Unit Plan Overview

Unit: Holes' Stage 1- Desired Results Connections to Context: Transfer Students will be able to independently use their learning to The students will be able to find words that are unknown to them in a text and use their resources to find out what it means. The students will be able to look at different forms of literary writing through our lessons on flashbacks, similes, metaphors...etc. The students will be able to use critical thinking when answering a question that is not a yes or no answer.
(What kinds of long-term independent accomplishments are desired?)

(How does this fit with students experiences, the school goals, and the larger societal issues?)

Established Goals Common Core CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-Literacy.RL5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). CCSS.ELA-Literacy.RL.5.4 Determine the meaning of worded and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). GLCES P2.5 Use deductive and inductive problem-solving skills as appropriate to the problem being studied.

Meaning UNDERSTANDINGS Students will understand that There are many dilemmas in life just like in the book, and we have to choose how were going to deal with them. There are themes in the book like friendship that can relate to them in their lives. How we can use higher order thinking to have a connection with the book and apply it to their lives.
(What specically do you want students to understand? What inferences should they make?)

ESSENTIAL QUESTIONS Students will keep considering Different ways to use the vocabulary brought up in class in their everyday life. How the themes of the book can be portrayed in their lives. How they would act in certain situation the book brings up.
(What thought-provoking questions will foster inquiry, meaning- making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Students will know Events that happened in the book. How the vocabulary words were used in the book, and a way to use them in a sentence of their own.
(What facts and basic concepts should students know and be able to recall?)

(What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21st century skills, core competencies- will this unit address? Include source and identifying number)

Students will be skilled at Summarizing events that happened within the book. Making connection with their lives to the book. Finding vocabulary words and what they mean through deduction skills.
(What discrete skills and processes should students be able to use?)

Stage 2- Evidence Evaluative Criteria Students will show their learning by

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

The students will be evaluated by their participation in class discussion at the beginning of class when we overview what we read about. Students will be evaluated on their blog post: if they completed them, how well they answered the question. Students will be evaluated on their completeness of their vocabulary packet. Each part of their vocab packet is formed on their reading from their homework. It will help me see if they're keeping up with the reading.

PERFORMANCE TASK(S): Their understanding will be demonstrated through their blog. They will be able to express how they feel about the text. They will be expected to perform higher order thinking in their blog posts so that they can relate the text to their lives.
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

(Regardless of the format of the assessment, what qualities are most important?) It's important that the students learn how to relate a novel to themselves. It's important for them to learn that they can gain a better understanding of the reading if they know what certain words mean.

OTHER EVIDENCE:

Their vocabulary packet will help me see if they understood how to find words they didn't know from the reading. Their blog post will allow me to see if they're tracking with what's happening in the reading. When we take time in the beginning of class, I'll be looking if all the students are willing to give a summary of the reading. It will help with knowing who read and who did not.

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Stage 3- Learning Plan Pre-assessment- due ___March 29_____

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each learning event Learning Events build?) Acquisition: The students will be able to find words that are unknown to them in a text and use their resources to find out what it means. Meaning: The students will be able to use critical thinking when answering a question that is not a yes or no answer. Transfer: The students will be able to look at different forms of literary writing through our lessons on flashbacks, similes, metaphors...etc.

Student success at transfer, meaning, and acquisition depends upon their participation in these learning events In the vocabulary packets, the students will be fulfilling the acquisition goal because they will be gaining a further knowledge in new words and how to find them. The blog posts at the end of each reading helps the students achieve the meaning of the passage read. Through our lessons as a class we talk about different literary forms. The students will be able to identify these types in their readings.

Star the multiple means of representation; underline the multiple means of action and expression; circle the multiple means of engagement (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum