QTEL Unit Planning Template

QTEL UNIT PLANNING TEMPLATE

UNIT OVERVIEW

Grade: 4th

Content Area: ELA: Unit 1 Identify the Theme of a Story 2014-2015 (20 days)

The Circuit –short story by Francisco Jimenez

Unit Goals:

 Read stories, dramas and poems in order to determine possible themes, citing evidence from the text.

 Explain differences between poems, drama, stories and be able to summarize what is read.

 Write a personal narrative including dialogue and description in order to develop experiences and events. Use technology to publish.

Elementary ELA, see Unit Overview pages: Standards How will students demonstrate these standards?  Determine possible themes QTEL 3 moment lesson design (Preparing Learners, Interacting with Texts, and Extending Understanding)  Describe character in depth (character’s Scaffolding tasks include the use of: thoughts, words, and actions) Anticipatory guide  Cite evidence from texts Quick write 4 corners  Summarize what is read orally and in writing Contextualizing with imagery Listening with a focus  Write a personal narrative Character analysis chart Double entry journal: figurative language Graphic organizer to prepare for collaborative poster  Explain differences between poems, drama, Collaborative poster and stories. Personal narrative essay

 Engage in a range of collaborative conversations

Texts Central ideas/ Themes/ Concepts

1 The Circuit (short story by Francisco Jimenez) Moving to a new place Migrant working experiences Family unity Changes English Learner perspective

UNIT PLANNING: 3 MOMENT ARCHITECTURE

PREPARING THE LEARNER

 activate students’ prior, relevant knowledge  establish an interest in and focus for the lesson  focus their attention on the theme(s)/concepts to be explored  introduce key ideas and language in context.  promote perspective and community building

INTERACTING WITH THE TEXT/ CONCEPT

 text is deconstructed and students focus on understanding a key component  help students recognize and make sense of components  reconnect components to the larger understandings being built by the lesson  lead students one step closer to the attainment of lesson objectives

EXTENDING UNDERSTANDING

 support students in using their recently acquired knowledge and skills in the solution of novel problems  invite students to create or recreate ideas, take students into increasingly more complex performances  write to represent new understandings  take a critical stance

2 X Preparing the Learner Task  Interacting with Texts Task  Extending Understanding Task

Name of Task Purpose of Task 4 corners  Community building experience with an emphasis on oracy.  Establish an interest in the unit

Task Description Post prompts and students move to response they most relate to (A, B, C, D) 1. How many years have you been at our school? A-less than one year B-1-2 years C-3-4 years D-entire 2. How many years have you lived in the US? 3. How many languages are spoken at home? 4. How many schools have you attended?

Possible Language Supports 1. I have been at ___ school for ___. 2. I have lived in the U.S. for ___ years. 3. I speak __ languages at home. 4. Over the past __ years, I have attended ___ schools.

X Preparing the Learner Task  Interacting with Texts Task  Extending Understanding Task

Name of Task Purpose of Task Quick write  Activate prior and relevant knowledge  Build academic language related to upcoming text about moving to new places and leaving things and people behind.  Build community and perspective  Establish interest in the upcoming lessons. Task Description Think about a time when you had to leave something or someone you love behind. What happened? How did you feel? Possible Language Supports When I.... I had to leave... This experience made me feel…

X Preparing the Learner Task  Interacting with Texts Task  Extending Understanding Task 3 Name of Task Purpose of Task Anticipatory Guide  Activate background knowledge and spark discussion related to big ideas in The Circuit.  Promote equity and voice.  Build perspective and respect within the classroom community.  Focus attention on themes and key language to be explored Task Description Provide Anticipatory Guide document to each student Students work individually to fill out their opinions and explain why they agree or disagree. Partners or table groups take turns sharing and discussing their opinions related to statements about big ideas in the short story, The Circuit Possible Language Supports Refer to anticipatory guide document. I agree/disagree with this statement because…

X Preparing the Learner Task  Interacting with Texts Task  Extending Understanding Task

Name of Task Purpose of Task Contextualizing with Imagery  Build background knowledge and language related to migrant worker topic in the story, The Circuit  Establish an interest in the topics of the unit  Introduce key ideas and language in context

Task Description Provide photo collage to each pair of students Students work in pairs and discuss what they notice and wonder about the collage of photos. Students write their ideas Teacher circulates lifts language and amplifies when needed Possible Language Supports I notice… I wonder…

 Preparing the Learner Task X Interacting with Texts Task  Extending Understanding Task Name of Task Purpose of Task 4 Listening with a focus  Deconstruct the text and focus on building comprehension and academic language in context  Analyze the sections to gain deeper understanding of the themes and concepts of the text.  Analyze character to lead to possible themes

Task Description Chunk the text into sections. Pose questions prior to reading aloud each section of text. Section 1 Listen to find out the setting of this autobiography by Francisco Jimenez and listen for evidence on how the narrator is feeling. The story takes place… The __ feels__ because…

Section 2 Listen carefully for evidence of (you may need to infer from their actions!) the type of people Francisco’s papa and mama are and also listen for more evidence on how the narrator is feeling at this point in the story. __ is the type of person who__ The __feels __ because__.

