UNIT PLAN

Unit Title:
Select, read, and view a range of literature.
Names:

Jessica Allen, Emily Carmichael, Zoe

Ells, Iris Hicks

Number of Lessons: 8 (+)

Subject:

English Language Arts

Time (in weeks):

Grade:

~2.5
weeks

Rationale: To have students select, read, and view with understanding a range of literature, information, media, and visual texts.
Overview and Concept Map: Students will be exposed to a variety of texts and will learn to read these texts with understanding. This unit will
provide the foundation for later lessons on interpreting and responding to texts, both personally and critically.
Prescribed Learning Outcomes: Text complexity: Students select and read independently a variety of literary and informational texts.
Prerequisite Concepts and Skills: Students will be expected to be able to communicate ideas effectively and clearly, and to respond personally
and critically.
Teacher Preparation Required: When required, the library and computer lab should be booked in advance. Samples of a variety of texts should
be on hand. A template that students can use to write letters. Various supplies such as paper, envelopes, markers, etc. should be made available
for students as well.
Cross-Curricular Connections: Outcome aligning with the science curriculum for lesson #8.
Extensions to Unit: See attached document.
Universal Design for Learning (UDL) and Differentiated Instruction (DI): The various multiple intelligences and learning styles will be
addressed and accommodated throughout the unit.
Resources: Technology required: access to computer lab and printer
Other resources: A variety of texts (i.e. newspaper articles, non-fiction books, poetry, etc.), which can easily be collected with the help of the
school library. A script for the Readers Theatre exercise is needed, as well as a printed off scientific text and diagram of an electrical circuit.
Overview of Lessons:
Lesson #
and title

Outcomes in
lesson

1. Trip to
the library

Select,
independently,
texts appropriate
to their range of
interests and

(a)
Outcome
s in student friendly
terms
(b)
Teaching
strategies

(a) I can select a book I

am interested in and
that is appropriate for
my reading level from
the library to have for

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

Assessment strategies

This lesson will be

self-assessed. Have
students submit a
journal entry with
what their book is,

Lesson activities

Materials
(specific to
this lesson)

The teacher will accompany Access to the

the class to the school
library for
library, where they will be
the period.
given the period to select a
book they are interested in

(a) MIs addressed

(b) Balanced
literacy

(a) Kinesthetic:
students are
moving around,
handling books.
Page 1 of 2

2.
Poem/song
selection
exercise

learning needs.

silent reading time.

Reflect on and
discuss their
own processes
and strategies in
reading and
viewing.

(b) Ensure that all

students remain on task
while at the library,
monitor noise level. Be
sure that the librarian is
aware that your class
will be visiting the
library for the period,
ensure that this does
not create conflict with
another class.

Select,
independently,
texts appropriate
to their range of
interests and
learning needs.

(a) I can pick at least

one rhyming couplet
from a song, or a verse
from a poem that I am
interested in, and write
it on a piece of paper to
be displayed in the
class.
(b) After students have
completed this activity,
the teacher should post
their selections on the
classroom wall. Be sure
to monitor noise levels
while students are in
the computer lab, and
ensure that they remain
on task. Book the
computer lab in
advance so as to be

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

what it is about, and

a reflection on the
process and strategies
they used to select
their books.

and that is not too easy for

them too read. This book
will be used for
independent reading
whenever time is allotted in
class, when students have
finished their work, or to be
taken home to read should
students choose to do so.
When students have
selected a book, the rest of
the period will be spent
reading silently in the
library.

The successful
completion of the
task will be a
sufficient formative
assessment.

Verbal/ Linguistic:
students are
reading and
evaluating potential
books for selection.
Intrapersonal:
students must
consider whether
they will enjoy the
book or not, as well
as reflect on the
experience in their
journals.

