TE 804: Unit Plan Assignment

As Smagorinsky notes in Teaching English by Design, a conceptual unit dedicates a period of timeroughly four to six weeks of fifty-minute classes
to sustained attention to a related set of ideas (p. 111). This assignment asks you to construct a conceptual unit that you will implement during your lead
teach.The unit must cover at least two weeks of instructional time, and consider the guiding principles of inquiry and backwards design we have and will
be continuing to discuss. In the unit, you must integrate reading, writing, and talk as you move toward an overarching goal(s).

The following unit plan format will ask you to provide an overview of your unit, including your major thematic and skills-based goals for student learning.
It will also ask you to create a daily calendar for the unit, as well as complete 3 full lesson plans for individual days of your choosing (one should be an
introductory lesson).

Course: Title
Unit Dates: January 23rd February 17th (?) Non-Instructional Days
Unit Length: 4 weeks February 4th: District Day
Unit Length (Instructional Days): 15 days (? re-teaching days)
January 27th: Field Trip to Calvin, MSU Class
February 4th & 10th: MSU Class

Unit Overview: In this unit, students will explore the idea of social hierarchy and Summative Assessment(s) (List them here.)
movement between social classes. They will analyze and evaluate the characters Reading Response Questions (3)
in the novel The Great Gatsby in terms of its culture and context. They will also Interactive Oral Presentation
explore modern day Written Task (1): creative or analytical

Formative Assessments
Journal writing, reading response questions, reading
response essays, text annotations, close readings, exit slips,
project proposals, group activities, whole-class discussions

Enduring Understandings: Statements summarizing important ideas and core Inquiry Question(s):
processes that are central to a discipline and have lasting value beyond the
classroom. - Is it possible to move up social classes? (Socioeconomic
- Students will begin to understand that privilege affects every day hierarchy, American dream)
lives but also affects how people see the world and their dreams - What are the obstacles someone might face in trying to
for the future move up the societal ladder?
 - Students will begin to understand the importance of choosing a
quote/evidence that best supports the claim being made
- Students will understand how to use definitions of words to argue
their claim
- How could they combat these obstacles? What do they
lose about themselves in the process?
- Why do the characters make the decisions they make?
How do they approach situations? (Inferring using textual
evidence)

Important Content-based Vocabulary Technology/Instructional Materials Foundational Routines/Procedures: These are

Observation Computers routines you will teach your students so that they can
Evidence Phones use them repeatedly without much direction (ie. lit
Analysis Projector circles).
Thesis The Great Gatsby
Arguable The Absolutely True Diary of a Part- Close reading using OEA to construct paragraphs.
Expand Time Indian Journal and response with Ms. Shafer.

Resources: List texts, teaching materials, videos, and other Rigor & Intervention Strategies (ie.
supplementary resources you will visit. accommodations/modifications, reading comprehension
strategies)

Standards Unwrapped Skills

List the common core or other standards you
use in your classroom. If you do not use
standards in your classroom, choose the
appropriate common core standards for your
unit.
CCSS.ELA-literacy.sl.11-12.1.B:
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed.
Procedural Skills
Break down the standards to identify
what students need to be able to do to
meet the standard. Here you should
consider prerequisite skills.
- Listen to classmates and build on their
knowledge
- Try to come to some agreement at the end of
discussions
- Take turns and share talking time
- Respectfully disagree and try to see the other
view
- Share ideas and explain them
- Synthesize conversation points
- Paraphrase
- Build on and/or challenge a partners idea
Conceptual Understandings
Break down the standards to identify what
students need to know to meet the standard
(ie. definition of theme).
- Vocabulary that promotes civil discussions
- Frames/sentence stems for prompting other
students in discussion
- Frames/sentence stems for responding to
questions
- Understand the strength or weakness of an
example

