Unitplanoverviewnonfiction Docx 1

Unit Plan Overview
Unit: Non-Fiction books

Stage 1- Desired Results
Connections to Context:
Mission Statement: Preparing
students to be effective servants of
Christ in contemporary society.
We live in a world where we need to
read information and be able to
interpret what we read.
(How does this fit with students
experiences, the school goals, and the
larger societal issues?)
Established Goals
Determine main idea
of the text and paraphrase
the text
Determine the
meaning of general academic
and domain-specific words or
phrases in a text
Describe the overall
structure of events, ideas,
concepts, or information in a
text or part of a text.
Standards:
Lessons 1 and 2
RI.4.1 Refer to details and examples in a

text when explaining what the text says
explicitly and when drawing inferences from
the text.
RI.4.5 Describe the overall structure (e.g.,
chronology, comparison, cause/effect,
Transfer
Students will be able to independently use their learning to
Determine if a text is infact nonfiction
Analyze a nonfiction text
Identify important information and details within a nonfiction text
Locate and summarize information in informational passages

(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Nonfiction will be a part of their
The best reading strategies to be

everyday life
used when reading non-fiction texts.
Nonfiction contains historical and
How to summarize and pull

true information that can be taught to
important information from the non-fiction text
anyone.
Why are there different types of

nonfiction texts
How may certain texts be useful for

certain things.
(What specifically do you want students to
understand?
What inferences should they make?)
(What thought-provoking questions will foster inquiry,
meaning- making and transfer?)
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Cognitive Objectives
Physical Development
Socio-emotional Objectives
Objectives
Basic
Working with a
characteristics of nonfiction
illustrate, sketch,
community of learners and
Know how to use a

build...
being able to share ideas and
insights of interpreting
KWL Chart
informational text.
Specific Text
Features (Titles, Headings,
etc.)
(What discrete skills and processes
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
problem/solution) of events, ideas, concepts,

or information in a text or part of a text.
Lesson 3:
RI.4.5 Describe the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts,
or information in a text or part of a text.
RI.4.6 Compare and contrast a firsthand
and secondhand account of the same event or
topic; describe the differences in focus and the
information provided.
RI.4.7 Interpret information presented
visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines,
animations, or interactive elements on Web
pages) and explain how the information
contributes to an understanding of the text in
which it appears.
RI.4.9 Integrate information from two texts
on the same topic in order to write or speak
about the subject knowledgeably.
Key Vocabulary
Text Structures
(Compare/Contrast,
Cause/Effect)
should students be able to use?)

(What values and commitments and
attitudes should students acquire or
wrestle with?)
(What facts and basic concepts

should students know and be able to
recall?)
Lesson 5:
RI.4.4 Determine the meaning of general
academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or
subject area.
RI.4.7 Interpret information presented
visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines,
animations, or interactive elements on Web
pages) and explain how the information
contributes to an understanding of the text in
which it appears.
Curriculum
RI.4.8 Explain how an author uses reasons

and evidence to support particular points in a
text.
Evaluative Criteria
In Lesson 1:
Students will show me what they
know/are learning by participating in
discussion and making connections.
Later added--write down at least 5
things on a notecard of what theyve
learned during this lesson.
In Lesson 2:
Students will be evaluated on their
participation through small group
discussion as well as whole class
discussion.
In Lesson 3:
Students will be evaluated on how well
they follow directions regarding the
computers, how well they use their time.
Write at least 7 things in their venn
diagrams about the two different texts.
In Lesson 4:
Students will be evaluated on usage of
time, how well they follow the rubric for
this project
Stage 2- Evidence
Students will show their learning by
Participating in the lessons, sharing the details and examples from the various
informational texts taught
Explicitly showing, writing and drawing inferences from the text and using phases from
the text for support.
Supporting the main idea of the text using key details from the text.
Students actively participate in class discussions and group activities
Students will be able to use the vocabulary terms that are present in the text and will be
able to thoroughly understand the discussions we have as a class
Student will be able to define and give examples of nonfiction
PERFORMANCE TASK(S):
Students will
Students will
Students will
Students will
Students will
Students will
actively engage in class discussion

make connections as to where they might use nonfiction texts
identify similarities and differences of textual features between two texts
use non fiction texts to find information
write what they know about non fiction texts
display creativity and make a portion of a timeline
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)
Curriculum
Curriculum
Stage 3- Learning Plan

Use a KWL structured pre-assessment. Put up key vocab words associated with non-fiction texts and have students fill it out individually. I will
collect them and see what they might already know. Since I havent taught them anything yet, they will mainly fill out what they know and
what they want to know--disregarding the what they learned portion. Words featured may be: bold, definition,title, heading, pictures, plot.
Pre-assessment- due ________
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does
Learning Events
each learning event build?)
Acquisition
Meaning
Transfer
Student success at transfer, meaning, and acquisition depends upon their

participation in these learning events
ACQUISITION:
Recognize the differences between fiction and non-fiction
texts.
Recognize the nonfiction text structures.
Utilize various nonfiction text features to determine main idea
and inference.
Determine meaning of words using context clues.
Examine multiple nonfiction articles and identify how the
information is organized.
Use multiple texts to become more knowledgeable about a
topic
Progress Monitoring
(How will you monitor
students progress toward
acquisition, meaning, and transfer
during lesson events?)
The students will use what they

learn during this STEP (Student
Targeted Emphasis Period) class
focused on reading and
interpreting informational text
as they read their Michigan
book and Science journals and
other sources of informational
text.
MEANING:
The organizational structures of nonfiction deepen readers

understanding.
It is important to read and understand nonfiction text because
it allows readers to learn new ideas.
The text offer clues before or after the word to determine
meaning of unfamiliar words or phrases.
Readers refer to details and examples in a text when
explaining, determining main idea or making inferences.
A reader will use various text structures and features to
determine the authors purpose.
(How will students

monitor their own progress
toward acquisition, meaning,
and transfer?)
They will pay attention to details, bold
words, key phrases and graphs and
illutartions. They will share with
partners their new knowledge and
write about what they are learning
(What are potential
Curriculum
TRANSFER:
Students will be able to independently use their learning to
identify, read, comprehend, and utilize nonfiction texts.
Students will transfer what they learned in STEP class to all
subject areas in 4th grade.
rough spots and student

misunderstandings?)
During the years of 4th and 5th grade,
research has shown informational
reading often slips while fiction reading
escalates. By offering a STEP class on
informational reading, the students
should feel better equipped to read
this kind of material.
(How will students get

the feedback they need?)
Discussion
Writing about what they have
learned
and feedback. One on one
conferences with students who
may be struggling
Curriculum

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Unit Plan Overview

Unit: Non-Fiction books

RI.4.1 Refer to details and examples in a

Determine if a text is infact nonfiction

Analyze a nonfiction text

Identify important information and details within a nonfiction text

Locate and summarize information in informational passages

Nonfiction will be a part of their

The best reading strategies to be

Nonfiction contains historical and

How to summarize and pull

Why are there different types of

How may certain texts be useful for

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Know how to use a

problem/solution) of events, ideas, concepts,

should students be able to use?)

(What facts and basic concepts

RI.4.8 Explain how an author uses reasons

actively engage in class discussion

Stage 3- Learning Plan

Student success at transfer, meaning, and acquisition depends upon their

The students will use what they

The organizational structures of nonfiction deepen readers

(How will students

(What are potential

rough spots and student

(How will students get

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