Unit Title: Nonfiction Part 2 Delaware ELA Curriculum Unit Template
Preface: Your peers have designed all units. Please thank them for their time and contribution.
Each unit is at a different stage of development. Some need revision on the transfer task options. Others need additional lesson ideas to helps students to reach the standards. Some other units need to have the focus changed from specific story to the more general skills and strategies.
Stage one is complete for all units and should be the focus of the work with students. Use the remainder of the unit as a guide to help you plan for your particular students. Please share lesson and assessment ideas with each other. Content Chairpersons should bring ideas to the content chair meetings each month so that the units can be enhanced for next year.
Thank you to those who have taken the risk and offered their ideas for each unit.
Jodi Forestieri, Instructional Coach ELA Middle School
Subject/Topic Area: Technical/Informative Grade Level(s): 7th Grade
Searchable Key Words: Point of view, essay, article, interview, informative/ technical, validity, objective/subjective
Designed By: District: Christina School District
Time Frame:
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.)
During this unit students will examine how text structure differs in various non-fiction texts, such as recipes, driving directions, technical directions, warranties, charts, graphs, ads, etc.
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.) 2.2a Students will be able to develop extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts.
2.4bI/T Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures. Apply essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to Page 1 of 7 Unit Title: Nonfiction Part 2 enhance understanding of text Apply knowledge of text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/ solution, simple cause/effect) to make meaning of text Analyze the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) to enhance understanding of the text
2.4e Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers. Create graphic organizers to assist in comprehension of a text Create an outline
2.4i Students will be able to demonstrate an overall understanding of technical and informative texts by making inferences. Make critical or analytical judgments about what they read Create self-motivated interpretations of text that are adapted as they continue to read and after they read
2.5a Students will be able to critically analyze and evaluate information and messages presented through print by (a) connecting and synthesizing information from many sources. Connect and synthesize information across texts to generate new information/new ideas or expand prior knowledge (text-to-text connections and text-to-self connections) Synthesize information by comparing, eliminating and merging disparate pieces into one coherent whole
2.4k Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations
2.5b Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
3.3a2 Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, and validity.
3.3b2 Independently draw conclusions based upon information relevant to specific purpose, independently form logical conclusions, based upon information relevant to a specific purpose.
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.)
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. Seeking vocabulary meanings will help to understand text.
Page 2 of 7 Unit Title: Nonfiction Part 2 2. Different types of texts have different structures. Understanding a text’s structure helps a reader better understand its meaning. 3. Good readers employ strategies to help them understand text. 4. Good readers use many strategies that work, and quickly employ another when one is not working. 5. An author does not always make his meaning plain, but a reader may have to read between the lines or dig deeper beneath the surface to find the meaning. 6. Different readers may respond to texts in different ways. 7. Texts supports some opinions more than other’s opinions.
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 you do when you do not know a word? 2. How should I read different texts? 3. What does a reader gain by summarizing a text? 4. What is the author saying? How do I know? What is the main idea? 5. What is the author really trying to say and how did you decide that? 6. What do I already know about this topic or idea and how does that affect the conclusions I make? 7. What information from the text supports my opinion? 8. How do I know when a text is valid or true?
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. How to use context clues to define a new word. 2. The difference between fact and opinion. 3. Main literary elements of a biography and autobiography. 4. Reliability and validity of information. 5. How to organize information using a graphic organizer. 6. How to participate effectively in a discussion.
Students will be able to… 1. List facts and opinions. 2. Identify the main literary elements (sequence, main idea, details, point of view). 3. Identify the reliability of a source and evaluate the validity of the information. 4. Create Cornell Notes/Summary/Graphic Organizer to organize information read. 5. Discuss the effect of the author’s word and content choices. 6. Restate or retell main ideas either orally or in writing. 7. Make inferences. 8. Interpret information from charts and graphs. 9. Identify the effectiveness of the text structure. 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
Page 3 of 7 Unit Title: Nonfiction Part 2 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
Note: There is no "district-wide" end of unit assessment; however, there should be agreement among your school staff as to what will be common across the school for each grade and each unit. The common aspect could be at least a single transfer task but may be more if your building colleagues wish. The data for the common item(s) should be analyzed across classrooms in your building and used to make curricular decisions for your building.
1. Given the technical piece from the INTERACTIVE READER that follows the McDougal Series, on page ______, students will read it and answer the questions at the end. RUBRIC TO FOLLOW. 2. OPTIONAL – Students either complete this one or the second task from NONFICTION PART 1. Students will choose to create a nonfiction piece (biography, true short story, newspaper article, or procedural piece) following the state writing rubric. You can choose to have all students create the same piece or you may have them choose from the choices above. Please use the state writing rubric to grade each piece.
Rubrics/checklists for Performance Tasks (This should include holistic or analytic-trait rubrics used as a scoring guide to evaluate student products or performances.)
Other Evidence (This could include tests, quizzes, prompts, student work samples, and observations used to collect diverse evidence of student understanding.)
Selection Tests from Language of Literature series.
RARE responses. Using part D on the selection tests is a great way to incorporate RARE without creating additional work or assignments.
Participation in classroom discussions.
Vocabulary activities with individual texts.
Focus reading strategy with each text. Show evidence of its use as homework and class work assignments.
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.)
Page 4 of 7 Unit Title: Nonfiction Part 2 Journals, reading logs, reflections on discussions and strategies used for reading (written or oral).
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? Reminder: All specific reading sections below are recommendations for new teachers. A veteran teacher may select a different selection as long as the focus is on the same skill or strategy that is the focus of the identified selection.
Before Reading: Vocabulary Workshop (pg 309) Propaganda (pg. R-15) Functional Reading p R18-R23
During Reading: For use with all texts- 2.2a Students will be able to develop extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts. 2.4bI/T Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures. 2.4e Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
“Immigrant Kids” (pg. 223) 3.3a2 Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, and validity
“Difference a City Year Makes” 2.4bI/T Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures. 2.4k Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations
“History of Chocolate” 2.4bI/T Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
Page 5 of 7 Unit Title: Nonfiction Part 2 “Eternal Frontier” 3.3a2 Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, and validity.
“Well Suited…Moose” 2.4e Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
“Out of the Ballpark” 3.3b2 Independently draw conclusions based upon information relevant to specific purpose, independently form logical conclusions, based upon information relevant to a specific purpose.
“An American Childhood” 2.4bI/T Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
“Four Decades in Space” 2.5b Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
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: Functional Reading p R18-R23 Immigrant Kids Propoganda R-15 Difference a City Year Makes History of Chocolate Eternal Frontier Well Suited…Moose Out of the Ballpark 309 Vocabulary Workshop An American Childhood Four Decades in Space
Additional Resources SSSR Manual Writing Handbook Any technical writing/reading available to you
o What tips to teachers of the unit can you offer about likely rough spots/student
Page 6 of 7 Unit Title: Nonfiction Part 2 misunderstandings and performance weaknesses, and how to troubleshoot those issues?
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. *Differentiate instructional delivery through the use of grouping according to needs. *Differentiate the whole group reading selection according to readiness needs for support. *Self-selected novels or short stories on reading level.
Technology Integration http://content.scholastic.com/browse/article.jsp?id=4481 - 4 Sources for Great Nonfiction (article) http://teacher.scholastic.com/reading/bestpractices/nonfiction/topBooksCentury.pdf - Nonfiction: 71 Top Books of the Century Read, Write, Think - http://www.readwritethink.org/ - try searching for “nonfiction” ,
Content Connections
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