(b) Independent
reading.
Students should have access Access to the (a) Intrapersonal:
to the computer lab for the
computer
students will
majority of the period so
lab,
evaluate what song
that they can research
Regular
or poem they enjoy.
poems or the lyrics to
sized white
songs.
paper for
Visual/Spatial:
each student students must
After all students have
(as well as
design their papers.
selected the verse they wish some extras),
to use, they will return to
Various
(b) Independent
the classroom where they
colourful
reading,
can begin writing down the markers/
independent
verse and decorating the
other writing writing.
paper around it however
utensils.
they choose.
Students will be given the
opportunity to take their
papers home so they can
work on them more if they
have not completed. The
Page 2 of 2

assured of its
availability for the class
period.
3. Think,
Pair, Share

Reflect on and
discuss their
own processes
and strategies in
reading and
viewing

(a) I can tell a partner

how I use my reading
strategies to learn
information quickly.
(b) Monitor noise
levels and make sure to
check for
understanding before
group work begins

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

Assessment will be
formative. Students
will write down in
point form what their
partner and them had
discussed in class.
One student can
volunteer to be a
scribe or they can
both take turns.

assignments should be
returned the following
class, and be displayed on
the wall.
The teacher will divide
students up into pairs. The
teacher will tell the students
that they will be given a
text and will have small
increments of time to gain
information from the text.
The students will then turn
to their partner to explain
what information they have
learned and how they
learned it. The increments
of time will get larger as the
activity progresses. The
first will be 10 seconds, 20
seconds, 30 seconds, 1
minute, 2 minutes, 3
minutes, and then 5
minutes. In between time
increments students will be
given two minutes to
discuss their strategy to
gain as much information
as possible.
Students should start by
noting that they look at
pictures or titles. Later on
they might look at words
that are bolded, indexes or
table of contents. Finally
they will most likely begin
reading the first paragraph
and skimming the rest.
Eventually they will be

A variety of
texts
including:
newspaper
articles,
magazines,
non-fiction
books,
picture
books, and
chapter
books.
The students
should also
have a piece
of paper per
pairing to
write down
ideas
discussed.

(a) Intrapersonal:
reflecting on what
reading strategies
they use.
Interpersonal:
sharing with a
partner the
strategies that they
are using.
Verbal/
linguistic:
Discussing reading
strategies and
scribing the
conversation.
Visual/Spatial:
regarding pictures
in texts
(b) Independent
Reading,
Independent
Writing.

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4. Plans and
Drafts for
Letters to
Grade Fives

Reflect on and
discuss their
own processes
and strategies in
reading and
viewing

(a) I can plan and draft

a letter to a grade five
student to tell them my
strategies for finding
information in the
library
(b) Model the letter
format on the board or
by using a projector.
Students should also be
encouraged to do a
plan, rough draft and
edit before they write
their good copy.

5. Good
Copies of
Letters

Reflect on and
discuss their
own processes
and strategies in
reading and
viewing

(a) I can type a letter to

a grade five student to
tell them my strategies
for finding information
in the library
(b) Book the computer
lab or laptops in
advance. Check on
students frequently in
case they are having
computer troubles. If
students finish early

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

The plan and the

rough draft will be
collected along with
the final copy of the
letter. The letter
formatting can be
assessed along with
the ideas surrounding
reflection of reading
strategies.

reading everything word

per word.
After attending a class at
the library, students will
brainstorm strategies in
choosing texts. These
strategies can be what
sections they look into find
a book, the covers, the
titles, the thickness, the
table of contents, the
summaries on the back of
the book, etc.

Looseleaf for (a)

students to
Intrapersonal:
complete
reflecting on what
planning and reading strategies
drafts.
they use.
Interpersonal:
sharing with a
grade five student
the strategies that
they are using.

They should create mind

maps to organize their ideas
and when they feel
comfortable begin their
draft.

The plan and the

rough draft will be
collected along with
the final copy of the
letter. The letter
formatting can be
assessed along with
the ideas surrounding
reflection of reading
strategies.

Their draft should be done

in pencil and on looseleaf
so that edits can be made
easily.
The students will be
provided access to
computers to type their
letters. They will type it
into a letter template.
When the students have
finished and have a teacher
give them the ok to print,
they may decorate the
envelope that their letters
will be sent in.

Verbal/ linguistic:
Writing a letter.
(b)Independent
writing, Modelled
Writing.

Laptops or
will be
needed or
the computer
lab will be
booked.
Students will
type out their
letters on the
provided
template.
Envelopes
can also be

Intrapersonal:
reflecting on what
reading strategies
they use.
Interpersonal:
sharing with a
grade five student
the strategies that
they are using.
Kinesthetic: typing
the letter.
Page 4 of 2

have them decorate

their envelopes.

