Digital Unit Plan Template

Unit Title: Releasing Ourselves Into the Wild. Name: Amber Rockenbach
Content Area: English / Language Arts Grade Level: 11-12
CA Content Standard(s)/Common Core Standard(s):
Reading Standards for Literature:
11-12.3. Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters/archetypes are introduced and developed).
11-12.5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Reading Standards for Informational Text:
11-12.6. Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
Writing Standards:
11-12.2a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Speaking and Listening Standards:
11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics,
texts, and issues, building on others ideas and expressing their own clearly and persuasively.
11-12.3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis,
and tone used.
11-12.4b. Plan and present an argument that: supports a precise claim; provides a logical sequence for claims, counterclaims, and evidence; uses rhetorical devices to
support assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical belief); uses varied syntax to link major sections of the presentation to
create cohesion and clarity; and provides a concluding statement that supports the argument presented.
Big Ideas:
Introducing ourselves to nonfiction literature.
Examining how the structure differs from a fictional novel and how that affects our reading.
Critiquing the use of evidence in nonfiction literature.
Developing argumentative essay skills: creating a thesis, providing effective evidence, etc.

Unit Goals and Objectives:
Each Student Will:
Demonstrate an understanding of nonfiction features, how to pre-read and critique nonfiction sources.
Identify the steps of The Heros Journey and the levels of Maslows Hierarchy of Needs.
Make connections between sources, the text and their own life.
Show critical reading skills by providing evidence for opinions.
Identify an interesting topic through critical reading.
Exhibit understanding of argumentative writing through organized and effective connections between sources and the text.

Unit Summary:
This unit will introduce you to nonfiction literature, how to read it and why it is important. The teacher lecture will provide a backdrop for us to determine what we know
about nonfiction literature and how it differs from fiction. We will also examine our first impressions of Into the Wild as a story, how Krakauer's structure differs from a
fictional novel, and some themes to consider when you begin reading the text. The lecture has no prerequisites but I expect all of you to participate as it is discussion based.
The webercise activity will help you draw comparisons between Christopher McCandless's story and your own life, and develop skills using evidence to support an
argument. The final lesson is a graphic organizer that will assist you in synthesizing at least four sources and the text into a well thought out and organized argumentative
essay. You will finish the unit with a 3-5 page essay and short presentation of your argument.
Assessment Plan:
Entry-Level:
Brainstorm in Think-Pair-Share activity prior to
teacher lecture. Determine what differences exist
between fiction and nonfiction.
Formative:
Quizlet on steps of the Heros Journey.
Reading log developed throughout reading of the text.
Makes connections between sources and can be used to
develop argument.
Quickwrite based on reading log that pinpoints an
argument to be developed over the next activities for
the final project.
Concept Map to develop organization of argument and
show connections to sources.
Summative:
Final Essay states a well-developed argument based on
text with four sources that provide effective evidence.
Students show increased critiquing and critically
reading skills.
Final Presentation is directly related to the essay
topic. Provides students with an opportunity to give
and receive feedback from their peers.
Lesson 1
Student Learning Objective:
Demonstrate an
understanding of nonfiction
features, how to pre-read and
critique nonfiction sources.
Identify the steps of The
Heros Journey and the levels
of Maslows Hierarchy of
Needs.
Acceptable Evidence:
Student can identify several
examples/differences
between fiction and
nonfiction literature. Student
participates in class
discussions during
introduction to nonfiction.
Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:
This lesson is an introduction to nonfiction literature that will examine the
structure of Jon Krakauers text Into the Wild and discuss how evidence is used in
nonfiction.

Think-Pair-Share: Brainstorm (EL) In introduction to nonfiction Teacher
Lecture students will brainstorm differences between fiction and nonfiction,
discuss with a partner and share with the class.

Teacher Lecture: A discussion-based lecture that will ask students to consider
how the structure and evidence influences their reaction/opinion of it and why.
This lecture also introduces the Heros Journey and Maslows Hierarchy of Needs
for students to consider while they read the text.

Guided Notes: Students will complete notes while in the lecture and can use them
as a source for their final essay.

