Вы находитесь на странице: 1из 19

DI Unit/Lesson Planning

Conceptual unit: Survival

Grade: 6th State/District: Colorado, Urban school

CCSS: RL.6.2- Determine a theme or central idea of a text and how it is conveyed through particular details
CCSS: RL.6.5- Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text
CCSS: RL.6.9- Compare and contrast texts in different forms or genres
CCSS: W.6.9- Draw evidence from literary or informational texts to support analysis, reflection, and research
CCSS: SL.6.4 & CCSS: SL.6.5- Present claims and findings and details to accentuate main ideas or themes & Include multimedia components
and visual displays in presentations to clarify information

KNOW
(people, places, dates, vocabulary,
definitions, facts, etc.)

Vocab: Main Idea, Theme,


Details, Structure, Plot,
Conflict, Resolution, Setting,
Character, Rising Action,
Climax, Falling Action,
Introduction, Survive,
Compare, Contrast, Point of
View, Survival, Affix,
Narrative

UNDERSTAND THAT
(big ideas, essential understandings,
principles, generalization, etc.)

-Survival can have many


definitions.
-There are different paths to
surviving a hard situation.
-Fiction texts can be
influenced by real life events.

BE ABLE TO DO
(skills, outcomes, behavioral objectives, etc.)

-Label the parts of a story plot


-Compare and contrast fiction
to non-fiction
-Define the theme of a story
-Collaborate with peers in a
book group setting
-Create a presentation to share
with class about Survival in
book of choice
-Reflect on book, non-fiction
source, and connections to
self to define what it means to
survive

Step 2: Identify ways to Differentiate to meet student needs


This unit will be differentiated by:
Readiness
Data used:
Standardized Test
Pre-assessment
School-level Assessments
Other: ______________________

Discoveries:
- I will be able to determine what
level books I should choose for my
students to pick form for reading
during the survival unit.
-I will also be able to figure out
which students will need graphic
organizers or advanced work for
during this unit.

Interest
Interest Profile Needed:
Yes
No

Learning Profile
Learning Profile Needed:
Yes
No

Possible Questions/Sources:
-What kind of TV shows do you like
to watch?
-Whats your favorite subject in
school?
- Do you like to work in a group or
on your own?

Possible Questions/Sources:
- Do you like to work in a group or
on your own?

Discoveries:
- I will be able to understand what genres
I should choose for this unit that still
relate to the concept of survival.
.

Discoveries:
-I will be able to differentiate the types
of performance-based assessment I will
use for students whether they like to
work with others or not

Step 3 (Differentiating Product): Determine and Create Summative, Formative, and Pre-Assessments as
Needed
Summative Assessments
Assessment
Students will choose between
three options for a project to
present in class.
Option 1) Work in a group to
present on book about the plot
and the theme
Option 2) Work in a pair to
present to class a comparison on
a real life survival situation to the
book
Option 3) Work alone to present
about the point of view of the
story and an alternative plot to
the story
Students write a reflection about
the story theyve read and a nonfiction article comparing and
contrasting the structure of both
types of writings

Students will complete a short


assessment that will assess plot
charts, structure, and main idea/
theme of their book.

Differentiated? Reason for Differentiation


Yes
Readiness
No
Interest
Learning Profile

Yes
No

Readiness
Interest
Learning Profile

Yes
No

Readiness
Interest
Learning Profile

Strategy
Tiered Assignment
Think-Tac-Toe
Student Choice
Learning Menu
Think Dots
R.A.F.T.s
Quiz
Test
Project
Other ______________

Tiered Assignment
Think-Tac-Toe
Student Choice
Learning Menu
Think Dots
R.A.F.T.s
Quiz
Test
Project
Other Reflection
Tiered Assignment
Think-Tac-Toe
Student Choice
Learning Menu

Rubric Necessary?
Yes
No

Yes
No

Yes
No

The test should be about ten


questions including the plot chart,
and will be work minimal points.