Section 3 Listen for text information regarding the working and living conditions for migrant workers. Also, listen to find out why Francisco and his brother act strangely when they see the school bus pass. The __ are __, __ and __. The text states… __ and __ __ so that… Section 4 Listen to find out how life for Roberto is different than life for Francisco at this time of the year. __ for __ is different because…

Section 5 Listen for evidence to describe how Francisco feeling about school now. Also, what does Francisco discover at the end of the story and I want you to think about why this is significant..

Possible Language Supports Italicized above Refer to your institute power point for possible sentence frames.

 Preparing Learner Task X Interacting with Texts Task  Extending Understanding Task Name of Task Purpose of Task Double entry journal  Build comprehension and academic language in context.

5  Analyze figurative language to gain deeper comprehension  Lead students one step closer to the attainment of lesson objectives

Task Description Provide the Figurative Language document to all students Students work in pairs to find figurative language in the text and discuss the meaning. Both students record the same information on their papers. Possible Language Supports We think the passage means….

Preparing the Learner Task X Interacting with Texts Task  Extending Understanding Task Name of Task Purpose of Task Character Analysis  Build comprehension and academic language in context.  Analyze how main character’s thoughts and actions change during different events in the story.  Promote accountability, community, accuracy and fluency for all learners. Task Description Provide the students the character analysis document Expert/Base Jigsaw Base Group: Students number off 1-5 and are assigned the corresponding section number. Expert Groups: students with same number make groups Students read their assigned section and fill out graphic organizer for their section. All students in groups write same responses. Students from each expert group report their information related to their assigned section back to base group. All kids fill in their charts gathering information about each section from different members of the group.

Possible Language Supports Provide sentence frames when needed Refer to the graphic organizer

Preparing the Learner Task Interacting with Texts Task X Extending Understanding Task Name of Task Purpose of Task Collaborative Summary  Engage in collaborative conversations that build content and academic language learning in context.

6  Summarize orally and in writing. Task Description Students work collaboratively to summarize the text. Both students write the same summary. Essential questions:  What are the main events in the story?  How do the main events in the text affect the main character?  How would you briefly summarize the text?

Possible Language Supports In the text “__” by __, the author (explores, describes/addresses) In the beginning of the text,… Initially, __feels__because/due to/as a result of… Later on/next/then… At this point in the story,__feels__because… Finally/At the end,... As a result/Due to…,__feels__.

Preparing the Learner Task X Interacting with Texts Task  Extending Understanding Task Name of Task Purpose of Task Getting Ready for  Prepare students to identify quote and image from the text that leads collaborative poster to possible themes.  Provide oral rehearsal of ideas before working on collaborative poster. Task Description Provide students the graphic organizer document. Individually choose 1 quote from the text that best captures or represents the spirit of the text. Explain why. Individually choose 1 powerful image that captures the spirit of the text. Explain why. Round Robin: Each student shares ideas and Possible Language Supports Refer to document

Preparing the Learner Task Interacting with Texts Task X Extending Understanding Task Name of Task Purpose of Task Collaborative Poster Generate possible themes in the text Engage in collaborative conversations that build content and academic language learning in context. 7 Task Description Provide students poster paper Collaborative groups create a poster that captures the spirit of the text, The Circuit. All students participate and use one marker color to promote accountability and equity in participation. Collaborative poster includes: -1 quote from text -1 image or drawing -1 original phrase or sentence Groups present and all group members participate in the presentation Possible Language Supports We chose the quote, __ because __. An important image from the text is__. We chose this __ because __. Our original phrase is __. This phrase represents__.

Preparing the Learner Task X Interacting with Texts Task  Extending Understanding Task Name of Task Purpose of Task Poetry in 4 Voices  Focus on key academic language in context  Identify possible themes  Compare story, poetry and drama structures

8 Task Description Teacher reads aloud the poem, “My Name is Jorge” Students work in groups of 4 and are assigned a section of the poem to read. Groups read their poems in “4 voices” each person reading their assigned section. Vary with whole group choral read too. Teacher poses questions about poem content and structure. Pairs discuss: What do you notice about how this poem is written and structured? How is it structurally different from The Circuit? Teacher poses questions about the content of the poem. Pairs discuss: How is this poem similar in content/theme to The Circuit

Possible Language Supports __ and __ are similar/different because__. Both __ and __ have __. __ has __ but __ has __. __ is about __while __

Preparing the Learner Task Interacting with Texts Task X Extending Understanding Task Name of Task Purpose of Task Personal Narrative Writing  Build academic language in context.  Identify the purpose, structure and language related to personal narrative writing. Task Description 9 1. Develop Knowledge of the topic: “Ideas for my Writing” brainstorm. Students independently brainstorm 1 or 2 ideas. Students share ideas “swap meet” structure. Students add any new ideas for possible stories based on interactions with peers. 2. Deconstructing the Writing Genre: Analyze examples of personal narrative mentor text (The circuit) Structure Introduction: attention grabbing opening Body: details that set the scene, include feelings, dialogue, and sequenced events Conclusion: Explain the significance of the experience 3. Model/Guided construction of the genre Teacher models the process of writing in this genre one section at a time (introduction, body with several paragraphs and conclusion) Students write each section Share Rubric from Unit 1 Students engage in peer revision and editing (checklists available online) 4. Independent Construction of the genre Publish and present personal narrative. (book, poster, computer, etc...?) Adapted from Scaffolding Language, Scaffolding Learning by Pauline Gibbons Possible Language Supports Refer to institute documents and unit supports