) and offer ideas for improvement unit? Exhibit growing skills: students re-take assessments after new learning opportunities are completed Self-evaluate growing skills: students review graded assessments against their initial assessments and outline missed opportunities How will you tailor and Students will rate their own reading and writing work based on a rubric. The 1st opportunity allows them to work otherwise personalize the on areas they feel weakest. The 2nd opportunity allows them to work on writing, reading or performance learning plan to optimize the assessment of their choice. The 3rd and final opportunity allows them to create a narrative writing on a theme and engagement and effectiveness subject of their choice (from hook) of ALL students, without compromising the goals of the unit? How will you organize and Introduction of definitions, concepts, reading and writing techniques sequence the learning activities Practice with identification of definitions, applying concepts and graded writing/reading examples to optimize the engagement Apply understanding of definitions, concepts, reading and writing techniques and achievement of ALL ------students? Introduction to reading samples, review for comments, critiques and final grade Introduction to self and peer reflection, re-thinking and revising techniques Practice individual reflection, re-thinking and revision techniques Apply self and peer reflection, re-thinking and revising techniques ------Introduction to writing samples, review for comments, critiques and final grade Practice individual reflection, re-thinking and revision techniques Apply self and peer reflection, re-thinking and revising techniques ------Practice short creative narrative writing with self and peer reflections (and parents) 1st, 2nd 3rd drafts Practice grading short narrative writing of their peers for use of effective conclusions, final assessment by teacher Apply self and peer reflection, re-thinking and revising techniques Apply quick narrative to dialogue and play to understand differences Apply all areas of new learning to create final narratives for teacher assessment

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk) Three Week - Learning Plan (50 min per day for lesson; 20 min per day for Guided Reading)

Monday Tuesday Wednesday Thursday Friday 1. Hook students with 4. Share reflections of 7. Take pre-assessment of 10. Review grading of 13. Continue creative “Greatest Stories Ever Told” narrative reading, narrative writing terms summation with scoring narrative writing 2-3 2. Watch NatGeoWild video introduce concepts and 8. Discuss and develop rubrics, peer assessment paragraphs. Formative http://video.nationalgeograph comprehension strategies; individual learning plan for (discussion with table assessment (observations ic.com/video/player/national- note taking in journal becoming experts on key partners) and then final and discussion/questions) geographic- notebooks. terms and definitions, letting class evaluation 14. Review writing process channel/specials-1/the-last- 5. Introduce essential students decide where they 11. Students will create 2-3 and introduce transitional lions/ngc-lion-invaders.html questions are weakest paragraphs of narrative phrases. narrated by Jeremy Irons 6. Assign small groups, 9. Review books from famous writing as the ending Extension: homework to 3. Complete a Story Map plan for guided reading of authors (students choose (conclusion) to their complete writing to turn in on (attached) for video. narrative fiction novels. genre), make predictions in chosen book; it may either Monday. Students leave list on desk Novels chosen by reading journal from front cover be relative or entirely new and move one desk over. level and popular vote (for illustration to their review of the Guided reading 20min. Discuss peer terms and genre). Book marks will be 10. Grade summation (located summation. misconceptions. required and discussed at inside book cover or back) 12. The narrative writing 3 separate intervals of using Scoring rubric piece will be turned in for reading. Role playing at Guided reading 20min. grading using the Scoring intervals. rubric. Guided reading 20min. 15. Narrative writing 1st draft 18. Introduce re-thinking 21. Narrative re-writing 2nd 23. Introduce 6 traits of 25. Continue revisions and re- to be turned in, graded using and revision strategies for draft to begin. Brainstorm with writing and discuss new writing. the Scoring rubric. Peer writing; note taking in a partner on ideas and scoring rubric based on assessment (table partner) journal notebooks. suggestions for rethinking and Ideas, Organization, and Guided reading 20min. 16. Discuss results of the 19. Students will have the changes. Voice (6+1 Trait Writing graded narratives and have opportunity to re-think and 22. Options presented for One-Pager) Narrative writing 2nd draft to students use their narratives revise their narrative students to create entirely 24. Continue revisions and be turned in at end of the day to complete a Story Map. endings (conclusions). new storyline and ending. re-writing. Options (copied for group work) and Answer questions: Did I have Focus on creating interest presented to create taken home for grading by all the required elements? to peer readers—the Guided reading 20min. illustrations or performance parents using the Scoring What could I improve upon? revisions will be shared in skit as a group). rubric. What do I want to learn? class. Performance or illustration 17. A new individual 20. Introduce sensory ideas to be discussed, improvement plan will be expressions and show requires teacher approval. created and discussed. picture books to improve Guided reading 20min. comprehension. Guided reading 20min. Guided reading 20min. 23. Review parents grading 27. New element to writing 29. Continue creative 30. Review grading 33. 10min presentation of with scoring rubrics, peer assignment added. They narrative writing 1st draft to be individually with students narrative writing in front of assessment (discussion with must include events or shared with a partner at the using both scoring rubrics. class; talk about characters, table partners) and then final people in their life that end of the day and turned in 31. Revisions discussed plot, why the story was class evaluation created lifelong learning as for teacher scoring. Lab and and any misconceptions. important to you. Discuss 24. Assess 2nd draft based the plot and characters. library available all day. 32. Students begin 2nd draft visual element. Teacher will on new scoring rubric for 28. Library and computer Teacher formative for re-thinking and revising. interject with questions if Ideas, Organization and lab research available for assessment and available for Extension: homework to students run into mental Voice. completing writing discussion, questions. complete writing and blocks. Work turned in for 25. Hand out their “Greatest assignment. create one visual element final (individual) assessment. Stories Ever Told” list. Guided reading 20min. of their choice (graphic Review previous Guided reading 20min. organizer, illustration or Guided reading 20min. End of misconceptions and new model) book discussion in front of learning. On back have them class by groups for likes, list as many transitional Guided reading 20min. dislikes. words they can remember. 26. New One-page writing assignment will involve the entire story using one item from the Hook list. They have one day to decide their choice.