Think Dots
R.A.F.T.s
Quiz
Test
Project
Other Reflection

** Review KNOW, UNDERSTAND and BE ABLE TO DO chart to assure all areas are covered in summative assessments.
Formative Assessments
Assessment
Format of Assessment
Have students label
Informal Observation
the plot of a short
Practice Work
story
Conference
Exit Card
In-Class Practice
Class Discussion
Lab
Journal Writing
Tiered assignment
Other ____________
As students read their
Informal Observation
books they will
Practice Work
complete journal
Conference
writing based off
Exit Card
topics from cube and
In-Class Practice
other prompts that will
Class Discussion
guide them through
Lab
reading strategies, the
Journal Writing
journals will be
Tiered assignment

Differentiated?
Yes
No

Yes
No

Reason for Differentiation


Readiness
Interest
Learning Profile

Data Gathered

Readiness
Interest
Learning Profile

collected once a week


to be looked over.

Other ____________

** Review KNOW, UNDERSTAND and BE ABLE TO DO chart to assure all areas are covered in formative assessments.
** For strategy ideas, see Summative Assessment above

Pre-Assessment
Necessary?
Yes
No

Format
Ungraded test/quiz
Conference with student
KWL chart
Exit/Entrance Card
Journal
Observation
Other ____________________

Pre-assessment
- Have students label the plot of a short story
-Have students complete a compare and contrast chart about
traits of fiction and non-fiction texts

** Review KNOW, UNDERSTAND and BE ABLE TO DO chart to assure all necessary areas are covered in pre-assessments.

Step 4: Design learning experiences (Differentiation of process, content, and learning environment)
Learning Experience
Create a book group to
work read the same book
with. Books for students
choices will be based off
readiness levels and
interests; there must be at

Differentiated?
Yes
No

DI Strategy Used
Flexible Grouping
Curriculum Compacting
Using varied texts
Learning Contract
Varied Graphic
Organizers

Reason for DI
Readiness
Interest
Learning Profile

Data Used
Pre-assessment
Formative assessment
Important Info:

least two students in each


group. Students will
receive a list of books
they can choose from and
that will determine book
groups
Select articles for students
to read in different groups
separate from their book
group and then share
about the article in a
jigsaw activity

Yes
No

Cubing: Each student will


receive his or her own
individual cube to work
on as anchor activity. The
cube will be differentiated
for each student and they
will complete the cube
work in their journals.

Yes
No

Have students complete


graphic organizers about
the structure (plot and

Yes
No

Multiple Intelligences
Independent Study
Jigsaw
Anchor Activity
Scaffolding
Other _______________
Flexible Grouping
Curriculum Compacting
Using varied texts
Learning Contract
Varied Graphic
Organizers
Multiple Intelligences
Independent Study
Jigsaw
Anchor Activity
Scaffolding
Other _______________
Flexible Grouping
Curriculum Compacting
Using varied texts
Learning Contract
Varied Graphic
Organizers
Multiple Intelligences
Independent Study
Jigsaw
Anchor Activity
Scaffolding
Other _______________
Flexible Grouping
Curriculum Compacting
Using varied texts

Readiness
Interest
Learning Profile

Pre-assessment
Formative assessment
Important Info:

Readiness
Interest
Learning Profile

Pre-assessment
Formative assessment
Important Info:

Readiness
Interest
Learning Profile

Pre-assessment
Formative assessment

textual) of a non-fiction
article, short story, and
book.
-Some students can create
a timeline using drawings

Learning Contract
Varied Graphic
Organizers
Multiple Intelligences
Independent Study
Jigsaw
Anchor Activity
Scaffolding
Other _______________

Important Info:

Step 5: Preparing Sponge Activities


Brainstorm a list of possible sponge activities that you could use throughout the unit. If necessary, specify when each should be used.
Possible Sponge Activity
If you were on a deserted island what three items would you bring
so you could survive?
Story Chain, students will sit in a circle and each will write one or
two sentences to write a story as a class together about survival.
The first two sentences would be, We had gone camping when a
huge storm started. Our car wouldnt start and we were starting to
get scared.
Team Pictionary using story elements and survival vocabulary
words
Rewrite the end to a short story we have read about survival
Read book for book group

