Understanding By Design Unit Plan
|Stage 1 - Desired Results |
|Unit Summary |
|In this unit, students will analyze characters from stories and pictures using effective strategies of good readers: making inferences, |
|predictions and connections. |
|Content Standards and Learning Expectations |
|Listening/Speaking |
|L/S.4.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend and identify main character and setting. |
|Reading |
|R.4.4 Identifies the main character(s), compares and contrasts character traits, and identifies setting within narrative and expository text |
|R.4.5 Uses story organization of beginning, middle, and end to identify sequence within narrative and expository text; makes predictions and |
|connections. |
|Writing |
|W.4.3 Uses appropriate grammar and mechanics to write complete declarative, interrogative, imperative, and exclamatory sentences; identifies |
|the parts of speech correctly. |
|Big Ideas/Enduring Understandings: |Essential Questions: |
|Making connections to what we read helps us understand who we are. |What can I learn about myself from stories and pictures? |
|Writers make characters come alive using descriptive text. |How does a character come alive? |
|Authors create text patterns and make word choices that help readers|How does the author’s story-organization and word choice help the |
|better understand the text. |reader understand a story? |
|Content (Students will know…) |Skills (Students will be able to…) |
|Character traits (hero and villain) |Listen and respond during a read-aloud from a variety of narrative |
|Strategies of effective readers (i.e. connections, predictions, |texts to comprehend and identify main character |
|inferences) |Identify the main character(s) |
|Parts of speech (i.e. adjectives) |Make inferences to compare and contrast character traits (i.e. between |
|Four sentence types (declarative, interrogative, imperative and |characters or between character and self) |
|exclamatory) |Make predictions and connections (i.e. predictions about what will |
|Content Vocabulary |happen next in a story, connections between characters in fiction and |
|Main character |self) |
|Character traits |Use appropriate grammar and mechanics to write complete declarative, |
|Prediction |interrogative, imperative and exclamatory sentences |
|Inference | |
|Connection | |
|Adjectives | |
|Stage 2 - Assessment Evidence |
|Performance Tasks: |Other Evidence: |
|Character Posters |Journal Writing: Have students create a journal entry where they make |
|Part 1: Pre-Reading |text-to-self connections (can be used as closing to poster assessment).|
|Give students Alphabet Chart (See Attachment: 4.3 Performance Task - |Review “text-to-self connections” (See Attachment: 4.3 Other Evidence |
|Alphabet Chart) and the topic, “Hairs.” Ask them what words come to |– Making Connections Prompts) |
|mind when they think of this topic. Have them place each word in the |Order of Adjectives quiz (See Attachment: 4.3 Other Evidence – Order of|
|correct box and share answers with the class. For example the word |Adjectives Quiz) |
|“curly” will go in the “C-D” box. |Identifying adjectives quiz (See Attachment: 4.3 Other Evidence – |
|Tell students that they will now read a story titled Hairs. Ask |Identifying Adjectives Quiz) |
|students what they think the story is about based on the title and |Quiz on the different types of sentences (See Attachment: 4.3 Other |
|the words that they gathered in the alphabet chart. Record students’ |Evidence – Different Sentence Types Quiz) |
|answers on the board. |Fluency Running Records and Paired Fluency Checks (See Attachment: 4.3 |
|Explain to students that they just made predictions about the text. |Other Evidence – Paired Fluency Check) |
|Present to students the definition of “prediction.” Post the | |
|definition of “prediction” on the board: Prediction is a reading | |
|strategy that efficient readers use to develop ideas about what to | |
|expect next in the text. They modify their expectations as they | |
|obtain additional information while reading. When the text suddenly | |
|stops making sense, good readers go back and re-read. Making | |
|predictions becomes automatic to good readers, but it is a skill that| |
|can be taught and developed. | |
|Part 2: Reading | |
|Read the story Hairs aloud (See Attachment: 4.3 Text – Hairs), | |
|pausing to clarify any new vocabulary. Ask students to describe the | |
|different characters presented in the story. | |
|Part 3: Character Organizers | |
|Have students work in small groups and have them illustrate the | |
|mother character in Hairs on a character organizer (See Attachment: | |
|4.3 Graphic Organizer – Blank Character Map). | |
|Make sure that they use the descriptions in the story to help them | |
|illustrate the figure. In the illustration, have them write sentences| |
|describing what the mother would say. Example: “Dear, do you want me | |
|to give you a hug?” | |
|Part 4: Share | |
|Have each group present its poster to the class to be assessed based | |
|on their understanding of the character traits of the mother. | |
|Using Visual Clues to Make Inferences About Character Traits | |
|Step 1: Introduce what the word “inference” means: Making an | |
|inference is using clues from the text and your own knowledge and | |
|experience to figure out what the author is trying to tell you. | |
|Step 2: Give a comic strip to students and ask them to infer the | |
|dialogue that is taking place between the two characters in the comic| |
|strip (See Attachment: 4.3 Performance Task – Making Inference Comic | |
|Strip 1). | |
|Step 3: Have students work in pairs as they create the dialogue for | |
|the comic strip. After everyone has completed the dialogue, have each| |
|pair read their dialogue aloud to the class. | |
|Step 4: Discuss with the class that although each pair had a | |
