Unit Title: On the Outside Looking In Delaware ELA Curriculum Unit Template
Preface: This unit has been created as a model for teachers in their designing or redesigning of course curricula. It is by no means intended to be inclusive; rather it is meant to be a springboard for a teacher’s thoughts and creativity. The information we have included represents one possibility for developing a unit based on the Delaware content standards and the Understanding by Design framework and philosophy.
Subject/Topic Area: Realistic Fiction/Novel: The Outsiders
Grade Level(s): 7th Grade
Searchable Key Words: Realistic fiction, good reader strategies, plot diagram, Cornell notes
Designed By: Christina School District ELA teachers and modified to fit the Delaware Recommended Curriculum by Jodi Forestieri, Rita Jean Carcillo, Patricia Gumpert, LaVerne Stokes
District: Christina School District
Time Frame: 3-4 weeks, depending on the length of the class
Reviewed by: Date:
Brief Summary of Unit (This should include a brief unit summary including a description of unit goals, rationale for the approach taken, and where it appears in the course of study.)
Students will learn and apply strategies that good readers use while reading. They will practice identifying the plot structure. Students will record the perspective of one of the characters in the book.
Stage 1: Desired Results (Determine What Students Will Know, Do and Understand) Delaware ELA Content Standards (This should include a list of the DE Content Standards for which instruction is provided in this unit and which are ultimately assessed in the unit.)
2.1 Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. Vocabulary: Identify and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g., bio, derm, anti, graph, tele) Fluency: Read orally from familiar text at an appropriate rate, with accuracy, and prosody.
2.3c Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding or oral and written text. Visualize what was read for a deeper understanding Make, confirm, adjust predictions Reread difficult parts slowly and carefully
Page 1 of 9 Unit Title: On the Outside Looking In Periodically summarize while reading
2.4a Students will be able to demonstrate an overall understanding of printed texts by making… predictions as needed. Adjust previous predictions based on new information in a text
2.3c Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text. Visualize what was read for a deeper understanding Make, confirm, and adjust predictions Reread difficult parts slowly and carefully Periodically summarize while reading
2.4bL Students will be able to demonstrate an overall understanding of literary texts by b) identifying the story elements (e.g. characters, setting, and plot), features (e.g. foreshadowing, flashback, flash- foreword), and story structures (conflict resolution, cause/effect). Identify character(s) in a literary text… Describe the roles (major, minor, protagonist/hero, antagonist/villain) characters play in a literary text Describe the changes in setting (flashback) Identify conflict(s), climax(s)/turning point(s) and resolution(s) Identify significant details related to the plot to analyze the pattern of organization (compare/contrast, problem/solution, sequence, cause/effect) Identify point of view (first person, third person)
2.4k/2.6b Students will be able to demonstrate an overall understanding of printed texts by (k) relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to compare authentic tasks. Draw on prior knowledge and experience to connect personally to text (text-to-self connections) Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
4.1a Connect their own experience to those of literary characters; explain the reasons for a character’s actions; identify with characters. Describe the reasons for a character’s actions in a literary text, critically analyzing the text
4.1b Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (b) responding to the sensory, intellectual, and emotional elements of literature. Analyze the effect of the author’s use of imagery and figurative language on the reader
4.1e Connect own experiences to those of literary characters by seeking other literary texts and media as the result of literary experiences and relating the theme of literary text and media to personal experiences.
Page 2 of 9 Unit Title: On the Outside Looking In As a result of reading a literary text, students will connect to other texts using the following as guides for connections: o What does this remind me of in another book I’ve read? o How is this text similar to other things I’ve read? o How is this different to other books I’ve read? o Have I read about something like this before? o Seek other texts and media with similar themes and connections
1.5 Listen to and comprehend oral communications. Follow basic directions Listen attentively by making eye contact, facing the speaker, asking questions, and paraphrasing what is said and organizing for clarity Summarize information conveyed in an oral communication accounting for key ideas, structure, and relationship of parts to the whole Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings
1.7 Participate effectively in a discussion. Initiate conversation with peers and adults Follow rules for conversation Participate in a variety of roles in group discussion (e.g., active listener, contributor, discussion leader) Use appropriate eye contact and other nonverbal cues Ask for clarification and explanation of unfamiliar words and ideas Summarize information conveyed through discussion
Big Idea (This should include transferable core concepts, principles, theories, and processes that should serve as the focal point of curricula, instruction, and assessment. Ex: Manifest Destiny, fighting for peace.)
There are strategies that good readers use to understand text.
Unit Enduring Understandings (This should include important ideas or core processes that are central to the unit and transferable to new situations beyond the classroom. Stated as full-sentence statements, the understandings specify what we want students to understand about the Big Ideas Ex: Inverse operations are helpful in understanding and solving problems.) Students will understand that… 1. Good readers may use many strategies that work, and they quickly try another one when the one they are using does not work. 2. Different readers may respond to the same text in different ways. The better responses are Page 3 of 9 Unit Title: On the Outside Looking In those that provide greater insight into the text and/or the issues raised. 3. Being aware of the plot structure helps the reader to understand the text and become a more effective writer. 4. Learning is about sharing different views and actively listening to those with different views.
