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Unit Plan Template Unit AuthorFirst and Last Name Jollebee L. OliverioSchool DistrictSamal DistrictSchool NameSamal National High SchoolSchool AddressPenaplata, Island Garden City of SamalUnit OverviewUnit Title“Transcending Limits Through Literature”Unit SummaryIn this unit, the teacher will introduce to the students the different literary genres and the elements of short story. The teacher will give a topic to be read. Using the provided site, the students will get the copy of the novel and its author’s background. From the novel they will identify the element of story and will make a concept map from it. An analysis will follow based on their understanding. At the end of the unit, the student will come up with their own design book through power point presentation excerpt from the novel “The Adventures of Tom Sawyer”.Subject AreaEnglish (Language in Literature)Grade LevelThird Year Approximate Time Needed 50 minutes/ day, 4 weeksUnit FoundationTargeted Content Standards and Benchmarks Introduced the topic based on real life situation.Understanding and analysis of the story.Learning how to use ones imagination and creativity. Sharing ideas with the pair.Student Objectives/Learning OutcomesAt the end of the unit, the students will be able to;Classify the different elements of short story.Distinguish between the prose and poetry.Create an analysis from the literary piece.Explain the different literary genres.Know the concepts of designing a book.Describe the purpose of studying literature.Critic a literary piece.Curriculum-Framing QuestionsEssential QuestionWhy do we need to study literature?In what way does literature may affect our lives?From the story “the Adventures of Tom Sawyer”, between the character Huck and Tom which will you choose and why?Unit QuestionsContent QuestionsWhat are the different literary genres?What are the distinctions of the different genres?Why do stories need to have its elements?What lesson we can found from the literary piece that we can relate to our own selves?Assessment PlanAssessment TimelineBefore project work beginsStudents work on projects and complete tasksAfter project work is completedDiscussionUnit BlogQuestioning/Brainstorming Presentation Scoring GuideConcept MakingPresentation OutlineFeedbackThink-Pair-ShareTeacher’s conferenceProject Overview and ChecklistPeer FeedbackPower Point PresentationRubricLearning Log Feedback FormDiscussion QuestionsReflectionAssessment SummaryBefore working on the project, the teacher will first have the discussion about the literature, its different genres, elements of story and the novel “the Adventure of Tom Sawyer”.After discussing the topic, the teacher will have the project discussion, that by the end of the unit they will come up with a design book through power point presentation. Let the students use the unit blog for their references. Use questioning to measure the understanding of the students about the topic and encourage brainstorming to share and add ideas related to literature and the project. Students and teacher use the presentation scoring guide to provide feedbacks prior to the presentation and to assess the communication skills and presentation content. Let the students find their pair for a concept making to assess their knowledge about the lesson and the project. The concept map will be related to the given project. Before the presentation, teacher will evaluate the presentation outline for feedbacks, improvements, corrections and some added information for their multimedia presentation. By the time the students already presented their task, teacher will give feedbacks.Ask the students to be with their same partner for the think-pair-share task. This will let them brainstorm and gather more ideas for the completion of their project. Teacher’s conference will help the student work on their project and for the teacher’s feedbacks. It will assess the understanding of the student and the progress of their project. Teacher and students collaborate in making the project rubric. Rubric will help them give them an idea on how the project content looks like and how students improve it with the given standards. For the students self assessment, project overview and checklist will serve as their guide to monitor their project’s progress. In the middle of making the project students will present their project through visual diagram. Base on the diagram, teacher will know if the students really did understand the concept of making the project. Creativity of the students will be assess. Aside from classroom peer feedback, students can also access through the use of social network/personal blog. Even if students won’t be able to meet, they can comment and review on each other’s draft assessment work for some added development. Power Point Presentation Rubric will serve as the final assessment.Prior to the final presentation, teacher will use an online tool for the learning log feedbackforms where students can write their reflection and for the