UNIT PLAN TEMPLATE (adapted from Thompson Rivers University)

Unit Title: Author/theme unit - Writing Non-Fiction

Name:

Jillian Smith

Number of Lessons: 10
Subject(s):

English/Literacy

Time: (in weeks)

Grade(s):

Rationale: This unit will allow students to learn about non-fiction books and the process of creating their own, based on an animal of their
choice.
Overview and Concept Map:
Overview: This unit will give students the opportunity to learn about the writing process from start to finish (pre-writing to publication), of a
non-fiction book.
Concept map/outline attached.
Prescribed Learning Outcomes:
GCO 8 Students will be expected to use writing and other forms of representations to explore, clarify, reflect on their thoughts, feelings, and
experiences, and learning; and to use their imaginations
GCO 10 students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity,
precision, and effectiveness.
Prerequisite Concepts and Skills: Students will need to have adequate literacy skills to be able to read the books on their own. They will
need basic writing skills and be able to construct sentences.
Teacher Preparation Required: Materials need to be gathered before each lesson. All materials are listed to the specific lesson in the
columns below. The teacher may choose to contact the librarian for a larger variety of fiction books or choose books from her classroom
library.
Cross-Curricular Connections: Grade 2 Science: Unit 5: 2.5.4 demonstrate an understanding of sustainable development and its importance
to the future (what type of environment needs to be sustained in order for their animal to survive? Is their animal going/is extinct?).
Grade K-2 -Visual Arts: Strand 2: Connect- Picture book illustrations and posters
Extensions to Unit: Students can be given the option to create their own illustrations by drawing, cutting out of a magazine or using a
computer. Once their book is complete the class could pair with a younger grade and read their stories to them. The teacher could also have an
author as a guest speaker to visit the class.
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
1.1 Offer ways of customizing the display of information
Lessons have a variety of methods to displaying information such as chart paper, RAN chart and books.
2.1 Clarify vocabulary and symbols
The teacher will create a word wall to assist students with their vocabulary.
3.1 Activate or supply background knowledge
Students will need to use their background knowledge on writing and reading comprehension to create their own book.
4.1 Vary the methods for response and navigation
Students will be assessed in a variety of ways and be able to self-reflect on their own work.
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6.1 Guide appropriate goal-setting

A students goal will be to write a book of their own after they go through the stages of writing.
6.2 Support planning and strategy development
Students will need to plan and develop a strategy to complete their book.
6.3 Facilitate managing information and resources
Students will need to research the animal of their choice and choose important facts to include in their book.
7.1 Optimize individual choice and autonomy
Students will have the individual choice to create their own story and pick an animal that they are interested in.
8.2 Vary demands and resources to optimize challenge
Students will need to research their animal by using computers and books.
8.3 Foster collaboration and community
Students will work together to mark each others draft of their books.
8.4 Increase mastery-oriented feedback
Teacher will give detailed feedback on the rough draft of their books.
9.1 Promote expectations and beliefs that optimize motivation
Students will be expected to write a book on their own while teachers and peers motivate them through the writing process of their
book.
9.3 Develop self-assessment and reflection
Students will be able to reflect on their own writing during their rough draft as well as have other students assess their book.
Differentiated Instruction:

Using reading materials at varying readability levels;

Putting text materials on tape;
Using spelling or vocabulary lists at readiness levels of students;
Using reading buddies; and
Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced
learners.

Resources: Computer lab and library will need to be used for research.
Overview of Lessons:
Lesson #
and Title
(time in minutes)

Outcomes in
lesson

Lesson 1
Discovering Non
Fiction

GCO 8
SCO use
writing and

(a)

Outcomes in Student
Friendly Terms
(b)
Teaching Strategies

a. I will be able to
communicate my
learning with others in

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Assessment Strategies

Observe and note

behaviors that
students'

Lesson Activities

Teacher will read an

example of a nonfiction book (read

Materials
(Specific to This Lesson)

Teacher should have a wellorganized classroom library,

with a variety of non-fiction
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other forms of
representing to
convey
meaning
(communicatin
g messages,
recounting
experiences,
expressing
feelings,
imaginative
ideas,
exploring
learning)

Lesson 2 GCO 8
Elements of non- SCO use
fiction
writing and
other forms of
representing to
convey
meaning
(communicatin
g messages,
recounting
experiences,
expressing
feelings,
imaginative
ideas,
exploring
learning)

many ways.
b. Read-aloud,
brainstorm and
discussion,
categorizing/sorting

a. I will be able to
communicate my
learning with others in
many ways.
b. Read-aloud, Word
Work, compare and
contrast, class posters

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understanding that
print conveys a
message, e.g.,
constructing meaning
through
drawing/writing,
explaining the
meaning of their
drawings or reading
back their writing.

aloud). Students will

discuss ideas about
characteristics of the
book and ideas will be
documented on a
chart. Teacher will
provide a brief
explanation of the
meaning of nonfiction.