When to Use
Any time
Beginning of the unit

Beginning of the unit


End of unit
Any time

Step 6: Putting it all Together


Review all work completed up to this point. Fill in the chart below to organize all assessment and learning experiences into a logical
order for the unit. Please note: This does not replace writing daily lesson plans if necessary.
Day
1

Whole-Class Activities
-Entrance slip: What does it mean to survive?
-Introduce new unit about survival
-Start unit with game about how to survive where
students will list out objects needed for survival
-Break class into five groups, have groups work on
survival activity and bring one group at a time over
to classroom library area so they can look at book
options for unit
-Give each student list of book options for them
and have them choose the top three theyd like to
read after looking at books
-Monitor groups throughout activity and help
-Have students write reflection on activity when
complete
-If groups finish early have them work on common
vocabulary for unit
-Have students sit with their book group partners
-TIPS: Why did you choose this book to read?
-Model how to create reading schedule for the unit
-Have groups create reading schedule for their book
-Read aloud of short story to model predicting start
off by looking over story and making predictions,
Read story with think aloud using reading strategies
-Have book groups look over their books to make
predictions about what will happen, walk through
groups giving guided instruction

Differentiated Activities
-Give groups different types of graphic organizers for
survival activity
-Each student will choose what book they want to read
out of a selection based on their readiness level
-Vocabulary activity will be differentiated for
readiness and learner profile

-Give certain students, based on readiness and learner


profiles, graphic organizers for their journals so they
can keep track of characters, plot developments,
questions they have, words to look up, etc.
-Give all groups tools for time-management of book
reading
-Have all assignment sheets differentiated for groups
and group members by their learner profile and
readiness levels, attach rubrics so that they know what
is truly expected of them when it comes to journaling
8

-Have students work in pairs to start reading first


chapter and confirm some of their predictions
-Before students leave give them assignment sheet
of journaling prompts for books. Show students
your organization for the journals
-Homework: Day 1 reading schedule pages and
create a list of characters theyve met so far and
words theyd like to know more about
-Dedicate fifteen minutes for students to read
independently SSR (they can read ahead or finish
last nights reading)
-Have students sit in their vocabulary groups. In
their groups have them create a list of five words all
of them are unsure about the meaning from their
reading the night before, if they can define the
words have them define the words.
-Once list is created have one student from each
group come up to the board write down the words
from their list.
-Then let students choose a partner from any group
and look at the list that is on board to see if they
can define any of the words from the board, have
students write down the definitions on a sheet of
paper.
-Ask for volunteers to share a definition if they
have one, ask volunteers how they knew the
definition. After about three volunteers, tell the
class that today we are going to Attack the Words
-Model how to find affixes online to define a word,
also talk about context clues, and then show them
other resources in classroom they could use like
dictionary and thesaurus.
-Break students into groups that have one person

and reflecting.
-Although every books reading per night will differ
the ultimate goal is to only have them reading between
10-15 pages per night or in class a day for 15 days.

-Vocabulary groups will be created based off learner


profiles and readiness levels
-Give students who may not have a computer or
dictionary at home a list of common affixes for later,
allow for them to check out a classroom dictionary.

from each book group in it. Have group broken up


into pairs and assign a role before the Vocabattle.
-Each group will have ten minutes to define as
many words on the board as possible using the
tactics just modeled, the group who has the most
correct definitions at the end of the ten minutes will
be deemed the Word Masters for week and get to
add the words to our word wall
-Homework: Day 2 reading from schedule, try
defining words that are unknown and practice using
affixes/context clues/ resources
-Have students get in their book groups and answer -Provide plot charts for some students, and allow
questions about the story so far that they have
others to create their own plot chart and draw in
completed to just check in. Have them refer back to answers
previous predictions to see if they were correct.
-Watch Flocabulary video on plot
-Read aloud picture book, model how to fill in a
plot chart based off picture book
-Give each group a picture book and have them
read it then fill out a plot chart on their own,
monitor groups helping/checking them fill out plot
chart.
-Have groups present the story they read and tell us
the plot using the plot chart
-Give book groups a timeline to fill as they
continue to read their books
-Have them start filling out timeline as groups fill
out timelines check-in individually with each group
about how they are doing for reading
-Homework: Day 3 reading, journal based off some
of the predictions you made before you started
reading draft a plot chart for what you think might
10

happen in the book


-Randomly place students into four group when
they walk into class, have them each sitting at table
with other group members
-Each group will be given a structure (poetry, nonfiction article, short story, non-fiction narrative)
-Give brief lecture on structure, including text
features and text structures
-Have each group read the specific type of writing
and create a chart that lists the different
characteristics of each structure on a poster
-Have groups present on characteristics of their
type of writings structure, post all structures
discussed onto board with tape.
-Model comparing and contrasting of structure
types using a Venn diagram
-Break students up into pairs to have them complete
a Venn diagram on non-fiction and fiction text
structures
-Have a short discussion about the types of
structures we are seeing in the books we are
reading in our groups
-Homework: Day four reading, select a passage
from your book and write about what
characteristics you notice about the structure and
how it fits into the overall text.
-TPS: Talk to a book group partner about the
weekends homework and what section of text was
chosen and how did it fit into the overall story.
-Give each student his or her cube, and explain
what to do with the cube. (All cubes will be
collected each class to avoid them getting lost)
- Have students break into their book groups and

-For ESL students and other students who need


visuals, I will make sure that the non-fiction articles
have pictures to them and try to provide pictures for
the poems and short story
-Lecture notes will be provided to students who need
them either fill in the blank or another structure that
will be most helpful for them based off learner profile
-Provide sentence starters for the discussion to assure
that the discussion stays positive and models good
collaboration

-I would define the word theme, support, and main


idea for students as I am reading article
-Id give my advanced students articles with a higher
reading level
-Graphic organizers would be given to students who
need visuals with a picture of a something that needs
support to represent the main idea/ theme and supports
11

add to their timeline


-Read aloud a short non-fiction article on survival,
use a think aloud to model finding a main idea or
theme to the article
-Have pairs read short articles and find the central
idea/ theme of it, check in on each group and have
them give one support for why they think thats the
main idea
-Have the groups come back together and give
questions for them to answer about the theme or
main idea of their book
-Homework: Day five reading, identify one theme
youve noticed in the book so far and find three
quotes to support the theme youve found
-Have students sit in what may appear to be random
groups, but is really based off readiness levels and
interests
-Give each student a different non-fiction article
about survival
-Explain how to do a jigsaw activity, and give
purpose for the activity that will be to find the main
idea, support it, talk about the structure of the text
and how that supports the main idea, and to define
survival in another way.
-Let groups read the article, take notes
-Then have all the students go into groups that read
the same article as them take notes and discuss
-Finally go back to original group and share what
they have found out about the article
-Individually students will reflect on survival and
what it means to them.
-When complete have students role their cube and
write down the question in journal for that nights

of how to explain it.

-Articles for students will be selected based off


readiness levels
-I will look over students notes to make sure they are
learning new information if they dont feel like
sharing with group
-All cubes are differentiated per student topics that the
cube will cover will be: Structure, Compare/Contrast,
Vocabulary, Plot, Characters, and Survival.

12

homework
-Day 6 reading and answer to cube question
-Give students 15 minutes of silent reading of their
group book
-Have book groups sit together and talk about their
cube question together
-Using book groups as teams have contest
organizing traits of fiction and non-fiction structure
to compare and contrast them as a whole class
-After game explain to students the final project for
when they finish reading their books
-Give each group project sign-up sheet and have
them sign up for their project
-Hand out assignment sheets per person for the type
of presentation theyve chosen
-Model examples of each type of project
-Homework: Day 7 reading, reflect on why you
chose a certain project and what are your plans for
your presentation
-Have students sit in their book groups, add to their
timeline, character lists, and have short discussion
about their predictions
-A pre-selected chunk of text from each book will
be given to the groups
-Have students individually reread the passage
highlighting areas that they have questions, or
predictions, etc.
-In pairs students will discuss what they have
highlighted (I will monitor students helping to
discuss and aid)
-After pairs have looked over the passage again
have the book groups come back together to talk
about the overall meaning of the passage and what

