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Unit Plan (September 27 October 8) Preparing for the Fiction Common Assessment Alina Romaniuk & Joel MoyerUnit Type: Review and Reinforcement of Theme, Conflict, Predictions, Inferences, etc.Desired ResultsCOMMON CORE STANDARDS: GRADE 8READING STANDARDS FOR LITERATURE:Key Ideas and Details:1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure:4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.Range of Reading and Level of Complexity5. Read and comprehend literature, including stories, independently and proficiently.WRITING:Text Types and Purposes:1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.Production and Distribution of Writing:2. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.)3. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 8 on page 52.)4. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.Range of Writing:5. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.SPEAKING AND LISTENING:Comprehension and Collaboration:1. Engage effectively in a range of collaborative discussions. STANDARDS FOR LANGUAGE:Conventions of Standard English:1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. Knowledge of Language:3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use:4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g. verbal irony, puns) in context. Established Goals: Create a learning environment wherein students will: Gather, and use the appropriate and relevant evidence to support inferences and predictions Ensure that students are given room to work through their ideas in a variety of contexts including small group and whole class discussions (to identify conflicts and themes in writing) Scaffold students to ensure that students are able to react to others ideas in open-minded and mature waysEnduring Understandings: Inference is a reasonable conclusion drawn from clues provided by the writer and the readers prior knowledge. Drawing conclusions is fundamental to reading comprehension. The ability to see how things are alike and different (comparing and contrasting) helps readers gather important information. Conflict is a clash or struggle between opposing forces and is an essential ingredient in every story. How characters respond to conflict helps readers understand characterization and characters motivation. Authors will often include synonyms, definitions, descriptions, or other information that will help you figure out a words meaning.Essential Questions: How does the development of literary elements convey meaning? How does personal response to literature contribute to understanding? How does understanding the literary elements affect a readers ability to understand various genres of literature? How does the conflict in a selection move the plot to the climax and resolution? What is an active reader? Is it necessary for readers to try to make a personal connection or respond to what they read? How do readers improve or build their vocabulary?Students willKnow: Predictions need to be supported by textual evidence The definition of an inference The elements of fiction: setting, characterization, conflict, and themeUnderstand: Thinking skills (judgments, comparisons, conclusions, and inferences) are used everyday and form the foundation of all reading skills. Vocabulary development increases reading comprehension and enjoyment.Do: Use specific strategies before, during, and after reading as proficient readers. Utilize journals to respond to and make meaning from the materials read.Students will be able toAt the end of this unit, students will be able to:1. Identify the elements of fiction in text.2. Demonstrate understanding of conflict by selecting passages from text. 3. Explain themes in the text that focus on the importance of community and family4. Construct connections to their life and world through journal writing.5. Evaluate texts and determine authors purpose.6. Create a project that represents their knowledge of the elements of fiction, genre, and conflict.7. Recognize and use context clues to build vocabulary and use new words.8. Interpret independent reading through journal writing.Assessment EvidencePerformance Tasks:Authentic assessment through: Think, Pair, Share Discussions Text-based discussions Read Aloud Compare and contrast Color coded annotations (literary elements) Brainstorming predictions Identifying context clues Exit slipsOther Evidence:Through what other evidence will students demonstrate understanding and achievement? Teacher scaffolding and classroom walk-through Teacher engagement with students Teacher anecdotal/observational notes Tests (FCA) and comprehension quizzes Homework completion Journal responses Student Reflection and Self-Assessment: Self-evaluation and detailed explanationLearning PlanWhat learning experiences and instruction will enable students to achieve the desired results?Learning Activities: Types of conflict worksheet: identify types of conflict encountered experienced in personal/home life “Two Were Left” story and analysis of conflict “There Will Come Soft Rains” by Ray Bradbury- Story impressions activity (prediction techniques)- Read aloud- Pair-and-share and whole class discussion- Annotate story for six types of figurative language- Synthesis Notes (plot, character, setting, design/text structure, style, point of view, conflict, tone, mood, and theme)- Students will practice identifying themes, conflicts, as well as inferring during reading and predicting “The Lottery” by Shirley Jackson “The Turtle” by George Vukelich practice/pretest Fiction Common AssessmentUnit Overview:W = Help the student know where the unit is going and what is expected/ Help the teacher know where the students are coming from (prior knowledge, interests, etc.) Unit goal: preparation for FCA and review of essential curriculum strategies Display UBD in the classroom H = Hook all the students and hold their interest. Engaging stories Teacher read alouds Classroom discussionsE = Equip students, help them experience key ideas, and explore the issues. Identify conflicts in their own lives Whole class discussionsR = Provide opportunities to rethink and revise their understandings and their work. Read multiple stories and identify literary elements to ensure a solid grasp of ideas Response journalsE = Help students evaluate their work and its implications; help them exhibit their work. Self evaluate knowledge of literary elements and pretest results Include FCA and other evidence in portfolioT = Be tailored (personalized) to the different needs, interests, and abilities of learners. See differentiated instruction sectionO = Be organized to maximize initial and sustained engagement as well as effective learning. Wide variety activities (i.e. journal writing, sharing with classmates) Teacher excitement and presentation of storiesDifferentiation:The lesson will address the needs of diverse learners in the following ways: Pretest or assessment of prior knowledge Posttest administered to determine student progress (FCA) Taping into prior/background knowledge: personal life experience with conflicts Bridging subject matter and real life: use knowledge in real, daily life Setting purposes and KUD display Engaging emotions (conflict activity) Empathizing with students Active participation/hands on learning: color coding text/annotating Modeling: providing models, think/read aloud, show how to think, recall, act, solve problems, etc. so students are independent Models: work expected (positive) Visual support: whiteboard, color markers, etc. Critical/higher level thinking: Blooms Taxonomy Focus on mastery Personal connection Pacing and wait time (no time for being off-task) Chunking: teaching steps to be taken, etc. Teacher nurtures students natural curiosity (discussions) Allowing choice/variety Using media/technology Anchoring activity Clarifying expectations Social/cooperative learning: brain learns naturally through socializing, support system Creating or engaging students in controversy (story themes) Letting students discover new knowledge (brainstorming themes in lessons of stories; classifying prior knowledge based on concepts learned)