CCSS.ELA-LITERACY.RL.11-12.1:
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters
uncertain.
CCSS.ELA-LITERACY.RL.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 the
story is set, how the action is ordered, how the characters are
introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4:
Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze
the impact of specific
CCSS.ELA-LITERACY.W.11-12.1.B:
Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates
the audiences knowledge level, concerns, values, and possible
biases.
Common Core Supporting Standards
Here you can list any supporting standards you will draw on in the unit. These standards will not be the focus of the assessments or
lessons in your unit but may be important to the overall unit.
- Maintain focus to the topic or goal of the
conversation
- Make connections to an idea, theme, or - Observation, Evidence, Analysis (OEA)
statement using multiple sources: the text, - Introduce, Cite, Explain, Elaborate (ICEE)
other texts, media, persona life, others, world,
past & present
- Question whether quotes/examples are strong and
supportive to the claim that is made
- Unpack quotes pulling out specific words that - Word choice, sentence structure, figurative
relate to their claim language, setting, characterization, etc.
- Ask why is this here?
- Explain the events before and after these
choices and how they are affected
- Understand what words are important in a - Word choice, sentence structure, figurative
passage language, punctuation, etc. are all actively chosen
- Look up definitions of words and use those by the author and mean something
definitions to make claims and support claims - These things can change the meaning of texts
- Texts can be read in different ways based on how
one defines words, phrases and ideas
- Identify the quotation that best supports claim - Claims and counterclaims
- Identify what words/phrases are important in -
the quotation
- Understanding the different ways quotes could
be used to support claims
 Aims Calendar
Here you should list daily objectives for the unit. You should block out non-instructional days. You may also want to list focus texts
or activities for these days. The overarching theme for the week should be the focus for the week or how the daily objectives
move you toward your overarching goals.
Monday Tuesday Wednesday Thursday Friday
Date: 1/23 Date: 1/24 Date: 1/25 Date: 1/26 Date: 1/27

Overarching theme for week:

- 1920s culture and context
- Annotation following character development and themes
- The American Dream

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

Think critically about Identify their definition of Take summarizing notes Take summarizing notes
controversial the American Dream from jigsaw group from jigsaw group
statements
Explain culture/context Teach their information to
Discuss statements in information to group their next jigsaw group
a group setting by
interacting other Take notes on group Take notes on group
points of views discussion discussion

Identify their definition Identify aspects of culture Identify aspects of culture

of the American and context of the 1920s and context of the 1920s
Dream active in the novel active in the novel

Annotation the text (focus on Annotate the text (focus on

themes that relate to themes that relate to
culture/context) culture/context)

Monday: Tuesday Wednesday Thursday Friday

Date: 1/30 Date: 1/31 Date: 2/1 Date: 2/2 Date: 2/3
Overarching theme for week
- The American Dream
- Identify connections with outside text(s)

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

Introduction to book, Close Reading Identify connections of the Identify connections of the *Substitute:
discussion of chapter - Look for specific American Dream with an American Dream with an Discuss requirements for
1-2 aspects of a outside text (social outside text (social Written Task and
passage from mobility) mobility) Presentation
Put into groups the text - The Absolutely True - The Absolutely
- Use the OEA Diary of a Part-Time True Diary of a Discuss prompts regarding
Do a character profile format to create Indian Part-Time Indian culture/context and The
of Nick together an argument Great Gatsby
from their close
Have each group reading
provide an example of
Nicks post to social Share parts of creative
media project with the class
(with a focus on the
explanation and
evidence for the choices
made)

Monday Tuesday Wednesday Thursday Friday

Date: 2/6 Date: 2/7 Date: 2/8 Date: 2/9 Date: 2/10

Overarching theme for week:

- Making connections between The Great Gatsby and students lives
- Understanding different perspectives of the American dream

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

Discuss events and Respond to teacher Respond to teacher Write three essays (from a
themes in the novel so comments on definition of comments on definition of list of eight choices) using
 far the American dream the American dream OEA format

Discussion of the Walk the Line activity: Walk the Line activity:
American dream Respond to questions about Respond to questions
the activity experience about the activity
experience
Questions about Written
Task requirements Questions about Written
Task requirements

Monday Tuesday Wednesday Thursday Friday

Date: 2/13 Date: 2/14 Date: 2/15 Date: 2/16 Date: 2/17

Overarching theme for week:

- Review OEA format
- Understanding how to choose the best quote to support a claim

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

Review close reading Review the Written Task Quotation Negotiation Quotation Negotiation Timed meetings with
techniques using at rubric group activity group activity students for Written Task
graded OEA
paragraphs Analyze student work Proposal for Written Task- Proposal for Written Task Prepare Written Task
and examiner Exit Slip Exit Slip
Discuss reading comments
response questions
Brainstorm ideas for
Review OEA format of creative Written Task
reading response
questions and making
changes

Lesson Plan 1
Instructor Ms. Shafer
Dates 2/1 and 2/2
Essential ?s Is the American dream the same for everyone? Does everyone go through the same obstacles to achieve their
version of the American dream?
Lesson - Discussion of the American dream
Objective(s)
Standards CCSS.ELA-literacy.sl.11-12.1.B:
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and
establish individual roles as needed.

