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    Cal Unit Plan

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    This document contains a unit plan draft for a 9th grade English class focusing on the novel The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. It includes the standards and objectives, assessment evidence, and learning plan for the unit. The objectives are for students to understand language related to race and apply it to discussions of the text, know and apply critical literary theory lenses, and discuss critical issues in the novel. Assessments include journal entries, discussions, presentations, and a final project. The learning plan outlines community-building activities, introducing literary lenses, assigning literature circles, and applying content to current events over several weeks.

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    © All Rights Reserved
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    Cal Unit Plan

    Uploaded by

    api-278816373
    95 views6 pages
    This document contains a unit plan draft for a 9th grade English class focusing on the novel The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. It includes the standards and objectives, assessment evidence, and learning plan for the unit. The objectives are for students to understand language related to race and apply it to discussions of the text, know and apply critical literary theory lenses, and discuss critical issues in the novel. Assessments include journal entries, discussions, presentations, and a final project. The learning plan outlines community-building activities, introducing literary lenses, assigning literature circles, and applying content to current events over several weeks.

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    This document contains a unit plan draft for a 9th grade English class focusing on the novel The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. It includes the standards and objectives, assessment evidence, and learning plan for the unit. The objectives are for students to understand language related to race and apply it to discussions of the text, know and apply critical literary theory lenses, and discuss critical issues in the novel. Assessments include journal entries, discussions, presentations, and a final project. The learning plan outlines community-building activities, introducing literary lenses, assigning literature circles, and applying content to current events over several weeks.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    95 views6 pages

    Cal Unit Plan

    Uploaded by

    api-278816373
    This document contains a unit plan draft for a 9th grade English class focusing on the novel The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. It includes the standards and objectives, assessment evidence, and learning plan for the unit. The objectives are for students to understand language related to race and apply it to discussions of the text, know and apply critical literary theory lenses, and discuss critical issues in the novel. Assessments include journal entries, discussions, presentations, and a final project. The learning plan outlines community-building activities, introducing literary lenses, assigning literature circles, and applying content to current events over several weeks.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    PaigeDobbertinED345UbDUnitPlanDraft4/1/2014

    A: STANDARDS AND OBJECTIVES


    Standards: 9th Grade English from MN Department of Education English Language Arts 2010 Standards
    Reading:
    9.5.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
    inferences drawn from the text.
    9.4.2.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the
    text, including how it emerges and is shaped and refined by specific details; provide an objective summary of
    the text.
    9.4.3.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
    course of a text, interact with other characters, and advance the plot or develop the theme.
    Writing:
    9.7.4.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
    task, purpose, and audience.
    9.7.5.5 Use a writing process to develop and strengthen writing as needed by planning, drafting, revising,
    editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
    purpose and audience and appropriate to the discipline.
    9.7.10.10 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 tasks, purposes, and audiences.
    a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
    Speaking, Viewing, Listening
    9.9.1.1. Initiate and participate effectively in a range of collaborative discussions (one-n-one, in groups, and
    teacher-led) with diverse partners on grades 9-10 topics, texts and issues including those by and about
    Minnesota American Indians, building on others ideas and expressing their own clearly and persuasively.
    a. Come to discussions prepared, having read and researched material under study explicitly draw on that
    preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
    well-reason exchanged of ideas.
    b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking
    votes on key issues, presentation of alternate views), clear goals and deadlines and individual roles as needed.
    c. propel conversations by posing and responding to questions that relate the current discussion to broader
    themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
    conclusions.
    d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
    warranted, qualify or justify their own views and understanding and make new connections in light of the
    evidence and reasoning presented.
    Language Use
    9.11.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
    speaking.
    9.11.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
    grades 910 reading and content, choosing flexibly from a range of strategies.
    a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a
    sentence) as a clue to the meaning of a word or phrase.
    b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
    analyze, analysis, analytical; advocate, advocacy).
    c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
    digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its
    etymology.
    d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
    meaning in context or in a dictionary).

    Essential Question(s)
    What essential questions will be considered in this unit?
    Do all students receive equal opportunity for education? How do equality and privilege relate to education?
    Does racism still exist? If so, how and where?
    How do we talk about race?
    What issues face Native Americans today? What is life like on reservations?
    Does the protagonist, Junior, change throughout the course of the novel? If so, how?
    Measurable Objectives:
    Students will know (What key knowledge will students acquire as a result of this unit?)
    Students will be able to (What key skills will students acquire as a result of this unit?)
    Objectives should:
    Be clear and manageable and written in measurable terms
    Be connected to the standards and the curriculum
    Consider student ability, interests, and backgrounds

    Students will know language to describe race and will be able to apply it to critical discussions of the
    text through supportive and structured community-building exercises.
    Students will know and be able to use critical lenses of literary theory and apply it to texts used inside
    and outside of class.
    Students will know and be able to discuss critical issues in the text through extended group work and
    individual projects.