Unit Essential Question(s) (This should include open-ended questions designed to guide student inquiry and focus instruction for “uncovering” the important ideas of the content. Ex: What is healthful eating? What is the relationship between fiction and truth?) 1. What do good readers do? What do they do when they do not understand? 2. What is the main idea? 3. What is the relationship between reader and writer? 4. How does the pattern or plan (plot) of a story influence the readers understanding of the story? 5. How does a good reader become a more effective writer? 6. How can I communicate so others will listen?
Knowledge & Skills (This should include key knowledge and skills that students will acquire as a result of this unit? Ex: Factors affecting climate, The causes of World War II.) It should also include what students will eventually be able to do as a result of such knowledge and skill Ex: take notes, complete a bent-arm pull, compare fiction to nonfiction.) Students will know…. 1. Plot structure – exposition, rising action, climax, falling action, resolution/conclusion. 2. Character, setting, conflict, plot
Students will be able to… 1. Respond to a text-based prompt and give examples from the text to support their answer. 2. Extend the meaning of the text. 3. Fill in a plot diagram.
Stage 2: Assessment Evidence (Design Assessments To Guide Instruction) (This should include evidence that will be collected to determine whether or not the Desired Results identified in Stage One have been achieved? [Anchor the unit in performance tasks that require transfer, supplemented as needed by other evidence –quizzes, worksheets, observations, etc.]
Suggested Performance Task(s) (This should include suggested authentic tasks and projects used as evidence of student competency in the skills and knowledge deemed important in the unit. Ex: a written composition, speeches, works of art, musical performances, open-ended math problems.)
Consider the following set of stem statements as you construct a scenario for a performance task: G – Goal—Ex: Reflect character’s motivation and predict his actions R – Role—Ex: A character in Of Mice and Men A – Audience—Ex: A family member or close friend S – Situation—Ex: Creating a scrapbook chronicling a character’s life, real and inferred P – Product, Performance, and Purpose—Ex: Scrapbook S – Standards and Criteria for Success—Ex: Your scrapbook should include all components on included rubric
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Transfer Task #1: (Teacher selects several short stories from which children may choose for this assessment. The teacher needs to be familiar with each short story. The stories should represent a range of lexile levels.)
You are a well-known scriptwriter. The board for a local movie company has requested submissions of stories that will be made into movies. Read a self-selected realistic fiction short story (from the list provided by your teacher) and prepare a graphic organizer. The board wants to preview a graphic organizer that reflects the basic storyline. If your story is selected, then you will be commissioned to write the script for the movie.
G = Demonstrate understanding of plot R = Scriptwriter A = Board of a movie company S = Present the basic storyline of a short story P = Graphic Organizer S = See Transfer Task #1 Rubric below
Transfer Task #2: (This story is either the same one as used in Transfer Task #1 or is selected from the same list of stories as in Transfer Task #1)
Choose a supporting character from your short story. This character keeps a diary. Record five entries from that character. The entries should reflect voice and personality of that character and should make reference to the events that happened in the story from that character’s perspective. Use your character log to provide specific details.
G: Demonstrate understanding of characterization and point of view. R: A supporting character A: Diary persona or self S: Record events and feelings that provide a personal perspective and represents the character’s voice and personality P: Diary entries S: See Transfer Task #2 Rubric below
Rubrics/checklists for Performance Tasks (This should include holistic or analytic-trait rubrics used as a scoring guide to evaluate student products or performances.)
Transfer Task Rubric #1:
Criteria Score 4 Score 3 Score 2 Score 1 Plot Elements All plot elements Most of the plot Three or more of Less than three of are included in the elements are the plot elements the elements are graphic organizer. included in the are included in the included in the graphic organizer. graphic organizer. graphic organizer. Clarity The plot elements The plotPage elements 5 of 9 The plot elements The plot elements that were included that were included that were included that were included are clearly stated are mostly clearly are somewhat are not clearly and supported stated and clearly stated and stated and Unit Title: On the Outside Looking In
Transfer Task Rubric #2:
Criteria Score 4 Score 3 Score 2 Score 1 Personal Response All diary entries Most of the diary Some of the diary At least one of reflect a personal entries reflect a entries reflect a the diary entries perspective. personal personal reflects a perspective. perspective. personal perspective. Perspective All events are Most of the Some of the At least one of described in a events are events are the events is way that described in a described in a described in a represents only way that way that way that what that represents only represents only represents only character knows. what that what that what that character knows. character knows. character knows. Characterization: All events are Most of the Some of the At least one of Voice & personality described in a events are events are the events is way that reflects described in a described in a described in a that character’s way that reflects way that reflects way that reflects voice and that character’s that character’s that character’s personality. voice and voice and voice and personality. personality. personality. Importance All five entries At least four Two or three Only one event represent entries represent events represent represents an important events. important events. important events. important event.