Resources/Materi - Excerpts from The Absolutely True Diary of a Part-Time Indian

als Needed - Projector for questions

Time Learning Task Methods or Procedures

10 Discussion of the purpose of - Students will discuss the reasons why they read, the purpose for reading, and how
reading, Young Adult Literature, they could get more out of reading.
and the meaning of words - They will discuss the genre of Young Adult Literature and its appeal to students and
adults.
- Lastly, they will discuss the purpose of words. Specifically, they will discuss why
authors might include foul and offensive language.
10-15 Reading comprehension Students will listen and follow along as Ms. Shafer reads the first excerpt
15-20 Reading comprehension and - Students will first respond to guiding questions as a journal entry/free write.
discussion - They will choose a passage or quote from the excerpt that reveals their feelings or
thoughts about the text.
- Using this, they will discuss these thoughts using evidence from the text.
10-15 Reading comprehension - Students will listen and follow along as Ms. Shafer reads the second excerpt
15-20 Reading comprehension and - Students will first respond to the guiding questions as a journal entry/free write.
discussion - They will compare the dreams between two characters using the text to create a
graphic organizer.
- As a class, we will come up with claims about their dreams and what they mean
regarding the American dream.
10-20 Discussion - Students will discuss how these excerpts relate to the American dream and The
Great Gatsby.

Formative
Assessment Students will be responding to questions about the content of the excerpt but also about their feelings towards it.
They will be engaging in a whole-class discussion using passages and lines from the excerpt to explain how they
 feel about it.
What will you do If students do not understand, I will take part of another class to go back and continue discussion. I might also have
if students do the prompts relate more to their lives in hopes to further their understanding.
not understand?
Extended We will come back to their knowledge, discussion, and feelings about these excerpts in later discussions and
Learning/ questions regarding the American dream.
Homework

Lesson Plan 2
Instructor Ms. Shafer
Dates 2/8 and 2/9
Essential ?s - What does it mean to be in poverty?
- How might SES affect every day lives?
- How does privilege affect the hard work we must do to achieve our dreams?
Lesson - Understand other perspectives on poverty, privilege, and the American dream
Objective(s) - Understand why certain privileges are more beneficial than others
Standards CCSS.ELA-LITERACY.W.11-12.5:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine what additional information or research is required to
deepen the investigation or complete the task.

Resources/Materi - 3 different colored note cards (class set)

als Needed - A large space to move in
- Projector for movie

Time Learning Task Methods or Procedures

10-15 Looping Writing Task - Students will re-read their initial definition of the American dream as well as my
comments and questions.
- They will answer or respond back to my comments and make any changes to their
first definition based on the work we have done in class.
20-25 Interactive Poverty Activity - Students will be asked to take on a certain role. Based on the statements that Ms.
Shafer makes regarding poverty, privilege, and disadvantages, students will take
steps forward, backward, or stand still.
- After each statement, students will be asked to discuss the broader themes of these
 ideas and how they affect the American dream.
15-20 Reflection - Students will be asked to reflect on their experience with the activity using guiding
questions. Questions will ask about how it felt to move forwards or backwards, what
statements were the most memorable and why, how did the statements deal with
poverty, and how does poverty deal with the American dream?
- They will also be asked to write about their own dream, the obstacles that might get in
the way of that, and how other people might deal with their dreams.
10-20 Review of Written Task - Ms. Shafer will go over the requirements of the Written Task in order to get students
brainstorming ideas.
- Students will ask questions
20-25 Film viewing - Students will watch The Great Gatsby and stop periodically for discussion.

Formative Students will turn in their responses to the reflection questions

Assessment
What will you do I will continue writing back to students in hopes of continuing the discussion of the American dream
if students do
not understand?
Extended We will return to conversations regarding this excerpt and the American dream
Learning/
Homework

Lesson Plan 3
Instructor Ms. Shafer
Dates 2/15 and 2/16
Essential ?s - Why does a thesis need to be arguable? What makes it arguable?
- What makes a strong paragraph?
- How can we make sure that a quote supports the claim we are trying to make?
Lesson - Review close reading techniques
Objective(s) - Identifying the strongest quotes to support a claim/idea
- Understand how to pull apart a quote using specific words, devices, or structures to help support the
thesis/claim
Standards CCSS.ELA-LITERACY.RL.11-12.1:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.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 the story is set, how the action is
ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4:
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific
Resources/Materi - Quotation slips
als Needed - Handouts