|different dialogue, each one is correct (i.e. each pair may have had | |
|different knowledge and experience regarding the activity that the | |
|characters in the comic strip were performing and each pair may have | |
|taken different clues from the text). | |
|Step 5: Provide a second comic strip to each student and ask them to | |
|repeat the same activity with the new comic strip (See Attachment: | |
|4.3 Performance Task – Making Inference Comic Strip 2) | |
|Step 6: Have each student present his/her dialogue to the class. | |
|Making Connections | |
|Step 1: Explain to students that they will compare and contrast a | |
|hero from a movie to someone in their life whom they consider their | |
|hero. | |
|Step 2: Tell students that they will use a Venn diagram graphic | |
|organizer to compare the two heroes or heroines (See Attachment: 4.3 | |
|Graphic Organizer – Venn Diagram) | |
|Step 3: Teacher may brainstorm a list of heroes or heroines with the | |
|class, from which they can choose. Possible examples: Superman, | |
|Supergirl, Spiderman, Incredible Hulk, Wonder Woman, Elektra, etc. | |
|Explain to students that the super hero or heroine in their life may | |
|not look exactly like the super hero or heroine in their lives; | |
|however, the qualities of the heroes/heroines are what they are using| |
|to compare and contrast in this activity. | |
|Step 4: Have students share their work with the class. You may want | |
|to use a gallery walk to have students share their work. Have | |
|students post their work around the room. During a Gallery Walk, | |
|students explore multiple texts or images that are placed around the | |
|room. You may want to give students sticky notes that they can use to| |
|give feedback to the class. For example, ask students to write | |
|something on their sticky note that they like about the work of | |
|another student. | |
|Stage 3 - Learning Plan |
|Learning Activities |
|Inferences & Predictions |
|Introduce inferences by showing students a visual text and asking them what they think is happening in the text (See Attachment: 4.3 Other |
|Evidence - Making Inference Visual 1). |
|Introduce predictions using visual texts (See Attachment: 4.3 Other Evidence - Making Inference Visual 2) |
|Have students compare and contrast predictions and inferences using the “think/pair/share” strategy |
|Use photos from magazines or newspapers and have students make predictions or inferences based on the images |
|Use stories with illustrations and have students write sentences to describe them, by inferring what the picture describes |
|Have students play a game where they have to make inferences (See Attachments: 4.3 Learning Activity - Inferring Card Game and 4.3 Learning |
|Activity - Inferring Card Game Rules). You can use the format of this game to create your own game on making predictions and connections. |
| |
|Parts of Speech |
|Give students a list of adjectives and a list of pictures showing everyday activities. Ask students to create sentences describing the |
|pictures using the adjectives. To extend the activity, you can also have students create different types of sentences to describe the same |
|picture. For example, “The woman is attractive.” (declarative sentence). “Is the woman attractive?” (interrogative sentence) (See |
|Attachment: 4.3 Learning Activity – Adjectives to Describe Everyday Situations) |
|Have students copy the following sentences into their notebook, underline the adjectives and draw an arrow to each adjective’s modifier. |
|A green dragon climbed into the dark castle and kidnapped the beautiful, sleeping princess. |
|A giant, fuzzy spider was crawling in Chad’s hair. |
|The tall, handsome boy wearing a brown leather jacket walked into the math classroom and smiled at Denise. |
|This European inventor hoped to make a usable, permanent photograph. |
|It was a black, white, and gray version of the window view. |
|Have students underline the adjectives in a piece of text from a book or magazine article. Then have them rewrite the paragraph without the |
|adjectives and describe the differences between the two paragraphs to understand why adjectives make writing better. |
|Sentence Types |
|Write a dialogue with a group of three or four based on vocabulary that uses all four sentence types & act it out (See Attachment: 4.3 |
|Performance Task - Write a Dialogue) |
|Perform the dialogue, reading the dialogue with fluency, gestures, and intonation to reflect the sentence type |
|So Many Questions Please: Have students work in pairs and ask them to discuss their favorite book or TV show using only questions or |
|exclamations. Discuss with students how difficult it is to have a conversation using only one type of sentence. |
|Sample Lessons |
|Lesson on teaching prediction: |
| |
|Lesson on making connections using double entry journal: |
|lesson-plans/guided-comprehension- making-connections-228.html?tab=4#tabs |
|Additional Resources |
|Useful activities to teach different types of sentences (See Attachment: 4.3 Resource – Different Sentence Types) |
|Activities for making inferences (See Attachment: 4.3 Resource – Making Inferences) |
|Useful resource for making inferences with text and with new words (See Attachment: 4.3 Resource – Making Inferences 2) |
|Gallery Walk resources (See Attachment: 4.3 Resource – Gallery Walks) |
|Character trait resources (See Attachments: 4.3 Resource – List of Character Traits, 4.3 Resource – Identifying Character Traits, and 4.3 |
|Resource – Identifying Character Traits Worksheet) |
|Literature Connections |
|Grandfather’s Journey by Allen Say |
|Tomas and the Library Lady by Pat Mora |
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4.3 Making Predictions, Inferences and Connections About Characters
4.3 Making Predictions, Inferences and Connections About Characters
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