6.Using
paratextual
information
to read
dramatic
texts

Use a wider
range of
pictoral,
typographical,
and
organizational
features of
written texts to
obtain, verify,
and reinforce
their
understanding
of information.

(a) Students will

understand what is
meant by paratext
and be able to use it to
understand text better.
(b)Readers Theatre

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

Assessment for
understanding will be
done through group
discussions.
Assessment of
learning will be done
through the
collection of a
handout that students
have filled in.

provided and
decorated
Verbal/ linguistic:
with markers Writing a letter.
or pencil
crayons.
(b)Independent
writing, Modelled
Writing.
Begin by presenting the
A hand out
(a) Interpersonal:
class with a script for a
sheet with
class discussion
play.
the two
and group work.
Introduce the paratextual
discussion
Intrapersonal:
elements (cover art, title,
questions for independent
scene/act divisions,
ease of
reflection.
character list, stage
recording
directions, footnotes, etc.).
and to be
Kinesthetic: acting.
Have students record on a
collected for
handout what these tell
assessment.
Linguistic: reading,
them about the play without A
speaking, listening.
even reading the main
play/script.
text/dialogue and discuss as enough
Logical:
a class.
copies for
application of new
Allow students to divide
the entire
terms and rules of
roles and read through the
class
literature.
play out loud in small
example:
groups.
http://www.
(b)Guided
Then have the class read the whootieowl. Reading: groups
play aloud in readers
com/pdf/YK can be formed
theatre style (have each
I/Rdrsbased on GR.
group present only a small
Theatre.pdf
section).
Possibly
Oral Language:
Finally, now that the
very simple
speaking and
paratext and text have been props or
listening.
brought together, have the
costumes.
students record which
Shared Reading:
elements they found most
students read along
helpful in understanding the
as their classmates
text and discuss as a class.
read aloud.
Page 5 of 2

Word work: new

literary vocabulary.
7. The
write
genre

Read widely and

experience a
variety of
childrens
literature with
an emphasis on
genre.

(a) I will be able to

explain what a genre is,
and be able to discuss
the two main categories
of genre-- fiction and
nonfiction. I will also
be able to describe the
elements that make
something fiction or
non-fiction.
(b) Literacy through
genres. (See attached)

8.
Paratextual
elements in
non-fiction

Use a wider
range of
pictorial,
typographical,
and
organizational
features of
written texts to
obtain, verify,
and reinforce
their
understanding

(a)Students will be able

to use paratextual
information such as
diagrams and pictures
to better understand
non-fiction texts.
(b)KWL strategy.

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

Project celebrations
are held at the end of
each genre study.
These projects help
keep students
accountable for their
readings during the
unit, while
celebrations help to
excite and motivate
them! Celebrations
may look very
different for each
unit. Some are
contained in the
classroom and are
only shared with
classmates, while
others involve
inviting other classes.
They can be as big or
small as desired.
Assessment for
through class and
small group
discussion.
Assessment of
through KWL chart.

See attached.

See attached.

See attached.

Introduce the topic of

electricity and APK by
having students record what
they have already learned
about it in a KWL chart.
Have them add at least one
thing to the want to know
column.
Show students a diagram of
a simple electrical circuit.
Have students work in
small groups to begin

Printed
copies of
scientific
text, and
printed
copies of
electrical
circuit
diagram

(a)
Interpersonal:
group work.
Intrapersonal:
individual
reflection for APK.
Linguistic: reading,
speaking, and
listening.
Page 6 of 2

of information.
Cross curricular
outcomes
attaching to
science (use a
reading with
content that
matches the
science
curriculum ex:
electricity.

filling in the Learned

portion of the chart based
on what the diagram tells
them.
Now present the written
description of an electrical
circuit while student follow
along on their own copy.
Take time to clarify any
new vocabulary.
Now have them finish
filling out the last column
using the text and diagram
together.
End with a class discussion
on which of the two
(diagram or text) student
found easier to learn from.
Ask them how they work
together to learn even more.

Spatial: diagram
interpretation.
Logical:
math/physics based
content.
(b)
Guided Reading:
groups should be
based on GR
assessments.
Modeled writing:
in modeling the
KWL chart.
Shared Reading:
students following
along.
Word Work: new
vocabulary.

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

Page 7 of 2