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Ticket to Curlew
ELA 4
Ashley Luthin
January 28, 2018

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Table of Contents

Unit Rationale

Desired Results

Learning Plan

Assessments

Assessment Tool Overview

Differentiation, Accommodations, & Modifications

References

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Subject Area ELA

Grade Level 4
Topic Novel Study- Ticket to Curlew
Length of Unit (days)
Unit Rationale
In ELA, novel studies have proven to be very useful in allowing students to practice their language arts skills. It gives
students an interesting way to work on things such as comprehension, vocabulary and visualization. That is what I hope to
accomplish through this novel study with the students. We will do a variety of activities as well such as answering discussion
questions, comprehension searches, character drawings, comparisons, and various other activities. For the final project, I am
going to get students to do a “book in a bag” project. They will need to write a summary of the novel, draw a picture from their
favorite scene in the book and explain it and provide 5 – 10 items that represent some aspect of the book. They will also need to
explain why they chose that item and what significance it has to the novel. We will present their projects in two small groups
and that will also be marked.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Subject Area ELA

Grade Level 4
Topic Novel Study- Ticket to Curlew
Length of Unit (days)
Desired Results
Learning Outcomes
GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas feelings and experiences
SLOs:
1.1 Discover and Explore
- Express ideas and develop understanding
o compare new ideas, information and experiences to prior knowledge and experiences
o Ask questions, paraphrase and discuss to explore ideas and understand new concepts
o Share personal response to explore and develop understanding of oral, print and other media texts
- Experiment with language and forms
o Discuss and compare the ways similar topics are developed in different forms of oral, print and other media texts
1.2 Clarify and Extend
- Combine ideas
o Use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences
- Consider the ideas of others
o identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts

GLO 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and
other media texts
SLOs:
2.1 Use Strategies and Cues
- Use prior knowledge
o Use ideas and concepts, developed through personal interests, experience and discussion, to understand new ideas and
information
- Use comprehension strategies
o Preview sections of print texts to identify the general nature of the information and to set appropriate purpose and
reading rate
o Comprehend new ideas and information by responding personally and discussing ideas with others
o Extend sight vocabulary to include words frequently use in other subject areas
o Monitor understanding by confirming or revising inferences and predictions based on information in text
- Use phonics and structural analysis
o Apply knowledge of root words, compound words, syllabication, contractions, and complex word families to red
unfamiliar words in context
o Integrate knowledge of phonics and sight vocabulary with knowledge of language and context clues to read unfamiliar
words in context
- Use references
o Use junior dictionaries, spell-check functions and electronic dictionaries to confirm the spellings or locate the meaning of
unfamiliar words in oral print and other media texts
2.2 Respond to Texts
- Experience various texts
o Experience oral, print and other media texts from a variety of cultural traditions and genres, such as personal narratives,
plays, novels, video programs, adventure stories, folk tales, informational texts, mysteries, poetry and CDROM programs
o Retell events of stories in another form or medium.
- Construct meaning from texts
o Connect the thoughts and actions of characters portrayed in oral, print and other media texts to personal and classroom
experiences
o Identify the main events in oral, print and other media texts; explain their causes, and describe how they influence
subsequent events
o Compare similar oral, print and other media texts and express preferences, using evidence from personal experiences and
the text
o Develop own opinions based on ideas encountered in oral, print and other media texts
2.3 Understand techniques and elements
- Understand forms and genres

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

o Describe and compare the main characters of a variety of oral, print and other media texts
- Understand techniques and elements
o Identify and explain connections among events, setting and main characters in oral, print and other media texts
o Identify the speaker or narrator of oral, print and other media texts
o Identify how specific techniques are used to affect viewers’ perception in media texts
2.4 Create original text
- Elaborate on the expression of ideas
o Select and use visuals that enhance meaning of oral, print and other media texts

GLO 3: students will listen, speak, read, write, view and represent to manage ideas and information
SLOs:
3.1 Plan and Focus
- Determine information needs
o Ask relevant questions, and respond to questions related to particular topics
3.2 Select and process
- Evaluate sources
o Recall important points, and make and revise predictions regarding upcoming information
3.3 Organize, record, evaluate
- Record Information
o make notes of key words, phrases and images by subtopics; cite titles and authors of sources alphabetically
o paraphrase information from oral, print and other media sources

3.4 Share and Review

- Share ideas and information
o Communicate ideas and information in a variety of oral, print and other media texts, such as short reports, talks and
posters
o Select visuals, print and/or other media to add interest and to engage the audience

GLO 4: Students will lite, speak, read, write, view and represent to enhance the clarity and artistry of communication
SLOs:
4.1 Enhance and improve
- Appraise own and others’ work
o Identify the general impression and main ideas communicated by own and peers oral, print and other media texts
o Use pre-established criteria to provide support and feedback to peers on their oral, print and other media texts
- Expand knowledge of language
o Use an increasing variety of words to express and extend understanding of concepts related to personal interests and
topics of study
o Recognize English words and expressions that come from other cultures or languages
4.3 Present and share
- Present information
o Present to peers ideas and information on a topic of interest, in a well-organized form
- Enhance presentation
o add interest to presentations through the use of props, such as pictures, overheads and artifacts
GLO 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others
SLOs:
5.1 Respect others and strengthen community
- Appreciate diversity
o Describe similarities and differences between personal experiences and the experiences of people or characters from
various cultures portrayed in oral, print and other media texts
o Identify and discuss main characters, plots, settings and illustrations in oral, print and other media texts from diverse
cultures and communities
5.2 Work within a group
- Cooperate with others
o Take responsibility for collaborating with others to achieve group goals
- Work in groups
o Share personal knowledge of a topic to develop purposes for research or investigations and possible categories of
questions

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

o Use brainstorming, summarizing and reporting to organize and carry out group projects

Understandings: Essential Questions:

Students will understand that… Content Specific….