Teacher Lecture and Guided Notes are available on the unit site:
http://nonfictionunit.weebly.com/
Lesson 2
Student Learning Objective:
Make connections between
sources, the text and their
own life.
Acceptable Evidence:
Student can identify steps of
the Heros Journey and levels
of Hierarchy of Needs.
Instructional Strategies:
Communication
Collection
Collaboration
Lesson Activities:
This lesson was created for students to begin practicing making appropriate
connections between sources and providing evidence to support their argument.

Show critical reading skills
by providing evidence for
opinions.
Student completes the
webercise, makes appropriate
connections based on the
sources provided and uses
evidence when applicable.
Student creates an
appropriate poster.
Presentation
Organization
Interaction
Quizlet (F) Students will take this quiz to show they can identify the steps of the
Heros Journey and levels of the Hierarchy of Needs.

Webercise: Students will use the links provided to answer the questions and
provide evidence when it is requested. This will help students understand how to
make connections and prove a thesis. Students will complete the poster for
homework.

Reading Log (F) Students will begin reading the text and keeping notes,
comments, questions, or connections to class lessons. Students will practice the
skill they learned in the webercise by creating connections between varieties of
sources.

Quizlet and Webercise available on the unit site:
http://nonfictionunit.weebly.com/
Lesson 3
Student Learning Objective:
Identify an interesting topic
through critical reading.
Exhibit understanding of
argumentative writing
through organized and
effective connections
between sources and text.
Acceptable Evidence:
Students form an acceptable
topic for their final essay
based on their reading log.
Students effectively show
connections between class
sources and the text in the
concept map. Students choose
appropriate sources that
provide additional evidence
for thesis in essay map.
Students complete a well-
written and well-argued final
essay accompanied by an
effective presentation.
Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:
This lesson will assist students in developing their argument and evidence to
create their final essay assignment.

Quickwrite (F) Students will complete a quickwrite based on their reading log
that provides an acceptable topic for their final essay.

Concept Map (F) Students will complete online or by hand a concept map that
shows connections between Into the Wild text and class sources.

Graphic Organizer: In this lesson students will create an essay map from the
thinkreadwrite website that provides an acceptable thesis, and evidence from 2
class sources and 2 outside sources they have selected. This lesson will allow
students to complete their own research and choose sources that relate to the
topic and add effective information.

Final Essay (S) Students will complete a 3-5 pages argumentative essay based on
their topic from Into the Wild. Students will exhibit their ability to read critically
and write an effective and organized essay using their own research.

Final Presentation (S) Students will complete a short PowerPoint (or other
media) presentation that explains their thesis, evidence, and sources. Students
will give and receive feedback on their sources, argument, and evidence as well as
be exposed to a variety of readings of the same text.

Sample Graphic Organizer and rubrics for Graphic Organizer and Essay available
on unit site:
http://nonfictionunit.weebly.com/

Unit Resources:
Unit Plan Site http://nonfictionunit.weebly.com/
Nonfiction vs. Fiction Quiz http://www.sporcle.com/games/Robo/fiction-or-nonfiction
Rank yourself Maslows Hierarchy of Needs http://similarminds.com/maslow.html
Analyzing nonfiction text structures pdf available for download on unit site.
In depth review of Maslows Hierarchy of Needs https://www.youtube.com/watch?v=EH04OsNuvcw
Source on Creative Nonfiction https://www.creativenonfiction.org/what-is-creative-nonfiction
Claims, Reasons, Evidence pdf available for download on unit site.
Original Outside article pdf available for download on unit site.
Stampede Trail information http://www.stampedetrail.info/
Debunked Into the Wild http://www.tifilms.com/wild/call_debunked.htm
In depth Heros Journey http://www.thewritersjourney.com/hero's_journey.htm#Hero

Useful Websites:
Building an argument https://owl.english.purdue.edu/owl/resource/713/06/
MLA formatting https://owl.english.purdue.edu/owl/resource/747/01/
Building a presentation http://mason.gmu.edu/~montecin/powerpoint.html
Presentation tips http://www.wikihow.com/Get-the-Confidence-to-Speak-in-Front-of-a-Class