    AdoptedfromWiggins,G.&McTighe,M.(2005).UnderstandingbyDesignandtheedTPA(2011)8/31/2012

    B: ASSESSMENT EVIDENCE
    Your assessment plan should outline how you will:
    Link standards and objectives with corresponding assessment tools
    Use appropriate tools and get valid results
    Provide feedback to students
    Monitor student progress toward meeting objectives and use data to inform instruction
    Use differentiated/modified forms of assessment
    What evidence will show that students understand? How will you assess students at various points in time?
    Students will be evaluated on their in-class activities and participation in group and whole-class discussions.
    Students will be given opportunities to choose from a list of (or individualized) final projects. Students will
    also present their final projects and complete/receive peer evaluations.
    I will assess my students through conversations in class, respond to their journals, check in with base groups,
    monitor progress on individual projects and provide summative assessment through the submitted final project
    and presentation evaluation.
    Pre-Assessment(s):
    Initial journal entries
    Entry/exit cards
    Formative Assessment(s):
    Teacher & Peer responses to journals
    Whole class and base group discussions
    Individual and group presentations
    Group log sheets
    Summative Assessment(s):
    Final Project (students will be able to choose from a list of options including an essay, poster, newspaper
    article/response, etc.)
    Final Presentation Students will each share what they have prepared for their project and evaluate their peers.
    Reflection activity & letter to Sherman Alexie

    AdoptedfromWiggins,G.&McTighe,M.(2005).UnderstandingbyDesignandtheedTPA(2011)8/31/2012

    C: LEARNING PLAN
    Your learning plan should:
    Include activities related to standards and objectives
    Include activities that are engaging and purposeful
    Include activities that are differentiated based on students needs
    Include an appropriate time line that is linked to Pre-Assessment and Formative Assessment
    Learning Activities:
    What learning experiences and instruction will enable students to achieve the standards/objectives?
    Students will receive direct instruction of daily content/assessments and the application of outside sources to the
    novel will integrate the modalities of reading, writing, listening, and speaking.
    Base groups will be assigned and heterogeneous. I will check in with base groups, individual students and help
    facilitate class discussions.
    Students will have some class time to read, journal, and work on their final projects. I will check in with
    students and monitor their progress as well as providing final feedback on their presentation.
    Use the calendar below to outline your learning plan. Highlight the day that you will videotape.
    Week 1
    Mon Day 1 Community Building
    Personal Illustrations
    Identity card activity
    Journaling: Who are you? The power of autobiography and reactions to in-class activity
    Tues
    Journal check-in
    Setting the scene: Movie about life on reservations
    Fluency mini-lesson & dialogue
    Introduction and read-aloud of the first chapter
    HW: Begin novel
    Wed
    Literary Lenses: reader response, social power/Marxist, archetypal, gender criticism, new criticism.
    Content: What are the lenses of critical theory we will use and how do we apply them?
    Base Groups Assigned, 5 groups of 6 each assigned 1 lens.
    Analysis of Jacklight by Louise Erdrich
    HW: Read & Journal (students will select from a list of questions or write independent response).
    Thurs
    Explain Literature Circle Roles: summarizer, discussion director, connector, illustrator, travel tracer,
    word wizard.
    Students will be assigned literature circle roles and will have 15-20 minutes of in class work time.
    During this time the teacher will check in with students and scaffold if necessary.
    What a good listener looks & sounds like
    Discussion Circle 1
    RACE Paragraph mini lesson
    HW: Read & RACE paragraph in journal
    Fri- Reading & Journals Due (1st 1/3 of novel)
    Base group meeting & Discussion Circle 2
    RACE paragraphs due
    Mini lesson: Giving an effective speech
    AdoptedfromWiggins,G.&McTighe,M.(2005).UnderstandingbyDesignandtheedTPA(2011)8/31/2012

    Remaining class time: reading & makeup journal work


    Homework: Bring in current event from over the weekend (the teacher will provide magzines/lab
    time at the end of class for students who do not have internet access at home.)
    Week 2
    Mon- Journals Returned
    Share events in base group. How do they tie in to our conversation?
    Application of critical lenses to real-life situations
    Base Group Meetings & Reflections.
    HW: Respond to Teacher questions & roles
    Tues
    Topic: Defining Issues of Race & Multiculturalism
    Class word web & definition activity
    Base Group Meeting
    HW: Pick 1 word defined in class and reflect in journal. Read.
    Wed Peer Journal Exchange 2/3 of novel Due
    Discussion Circle #3
    HW: Read & Journal
    Thurs
    Base Groups
    Discussion Circle #4
    Introduction of Final Project
    HW: Read and choose project.
    Fri Journal turn in
    Reading & Final Project Workshop Day
    HW: Work on project and finish journal/novel.
    Week 3
    Mon
    Completion of Novel
    Final brief discussion circle #5
    Final Project Workshop Day
    HW: Prepare for presentations
    Presentations 1
    (10 students/day ~5 min each)
    In-class peer evaluations
    Presentations 2
    (10 students/day ~5 min each)
    In-class peer evaluations
    Presentations 3
    (10 students/day ~5 min each)
    In-class peer evaluations
    Fri
    Overflow presentations
    Reflections & Closing
    End of Unit 1
    Exit activity & Letters to Sherman Alexie

    AdoptedfromWiggins,G.&McTighe,M.(2005).UnderstandingbyDesignandtheedTPA(2011)8/31/2012

    AdoptedfromWiggins,G.&McTighe,M.(2005).UnderstandingbyDesignandtheedTPA(2011)8/31/2012

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