teacher’s comments. Through the discussion questions, students will be able to share their learning and realization after making the project. It will serve as a collaborative assessment.Unit DetailsPrerequisite SkillsBefore students go over with the entire unit, they must possess all the following skills;Basic macro-skillsTechnology proficiencyCritical thinkinginterpersonal skillsInstructional ProceduresIntroduction of the UnitWeek 1Day 1-3 Prepare a video clip of a classic movie and ask the students what does the video has something to do with their lesson for that day. From the movie they will get an idea (maybe). After the little sharing of ideas, introduce the definition of literature and ask the student about the Essential Question “Why do we need to study literature?” that will relate to the lesson throughout the unit. Discuss to the class the different literary genres and its classifications, types and elements. Introduce to the students the novel “The Adventures of Tom Sawyer”. Introduce to the students the project plan. Give the students the unit blog ( ) for their references and further research of the lesson.Day 4 Encourage students to have a brainstorming and questioning prior to the discussion the other day. Day 5 Pair the students for their presentation through a concept making for the different literary genres. Before the students begin their task give them the presentation scoring guide to give them the idea of how to make their presentation.Week 2 Before the presentation let the students provide a presentation outline for assessment if there are corrections. Each pair will present their power point for the concept maps of the different literary genres. After each presentation, teacher will give feedbacks.Week 3 Teacher will now let them work on their project with the same pair of students. Let the students have the think-pair-share for the sharing of ideas and planning of the project. Invite them for a teacher’s conference for the assessment of their project plan. Work with the students in making the project rubric. It will serve as their guide on what criteria they want. For the students to monitor their project’s progress, let them have the project overview and checklist serve as their guide. Halfway on their project, they will present it to the teacher for teacher’s assessment.Encourage students to have the peer feedback using the online site that even not in the classroom there will be the cooperation.Week 4Students pass their outputs and then will give their reflection about the given project in a form of learning log feedback form from the site provided by the teacher. This will also serve as the comment box for the teacher. As a final draft, the teacher will task the students for a class discussion questions to share their learning and realization prior to the given project. Accommodations for Differentiated InstructionSpecial Needs StudentsHave a list of specific references and sources for the students to know where to get information.Introduced the learner to a technology based project and provide the specific site where they can get more information.Allow group work to have a peer interaction and cooperation.Nonnative Speakers Ask some ESL teachers to help the students unlock some difficulties in vocabulary.With the help of the ESL teachers, students let them critic their works for the grammar and sentence construction.Every class meeting and group discussion, encourage students to speak English to practice their speaking skills.Gifted/Talented StudentsEncourage the gifted students to organize a group review to help other peer.Every gifted /talented student willserve as a tutor to average students.Enhance their skills to be a good researcher.Materials and Resources Required For UnitTechnology – Hardware (Click boxes of all equipment needed) FORMCHECKBOX Camera FORMCHECKBOX Computer(s) FORMCHECKBOX DVD Player FORMCHECKBOX Internet Connection FORMCHECKBOX Laser Disk FORMCHECKBOX Printer FORMCHECKBOX Projection System FORMCHECKBOX Scanner FORMCHECKBOX Television FORMCHECKBOX VCR FORMCHECKBOX Video Camera FORMCHECKBOX Video Conferencing Equip. FORMCHECKBOX Other FORMTEXT ?????Technology – Software (Click boxes of all software needed.) FORMCHECKBOX Database/Spreadsheet FORMCHECKBOX Desktop Publishing FORMCHECKBOX E-mail Software FORMCHECKBOX Encyclopedia on CD-ROM FORMCHECKBOX Image Processing FORMCHECKBOX Internet Web Browser FORMCHECKBOX Multimedia FORMCHECKBOX Web Page Development FORMCHECKBOX Word Processing FORMCHECKBOX Other FORMTEXT ?????Printed MaterialsLanguage in Literature III, Third Edition, topic handouts, rubrics, checklists, and templates.Internet Resources ResourcesLibrary, community members and teachers.Programs of the Intel? Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright ? 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative,?and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries.?*Other names and brands may be claimed as the property of others. ................
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