Check that students

have correctly
categorized their
fiction and nonfiction books, and
can give an
explanation of their
choice

Teacher will have a

variety of many
sample books.
Students will classify
books as either fiction
or non-fiction.

Use writing
conferences to
question students
about their
understanding of
writing and its
functions. Observe
and note the variety
of functions for
which students use
writing (labelling,
making signs,
recording
experiences, making
list). Teacher will
assess poster to
ensure

MI: InterpersonalWorking in small

groups to discuss
ideas.
Teacher will read
"Diary of a worm".
Introduce vocabulary
info-fiction (think of
books of info-fiction
like magic treehouse),
read a fictional worm
book, read a nonfiction worm book,
and compare text
features. Define what
is a fact. As a class
make poster with
showing text features
to post in the
classroom.

books labelled and available.

Chart Paper
Markers
Non-fiction books

Diary of a Worm
non-fiction worm book
word wall words
poster materials
-markers
-pencils
-erasers
-colored paper
-rulers
-large poster board

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understanding.

Lesson 3 Learning from

non-fiction

GCO 10
SCO
Students will
be expected to
use some
conventions of
written
language.

a. I will be able write

using proper grammar
and spelling.
b. Read-aloud,
Independent Writing

Keep dated writing

samples, noting
growth in use of
conventions of
written language.

Lesson 4 Editing

GCO 10
SCO
Students will
be expected to
use some
conventions of
written
language.

a. I will be able to write

using proper grammar
and spelling.
b. Peer Assessment, C4U

Use conferences,
observation, and
anecdotal records,
noting the
enthusiasm, pride,
and sense of
commitment students
exhibit about their
writing/representatio
ns.

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MI: LinguisticLearning through

reading and comparing
texts.
Spatial- Being able to
create a poster to
express their ideas.
Teacher will read a
new non-fiction book.
Teach them how to
record facts on sticky
notes(read a page,
close the book, recall
in own words, teach
them about plagiarism
- not to steal others
ideas, etc.) Model the
process of putting
information into your
own words.
MI: LinguisticEncouraging the
student to write
information in their
own words.
Teacher will review
guidelines to peer
assessment. A rubric
will be provided.
Students will review
and assess each others
work. Students will
review their peers
assessment and make
changes.
MI: Logical
Mathematical- Using
reasoning to review
other peers work.

non-fiction book
sticky notes
chart paper
lined paper
markers
pencils

rubric
colored pens

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Lesson 5 Writing our

Books: Topic

Lesson 6 Writing our

Books: Research

GCO 10
SCO
Students will
be expected to
begin to
develop
strategies for
pre-writing,
drafting,
revising,
editing,
presenting.

a. I will be able to create,

edit, and present my
writing.
b. Presentation of
writing, RAN chart,
C4U

GCO 10
SCO
Students will
be expected to
begin to
develop
strategies for
pre-writing,
drafting,
revising,
editing,
presenting.

a. I will be able to create,

edit, and present my
writing.
b. Independent Reading,
RAN chart,
information gathering

Keep and analyze

dated writing
samples, including
prewriting and rough
drafts.

InterpersonalWorking with other

students to review
their books.
Intrapersonal- able to
work alone to review
another peers book
Students will complete
their final copy, and
hand in their
prewriting and rough
drafts.
Teach RAN chart
(what I think I know,
confirmed, new facts,
oops).

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Observe and note

strategies students
use for prewriting,
drafting, revising,
and editing.
Note responses to
questions such as the
following. Ask
during writing
conferences: where
did you get the idea
for this story, what
do you do before you
write, what do you
think you will do

MI: Intrapersonalable to work alone on

an individual project.
Linguistic- Using
writing to learn.
Find "just right" books
on the animal topic
chosen for their
personal project.
Begin to research
topic and record facts
on sticky notes, add to
chart. All sticky notes
have to have a capital
and a period in order
to be placed on the
chart.

Colored paper
colored pencils
pencils
RAN chart (classroom)
non-fiction book
sticky notes
markers

non-fiction animal books

sticky notes
RAN chart (student)
pencils
markers

MI: NaturalisticResearching animals

and their habitats.
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Lesson 7 Writing our

Books: Draft

Lesson 8 Writing our

Books: Editing

Lesson 9 Writing our

Books:
Publishing

GCO 10
SCO
Students will
be expected to
select,
organize, and
combine, with
assistance,
relevant
information to
construct and
communicate
meaning.

