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Unit Framework

This document outlines the unit plan for Emily Meyer's class on values and beliefs. The essential question is "Where do our values and beliefs come from?". Over three weeks, students will work on skills like inferencing, determining importance, and discussion. They will analyze texts to draw inferences, identify main ideas, and support ideas with evidence. Students will be assessed through checks of understanding, journals, and evaluation of collaborative discussions. The unit aligns to Iowa Core Standards around citing evidence, determining themes, and engaging in discussions.

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106 views

Unit Framework

This document outlines the unit plan for Emily Meyer's class on values and beliefs. The essential question is "Where do our values and beliefs come from?". Over three weeks, students will work on skills like inferencing, determining importance, and discussion. They will analyze texts to draw inferences, identify main ideas, and support ideas with evidence. Students will be assessed through checks of understanding, journals, and evaluation of collaborative discussions. The unit aligns to Iowa Core Standards around citing evidence, determining themes, and engaging in discussions.

Uploaded by

emily_a_meyer
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Emily Meyer Unit One: Value & Beliefs

Essential Question Instructional Focus Learning Objectives

Three Weeks: Blue: Week 1 Green: Week 2 Pink: Week 3


Student-Centered Learning Targets Assessment

Where do our values and beliefs come from?

Skill: Engaged discussion Skill: Use textual evidence Skill: Inferencing Skill: Determining Importance Concept: Opinion/Personal judgments Concept: Theme/Central Idea

Students will draw inferences to understand a text. Students will understand the importance of using textual evidence to support an inference. Students will determine the main idea in a text. Students will use textual evidence to support the main ideas from a text. Students will write summary of a text. Student will determine the main idea of a text without opinion or judgment.

I can draw inferences to understand a text. I can understand the importance of using textual evidence support an inference. I can determine the main idea in a text. I can use textual evidence to support the main idea from a text. I can write a summary of a text. I can determine the main idea of a text without opinion or personal judgment. I can work collaboratively within group discussion settings. I can come to class prepared for class discussion activities.

Students will be assessed a number of ways through this unit. During the first two weeks, I will use the gradual release model to assess students understanding of inferencing and determining importance. I will have checkpoints in class and also techniques (such as double entry journals, RAFT activity, KWL) to assess their understanding. During the last week I will assess their engagement and success in discussion through cooperative based learning strategies (such as jigsaw, fishbowl, and four numbered heads).

Students will work collaboratively within Concept: Cultural group discussion settings. Perspectives/differences Students will come to class having prepared for class discussion activities.

Cornerstone Concepts and Skills

Iowa Core Standards

Concept: Fact and Opinion Concept: Authorial Intent Concept: Theme/Main Ideas Concept: What Good Readers Do Skill: Seven Comprehension strategies Skill: Monitoring understanding Skill: Summarizing Skill: Inferencing Skill: Visualizing Skill: Questioning the text Skill: Activating prior knowledge Skill: Synthesizing

RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. o Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. o Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. o Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

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