-The game will allow for students who like to get up


and move to do that and hopefully help with their
memorization of structure and the differences of nonfiction and fiction texts.
-Projects are differentiated by if students like to work
in groups or on their own, for students who do not like
to present in front of the class but want to work alone I
will have them present privately to me. Other groups
will hopefully provide the social support for students
who are shy to feel comfortable presenting

13

10

11

parts of the texts suggest that meaning


-Homework: Day 8 reading; Write down three
questions related to survival that you would like to
ask our guest speakers tomorrow
-TTYPS: What do you think a survivor looks like?
-Bring in community survivors preferably one with
wilderness/ army survival skills, cancer survivor,
and another survivor (homeless, emergency,
domestic abuse, etc.) to present on their survival
story and what it means to them to survive
-Allow students to ask questions of the survivors
-Reflection: After hearing these survivors talk
about a time they survived how would you define
the word survival? Has your definition of survival
changed over the last two weeks? What have been
some factors that have changed your definition?
Why do you think your perception of survival has
changed?
-Homework: Day 9 reading; Compare the main
character in your book to on one of our guests
today. How are their stories similar and different to
one another?
-Have students meet in their vocabulary groups,
they should all have a list of words that they have
been creating that they are unsure about definition
-In groups have students create list of five words
that they are unsure about the definition
-Quickly review how to find a definition of a word
while reading
-Have a new Vocab-Battle in groups different
than the first one on Day 3
-Winners of contest will be the new Word
Masters and add to the word wall

-Tell students about guests the day before, allow for


students who might feel uncomfortable to go to
another classroom and read articles on survival instead
of listening if it would upset them. (Homework would
be comparing main character in your book to one of
the people who you read about in an article today.)

14

12

13

14

-Allow for 15 minutes at the end of class for SSR


-Homework Day 10 reading; Do you think an
author chooses certain words for specific
structures?
-Short lecture on structure, word choice and
authors purpose
-Read aloud with Think aloud about word choice
and the authors purpose
-Have book groups come together and discuss what
type of words theyve noticed in their books and
what that might mean for the authors purpose
-In pairs have students read a poem and talk about
the word choice and try to find the authors purpose
for writing the poem
-Have students roll their cubes and write down
question for journal reflection that evening
-Exit slip: How do you think word choice affects an
authors purpose? Why do you think word choice is
so important?
-Homework Day 11 reading; answer question from
cube
-Give each book group a RAFTS activity sheet
about their novel (five options for them to choose
from)
-After students have written RAFTS allow them to
share with peers from other book groups
-Have students role their cube and write down
question for reflection in journal
-Homework Day 12 reading; Cube question in
journal
-Have students break into their book project groups
-Model how to set up a task to-do lists, and
assigning jobs

-Provide students with pictures for poem that are


visual learners or need visual support

-For RAFTS activity give students a chance to do a


comic strip or picture with their RAFTS

-Some students will need to know about time


management and I will individually meet with those
groups to help make sure that each is completing his
15

15

16

-Have groups, pairs, and individuals create their to


do list based off their rubric and split up the jobs
-Bring in computers for group to start working on
their visual presentation
-Review how to save work, etc. on the computers
-Have students role their cube and write down
question for reflection in journal
-Homework Day 13 reading; Cube question in
journal
-Give students 15 mins of SSR for their novels or a
book of choice
-Have students create a small groups and circle up
their desks
-Each group will have five questions to discuss
about survival
-After small group discussions have students
rearrange room to have a whole group discussion
about what the small groups discussed
-TIPS: What do you think makes a discussion
successful? What are important factors to
collaborating with others?
-Have students role their cube and write down
question for reflection in journal
-Homework Day 14 reading; Cube question in
journal
-Give students 15 mins of SSR for their novels or a
book of choice
-Have book groups add to their timeline, and
confirm/deny what predictions they made while
reading and before
-Review plot structure and other story elements that
they will need for tomorrows assessment
-Show students the assessment for tomorrow briefly

or her share of the work

-Put sentences frames on board for positive group


discussion including how to ask a question, how to
agree or disagree, etc.

-Short stories and picture books should be selected


based off readiness and interest.
-This should be used more of as independent practice
and a quiz, if students seem to be confused as they
work on questions determine what needs to be retaught
or just simply reviewed before the students take the
test about their book.

16

17

18

-Give each student a short story or picture book and


give them time to read
-After reading have each student complete a plot
chart, and answer a few questions about the story
they received (questions should be similar to that
on assessment next day)
-Monitor the students to determine if they will do
well on test or if re-teaching needs to happen before
they take the test
-Have students role their cube and write down
question for reflection in journal
-Homework Day 15 reading; Answer cube question
in journal
-15 mins of SSR to finish any reading that may not
have been completed
-Have book groups meet to finish plot timelines and
determine the theme and main idea of their book
-Depending on yesterdays assessment have
students complete test on their books
-If not ready for tests, review the struggles or
misconceptions from test
-Give book project groups, pairs, and individuals
time to work on their presentation
Homework: Would you recommend this book to
another one of your classmates? Why or Why not?
-Give book project groups, pairs, and individuals
time to work on their presentation
-Once projects have been completed have groups,
pairs, and individuals practice presenting with
another group, pair, or individual
-Try to meet with each group to have sign up for a
presentation time and to check their progress
-If unable to give test yesterday give today to

-Some students might finish test earlier than others


and some projects might be finished by this day
depending on student circumstances
-If a project is complete have them either present to
you and practice public speaking or have them find a
peer to practice with
-Allow enough time for each student to finish test, but
use the sponge activities if a student finishes both test
and project early

-Give certain students based off readiness and learner


profiles Venn diagrams and sentence frames for the
compare and contrast of non-fiction and fiction

17

19

20

students
-Give students non-fiction articles related to their
books
Homework: Read the non-fiction article and
compare and contrast it to the book youve been
reading. Concentrate on structure.
- Have half of class present
-Students who are not presenting will write
questions to ask the group as they present
-Exit slip: Reflect on the books you learned about
today. Would you want to read any of these books?
Why or Why not? In what way was one of these
books similar and different to the book you read?
-Homework: Final Reflection on book; What did
you learn from your book? If you were in the same
position as the character from your book would you
have responded the same way? Why or why not?
- Have half of class present
-Students who are not presenting will write
questions to ask the group as they present
-Preassessment for next unit
-Exit slip: Reflect on the books you learned about
today. Would you want to read any of these books?
Why or Why not? In what way was one of these
books similar and different to the book you read?
-Homework: Reflect on book, non-fiction source,
and make connection to yourself to redefine what it
means to survive

-Give students sentence frames if they need for


homework

Step 7: Creating or Gathering Materials

18

Materials I need to gather or create:


Graphic Organizer for labeling story elements
Selection of books to read at least four/ five copies of each:
Amisted: A Long Road to Freedom by Walter Dean Myers, Brians
Winter by Gary Paulsen, Clover by Dori Sanders, Esperanza Rising
by Pam Munoz Ryan, Far North by Will Hobbs, Fever 1793 by Laurie
Halse Anderson, Hatchet by Gary Paulsen, Shipwreck by Gordan Korman,
The Cay by Theodore Taylor, I,Q by Roland Smith, Blue Fingers by Cheryl
Aylward Whitesel

Non-fiction articles about Survival


Survival Scenario Game

Story element video from http://www.flocabulary.com/plotelements/


Word wall
Computer, Projector.
Compare and contrast graphic organizer
Laptops for students

Cubes for each student for cubing activities

19