GCO 10
SCO
Students will
be expected to
select,
organize, and
combine, with
assistance,
relevant
information to
construct and
communicate
meaning.
GCO 10
SCO
Students will
be expected to
select,

a. I will be able to tell

others what I have
learned.
b. Pre-writing, drafting,
organizing information

a. I will be able to tell

others what I have
learned.
b. Self-assessment, peerassessment

a. I will be able to tell

others what I have
learned.
b. Revising, creating a
finished product

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next, if you are going

to add that where
would you put it?
Involved students in
reflecting about what
they are learning, and
how they are learning
as they engage in the
information process
through group
discussion and
learning logs.

Observe and note

skills and strategies
students use at
various checkpoints
during the
information process
(selecting
information,
recording, and
organizing
information, creating
a product, and
sharing information).
Observe and note
skills and strategies
students use at
various checkpoints
during the

Students will organize

their sticky notes into
headings, and prepare
to create their own
non-fiction books.
Students can discuss
with a buddy what
they have learned and
how those skills will
allow them to create
their book. Students
will begin their rough
draft.
MI: Interpersonalbeing able to express
their ideas with a
buddy.
Students will edit their
own draft, and they
will have a peer assess
their work as well.

sticky notes from last class

headings
animals books
pencils
lined paper

colored pens
student work

MI: LinguisticEditing their own and

others writing.

Students will revise

their work, and begin
their final production.
(this will likely take
more than one class)

colored paper
colored pencils
pencil
paper
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Lesson 10 Writing our

Books: Gallery

organize, and
combine, with
assistance,
relevant
information to
construct and
communicate
meaning.
GCO 8
SCO use
writing and
other forms of
representing to
convey
meaning
(communicatin
g messages,
recounting
experiences,
expressing
feelings,
imaginative
ideas,
exploring
learning)

a. I will be able to
communicate my
learning with others in
many ways.
b. Read-aloud, Shared
reading, Oral language

information process
(selecting
information,
recording, and
organizing
information, creating
a product, and
sharing information).
Observe and note
skills and strategies
students use at
various checkpoints
during the
information process
(selecting
information,
recording, and
organizing
information, creating
a product, and
sharing information).
The final product
will serve as an
assessment of, as,
and for learning

MI: LinguisticRevising their work

and choosing different
sentences to enhance
their book.

Students will present

their final product to
the class. This will
allow them to share
what they learned over
the course of the unit
and how this helped to
create their book.
MI: Interpersonal:
Working with others
and taking pride in a
final project they
completed.
Intrapersonal- Feeling
accomplished that they
completed their goal
and is able to share it
with the class.

Reflections/Revisions (if necessary, continue on separate sheet):

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Unit Plan Template

The unit plan template is designed as a guide to use when planning units. The plan may be adapted to specific
subject areas and modified as you gain experience. The attached sample template should be used as a basic outline.
The space required for each heading in the template will vary and should be adjusted as needed. The template is
available on the Intranet entitled Unit Plan Template. It is important that all areas required in the template are
completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach
the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills
and/or understandings. You should also include a concept map/graphic organizer/web for this unit.
Prescribed Learning Outcomes: The Curriculum Documents define what students should learn in each curricular
subject by describing what students should be able to do. These statements are the prescribed learning outcomes of
the curricula of New Brunswick. Your unit plan should state the prescribed learning outcomes to be taught and
assessed in the unit and on which the specific lessons are based.
Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you
need to involve other people in the planning, such as the librarian? Are there materials to be gathered and websites to
check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning
outcomes from other subjects are specifically assessed, include these outcomes in this part of your unit plan.
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or
enrich student understanding? Do you have more than one method available as a Plan B?
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of
representation; Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring that
a students readiness level, interests, and preferred mode of learning are recognized. Teachers can differentiate
instruction in four ways: content, process, product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will
you accommodate them? Consider learning styles, multiple intelligences, Aboriginal and cultural influences. What
are the adaptations and modifications needed for students with Individual Education Plans (IEPs)?
Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the
technology required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed
lesson plan. If using the Unit Plan Template (electronic version) add as many rows as there are lessons and expand
the size of the boxes as needed. First record the lesson number, title and length of the lesson in minutes, then list, by
number, the Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major Instructional
Objectives (SWBATin student friendly terms), Teaching Strategies (a few words), Lesson Activities (sufficient detail
to enable another teacher to teach the unit), Assessment Strategies (include the strategy - the How and the
What you will be assessing), and Materials needed for the lesson.
Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make
as work progresses. At the end of the unit reflect and record successes and any modifications you might make when
you teach the unit again.

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