Guided reading 20min. Story Map Gunning 7th edition: Creating Literacy Instruction for All Students p. 360

Setting Where does the story take place? When does the story take place?

______

Characters Who are the main characters in the story?

______

Problem What problems do the characters face?

______

Goal What is the main character’s goal? What is he or she trying to do?

______

Plot What are the main things that happened in the story?

______

Outcome How was the story problem resolved?

______

Writer’s Choice – Grammar & Composition Narrative Writing (Pre-assessment)

Multiple choice Quiz – circle your answer.

A narrative answers the 1. question ______. A) Who did it? B) What happened? C) What went wrong? D) How do you do this? Another word for narrative is 2. ______. A) poem B) story C) play D) title The most important thing to do 3. when you start a narrative is to ______. A) name all the characters B) say when the action C) make the reader want D) explain where the One way to keep events in order 4. when you write a narrative is to ______. A) write about a real-life B) use consistent verb C) look in a family D) choose an interesting

When choosing details for your 5. story, you should ______. A) use as few details as B) include as many details C) choose only the most D) write the details in the Narratives are often organized 6. by ______. A) time order B) place order C) character order D) alphabetical order The words spoken by the 7. characters in a story are called ______. A) action B) setting C) dialogue D) chronological order To show which words a 8. character speaks, put quotation marks ______. A) at the end of the character’s exact words B) before and after the character’s exact words C) at the beginning of the character’s exact words D) at the beginning and the end of the entire paragraph The best way to show that a 9. different character is speaking is to ______. A) use an identifying phrase such as he said B) use quotation marks around a speaker’s exact words C) write, "Now a different character is talking" D) start a new paragraph whenever a different character speaks The story of a person’s life, 10. written by someone else, is a(n) ______. A) primary source B) autobiography C) biography D) dialogue

http://highered.mcgraw-hill.com/sites/0078298148/student_view0/unit4/assessment.html