Unit Plan Overview

Unit: Exploring Literary Genres Grade Level: 2 Teacher: Lexi Gezon

Stage 1- Desired Results
Connections to Context: Transfer
- students have already developed some reading Students will be able to independently use their learning to…
and comprehension skills posted on their • Independently read and comprehend books from a variety of genres and topics
progress wall, this unit will continue to build • Expand their individual vocabularies to comprehend and communicate more effectively with friends and family members
those skills • Apply comprehension strategies to better understand texts
- The unit is connected to the students’ class theme • Generate questions/thoughts about their reading
“Know, Grow, Go” and will also introduce • Read and appreciate stories from other cultures
learning about other people and cultures

(How does this fit with students’ experiences, the

school goals, and the larger societal issues? How (What kinds of long-term independent accomplishments are desired?)
does this fit with the broader curriculum- what has
come before and what will come after?) Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Established Goals
Students will understand that… Students will keep considering…
• Reading is essential for learning about new people, • How they are able to more deeply understand a text
places, and ideas • Why fluency is essential for reading and writing
• Fluency is the bridge to comprehension • What skills/tools to use if they have trouble understanding
• Good readers should ask questions of all texts they read a text
** see below for full list of established goals

(What specifically do you want students to understand? (What thought-provoking questions will foster inquiry, meaning-
What inferences should they make?) making and transfer?)

(What content standards and program- or mission-

related goal(s) will the unit address?
What habits of mind and cross-disciplinary goal(s)-
for example 21st century skills, core competencies-
will this unit address?
Include source and identifying number)
 Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Knowledge Objectives Skill and Physical Development Socio-emotional Objectives
The students will be able to… Objectives The students will be able to…
• List and identify various punctuation The students will be able to… • Gain appreciation for people and
marks • Improve/regulate reading pace ideas different from themselves
• Explain the purpose of punctuation • Read clearly to self and aloud • Develop confidence in reading
• Explain the difference between the • Construct a Venn diagram • Justify why punctuation is an
terms “compare” and “contrast” • Compose a short story using story important aspect of fluent reading
• Distinguish details from retellings of elements and writing
fairytales • Evaluate characteristics of different
• explain the difference between cultures based on themes and
fiction and nonfiction stories illustrations in stories
• Name and identity various text (What discrete skills and processes should • Justify how asking questions of a
features students be able to use?) text aids comprehension
• Use text features to answer questions
about a text
• Ask “who”, “what”, “where”,
“when”, “why” “how” questions (What values and commitments and attitudes
throughout reading should students acquire or wrestle with?)
• Use key details to answer questions
about a text
• Recognize story elements in text

(What facts and basic concepts should

students know and be
able to recall?)
 Stage 3- Learning Plan
- read The Princess and the Pea to students via YouTube Pre-assessment- due March 30
- Have students complete comprehension SurveyMonkey quiz online
(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each Learning Events Progress Monitoring
learning event build?)
Student success at transfer, meaning, and acquisition depends upon their participation in these • (How will you monitor students’ progress
Acquisition learning events… toward acquisition, meaning, and transfer
during lesson events?) (Formative
Meaning Assessment)
Transfer Initiating or Introductory Phase
- brainstorming punctuation marks and their purpose (M) - check students’ writing daily for
- Listen to a nonfiction book, biography, and fairy tale read aloud (M) capitalization, punctuation, and
sentence structure
- Ensure students are able to make
multiple connections when comparing
and contrasting stories and ideas
Developmental Phase - Overhearing discussions in small groups
- Construction of punctuation booklet with definitions and examples of various punctuation and partners and ensuring students are
marks (M) understanding and remembering the
- read cultural retellings of the same fairytale (T) text
- complete Venn diagram to compare and contrast fairytales (T) - Exit slips/summarizing discussions on
- Complete KWL chart about a non-fiction book (T) the content of the day after each
- Ask questions throughout reading (A) lesson
- Complete answering questions about a text worksheet (A)
- Complete story elements graphic organizer (A)
• (How will students monitor their own
- Complete story planning worksheet (A)
progress toward acquisition, meaning,
and transfer?)(Assessment as learning)
(rubric?)

- Ability to contribute to small group

Culminating Phase discussions
- corrected punctuation essay (A) - Consult answer key for punctuation essay
- Discussion on the importance of punctuation and how it is an essential part of fluently assignment
reading a variety of texts including the Bible (T) - Consult checklist for punctuation booklet
- Discussion on differences of cultures represented in literature (T) - Consult rubric(s) for final short story
- Complete text features post test (M) - Applying teacher/peer feedback to writing
- Complete exit slip explaining how asking questions aided understanding of a text (M)
- completion of a short story (A)
• (What are potential rough spots and student
misunderstandings?)

- unclear directions given for assignments/

activities
• (Have you included multiple means of representation, multiple means of action and expression, - Lack of student motivation/creativity for
and multiple means of engagement?) assignments
• (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning - Cultural references/language could hinder
plan?) students’ ability to read/understand
• (Does the learning plan reflect principles of learning and best practices?) retellings of The Princess and the Pea
• (Is there tight alignment with Stages 1 and 2?)
 Stage 2- Evidence
Evaluative Criteria Students will show their learning by… Writing their own fictional short story using a variety of story elements
Three rubrics will be used to evaluate PERFORMANCE TASK(S):
students’ stories and oral presentation • Students will have the opportunity to write a fictional short story which they will read aloud to their peers and friends at a
local nursing home
1. Peer review rubric will evaluate: • Students will begin brainstorming their short story by using a story planning worksheet
- spelling and punctuation • students will complete a first draft of their story and will have it reviewed by two peers
- plot • Students will turn in a second draft of their story with the feedback from peers applied. Second draft will be turned into
- problem and solution teacher for review
- title • Final copy of the story will be submitted for grading and read aloud to peers and friends at a local nursing home

2. Story elements rubric will evaluate: (How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
- writing process
- spelling and punctuation
- setting
- problem/conflict
- solution/resolution
- title

3. Story telling rubric will evaluate:

- written copy
- pacing
- voice
- audience contact

(What criteria will be used in each assessment to

evaluate attainment of the desired results?)(rubric
required)

(Regardless of the format of the assessment, what OTHER EVIDENCE:

qualities are most important?) • student engagement in the writing process
• I will check and approve students' story planning worksheet
• students will apply feedback from their teacher/peers
• students will self-correct mistakes as they write their stories

(What other evidence will you collect to determine whether Stage 1 goals were achieved?
 ESTABLISHED GOALS:

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS.ELA-LITERACY.RL.2.1)


2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS.ELA-LITERACY.RL.2.2)


3. Describe how characters in a story respond to major events and challenges. (CCSS.ELA-LITERACY.RL.2.3)


4. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (CCSS.ELA-LITERACY.RL.2.9)


5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text
efficiently (CCSS.ELA-LITERACY.RI.2.5)


6. Compare and contrast the most important points presented by two texts on the same topic. (CCSS.ELA-LITERACY.RI.2.9)


7. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words
to signal event order, and provide a sense of closure. (CCSS.ELA-LITERACY.W.2.3)


8. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (CCSS.ELA-LITERACY.W.2.5)


9. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences (CCSS.ELA-LITERACY.SL.2.4)

10. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling, and writing. (CCSS.ELA-LITERACY.L.2.2)