Time Learning Task Methods or Procedures

10-20 Identifying quotations - In groups of 3-4, students will receive 3 quotations
- Students will identify what each quotation is about, who said it and to whom, and
what further implications it might have
15-20 Forming a thesis - Students will choose the quote they think is strongest
- Using this quote, their group will choose which paper topic the quote supports best
(from a prescribed list or student created)
- They will then form a strong and arguable thesis statement
15-20 Discussion of strength in thesis - After completing the first page of the worksheet, they will find another group that is
statements and quotations finished
- In this large group, the students will read their quotes, information about the quotes,
and thesis statement/paper topic they have chosen
- During this time, students will decide if this was the best topic choice and thesis
statement. They will identify any other topics or thesis statements that might have
been stronger.
- As a whole group, students will choose which quote and thesis statement is the
strongest.
20-25 Identifying important - Students will then do a close reading of the quote they have chosen. They will look
words/phrases in a quote for literary devices and specific words that stand out to support their claim.
- They will choose 2 words that they think are important and 1 word that they think
Using definitions/word choice to might have a double meaning. They will look up multiple definitions of each word.
support the thesis - Students will work together to find ways to use these definitions to help their
argument.
20-25 Write a full paragraph using OEA - As a group, students will write a complete paragraph to argue their point.
format - They will focus on using the OEA format and using the definitions to support their
argument.

Formative Students will turn in all handouts at the end of the class period.
Assessment
What will you do We will come back to this idea many times over the course of the semester. I will also be giving feedback on written
if students do responses, focusing on OEA format and use of quotations.
not understand?
Extended The following day, students will read their paragraphs to the class. Together, we will go over the strengths and
Learning/ weaknesses. We will also come up with a list of what makes a good thesis statement and quotation.
Homework
 Rubric (project is 20% of course grade)
Exceeds (4.0) Meets (3.5) Approaches (3.0) Not Evident 0.0-2.5

Overview and Overview and Overarching goals
Overarching section demonstrate nuanced and
Goals complex expectations for students
learning and understanding. Student
inquiry drives the instructional plan.
Overview and Overarching goals
section lays out clear goals and
expectations for student learning.
The goals and expectations ask
students to engage in inquiry.
Overview and Overarching Goals for the unit are not clear or
goals section lays out do not ask students to undertake
somewhat clear goals and inquiry.
expectations for student
learning. The goals and
expectations ask students to
undertake some inquiry.

Summative Your Unit Assessment(s) clearly Your Unit Assessment(s) mostly Your Unit Assessment(s) Your Unit Assessment(s) does not
and Formative aligns with the unit objectives. The helps you determine if students somewhat helps you help you determine if students
Assessments purpose of the assessment connects have demonstrated how the unit determine if students have have demonstrated how the unit
to students lives. objective(s) has been met. demonstrated how the unit objective(s) has been met.
objective(s) has been met.

Standards Standards are clearly tied to unit
overarching goals. Unpacking of
standards shows clear understanding
on the part of the teacher of what
specific standards ask of students.
Standards are clearly tied to unit
overarching goals. Unpacking of
standards shows some
understanding on the part of the
teacher of what specific standards
ask of students.
Standards are tied to unit Standards are not clearly tied to
overarching goals. unit overarching goals. Unpacking
Unpacking of standards of standards does not show
shows some understanding understanding on the part of the
on the part of the teacher of teacher of what specific standards
what specific standards ask of ask of students.
students.

Calendar and Calendar and daily lesson plans Calendar and daily lesson plans Calendar and daily lesson Calendar and daily lesson plans do
Daily Lesson show how activities and formative show how activities and formative plans show some evidence not show how activities and
Plans assessments string together assessments string together how activities and formative formative assessments string
cohesively to scaffold students cohesively to scaffold students assessments string together together cohesively to scaffold
toward overarching goals of the unit. toward overarching goals of the cohesively to scaffold students toward overarching goals
Daily lesson plans are thoughtfully unit. students toward overarching of the unit.
constructed to scaffold students goals of the unit.
 toward formative and summative
assessments.

What Works Your presentation of something that Your presentation of something

Presentation worked from your unit plan shows that worked from your unit plan
careful thought and preparation. does not show careful thought and
preparation.