Other Evidence (This could include tests, quizzes, prompts, student work samples, and observations used to collect diverse evidence of student understanding.)
DSTP-like quiz questions Vocabulary Development exercises Perspectives assignment
Student Self-Assessment and Reflection (This should include opportunities for students to monitor their own learning. Ex: reflection journals, learning logs, pre- and post-tests, editing own work.)
Self-assessment log to be kept about how he/she is using the strategies on text at his/her lexile range.
Opportunities to share completed work and being allowed to revise.
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Stage 3: Learning Plan (Design Learning Activities To Align with Goals and Assessments) Key learning events needed to achieve unit goals (This should include instructional activities and learning experiences needed to achieve the desired results (Stage 1) as reflected in the assessment evidence to be gathered (Stage 2).
The acronym WHERETO summarizes key elements to consider when designing an effective and engaging learning plan. W – Help the students know Where the unit is going and What is expected? Help the teachers know Where the students are coming from (prior knowledge, interests) H – Hook all students and Hold their interest? E – Equip students, help them Experience the key ideas and Explore the issues? R – Provide opportunities to Rethink and Revise their understandings and work? E – Allow students to Evaluate their work and its implications? T – Be Tailored (personalized) to the different needs, interests, and abilities of learners? O – Be Organized to maximize initial and sustained engagement as well as effective learning? See additional information in the On-Going Assignments: Lesson A-1: Cornell Notes (Read Aloud or “Do Now” Time) Students will apply and practice Reading Strategies as they read the novel by recording their thinking in a Reading Journal. o Connections: Students will write quotes they find interesting or confusing in the main idea/question section of the Cornell Notes paper as they are reading. When the student finishes reading for the day, he/she goes back to the quote to make connections. Connections are written in the notes section of the Cornell Note paper. o Character Study: Students will gather relevant information about an assigned character by using a Cornell Notes. o Predictions: Students will predict at the end of each day’s reading. “Do Now” entries – o Vocabulary Activity; o How does text relate to self-selected reading? o Grammar corrections using the text.
Lesson A-2: Vocabulary Materials (Explicit Vocabulary Instruction) Students will collect unknown words and participate in explicit vocabulary activities. Core Word List Glossary Arranged Chapter by Chapter and Alphabetized Students will arrange “Word Sorts” of key vocabulary words from the novel.
Page 7 of 9 Unit Title: On the Outside Looking In Chapters 1-5 Vocabulary Classwork Assignment
Pre-Reading Lessons Lesson B: Setting the Stage Students will complete a modified KWHL chart that will focus on the following: gangs, the 1960’s, S.E. Hinton, rodeos, cliques, 1960’s cars, and slang. Students will read informative articles to verify existing knowledge and learn more about the topics on their KWHL charts.
During Reading Lessons Lesson C: Perspectives Students will discuss and use perspective in writing newspaper articles about the Greasers saving lives. Lesson D: Test Preparation/ Questions Students will learn how and practice multiple choice, short answer, and extended response questions that are formatted like the DSTP.
Typical 85-minute schedule: (Any combination of the following activities would be appropriate. Number of minutes represents the maximum amount of time that should be spent on that activity in one class session.) 1. “Do Now” Journal (15 min.) 2. Lesson (50 min.) 3. Read Aloud and Reflect – The Outsiders (50 min.) 4. Work on performance assessments (50 min.) 5. Explicit Vocabulary Instruction (20 min.) 6. Read self-selected novel (20 min.)
Did you consider the following unit design principles? IP – International education perspective IL – Information Literacy WR – Workplace readiness/21st century skills FA – Formative assessment, used to check for understanding DI – Differentiated Instruction UDL– Universal Design for Learning TL – Technology Literacy Resources & Teaching Tips (Consider the two questions below when completing this section.) o What text/print/media/kit/web resources best support this unit?
Recommended from the Language of Literature McDougal-Littell series:
O. Henry Author Study (mix of informative and narrative text) Meet the Author A Retrieved Reformation – Short Story p. 163 After Twenty Years – Short Story p. 154 From Short Story to the Big Screen – Essay p. 173 Author’s Style – p. 175
o What tips to teachers of the unit can you offer about likely rough spots/student misunderstandings and performance weaknesses, and how to troubleshoot those issues?
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Accommodation/Differentiation ideas and tips (This should include a list or description of ways that you will differentiate instruction according to students' needs. This can include any curricular adaptations that are needed to meet special needs students. Ex: using reading materials at varying readability levels, putting text materials on tape, using spelling or vocabulary lists at readiness levels of students, meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.
Self-selected novels or short stories on reading level.
Technology Integration http://www.bookrags.com/notes/outs/ - The Outsiders http://www.abcteach.com/directory/reading_comprehension/middlehigh_school/fictional/ - short stories (Using the questions is not recommended. The type of literature varies.) http://www.abcteach.com/free/members/14374.pdf - How to write a four star extended response http://www.kimskorner4teachertalk.com/readingliterature/genres/realistic/realisticfiction.htm http://school.discovery.com/lessonplans/programs/1984/
Content Connections
None
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