- Group work is a necessary, everyday skill

- People have differing opinions and
perspectives
- Life in Alberta has evolved tremendously
- Sharing ideas with others is important
- Connecting with a story using a variety of
activities and projects will help you
understand it better.
What connections can we make from “fictional” life to our
own?
What tools/activities can we use to better understand a piece
of text?
What message does the story provide us with that we can
carry with us through our daily lives?

Cross-curricular….

Skills: Knowledge:
Students will be able to… Students will know….

- Write letters from different perspectives other - The main characters of the story
than their own - The climax of the story
- Appreciate other perspectives and opinions
- The perspectives of different characters
- Compare and contrast their own lives with lives
of children from a different time period
- The main events of the story
- Identify parts of a story - Vocabulary used in the story
- Sound out words and find their meanings
- Present their ideas in an organized fashion
- Make connections to previous experiences and
knowledge
- Work effectively with their peers to gain a
deeper understanding of the book

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Subject Area ELA

Grade Level 4
Topic Novel Study- Ticket to Curlew
Length of Unit (days)
Learning Plan
SLO # Lesson Title Lesson Activities Assessments
1 Introduction to Activity: I will show the kids the outside of the book Observations
Ticket to and ask them to tell me what they think it’s about. What Conversations:
Curlew do they think the title of the book means? Who do they Whole class
think the main character of the story is? What might discussion and
they be like? Where is he? How do they know it’s a train individual work
station? When do you think the story took place? Products:
Reading drawing
I will explain to the students that they are each going to Discussion
get a booklet that contains a character page, blank pages questions
and a journal section. I will explain each.

Reading: I will read the book to the students and I will

ask them to draw or sketch what they are picturing as I
read.

Activity: Students will work on the discussion questions

posted for this chapter.

Resources:
2 Chapter 1 Review: we will go over what happened the class before Observations
continued and go over the discussion questions. Conversations:
Whole class
Activity: Students will work on other activated that are discussion and
related to chapter one. They will complete a Venn individual work
diagram to compare Iowa to Alberta, complete Products:
comprehension questions and work with some of the Venn diagram
vocab words. Comprehension
questions
Resources: Vocab words
3 Chapter 2 Reading: I will let students read with a partner today. I Observations
will also give them the reading dice. They will need to Conversations:
role after each page and answer the prompt it lands on. Group reading
They will read chapter two. and work
Products:
Activity: Once they have finished reading, they can Discussion
work together and answer the discussion questions for questions
that chapter. Exit slip

Exit Slip: Tell me one important thing that happened in

the chapter.

Resources:
4 Chapter 2 Review: We will go over what the students had read Observations
continued Conversations:
Activity: Students will work on activities to enhance Group and
their understanding of chapter two. They will work on a individual work
few more discussion questions, comprehension and Products:
word study (plurals and vocab) Discussion
If time permits, we will go over the discussion Comprehension

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

questions. Vocab study.

Resources:
5 Chapter 3 Reading: Students will read in partners again, still using Observations
the dice block. Conversations:
Group and
Activity: Once they are finished reading, students can individual work
work on the discussion questions. When we are close to Products:
being finished, we will start on a journal response. They Reading
will have the remaining time to finish. Discussion
Questions
Resources: Journal response
6 Chapter 3 Review: We will review what we read last day and Observations
continued maybe go over some discussion questions. Conversations:
Group and
Activity: Students will then finish their journal entry individual work
from the previous day. Once they have finished and Products:
edited it, they can work on chapter three activities such Journal entry
as the comprehension and word study. Comprehension
Word study
Exit Slip: Predict what might happen next in the novel
Resources:
7 Chapter 4 Reading: I will read the first few pages of the book up Observations
until he says that he will write a letter to his family. Conversations:
Whole group and
Activity: Students can work on discussion questions individual work
regarding the book. Students will then work on a Venn Products:
diagram to show what might be different about the Venn diagram
house in Alberta vs the old house in Iowa. Drawing
Questions
Resources:
8 Chapter 4 Review: We will briefly go over what we read last day Observations
continued and go over a few discussion questions Conversations:
Products:
Activity: Students will work on building their own
homestead. They will need to outline the necessary
components and map it out correctly.

Resources:
9 Homestead Activity: Students will finish their homesteads. If they Observations
finish with extra time, they can work on the Conversations:
comprehension and vocab. C
Products:
Resources:
10 Chapter 5 and 6 Read: I will read to the students while they doodle or Observations
just listen. Conversations:
Products:
Activity: I will ask students to create a comic strip piece
about a particular scene in the book that they can
choose. They will have the rest of the time to work on it.
When they finish, they can work on the comprehension
and discussion questions.

Exit slip: tell me which scene you chose.

Resources:

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

11 Chapter 7 and 8 Activity: Students will have the first bit to finish their Observations
comic strips Conversations:
Products:
Reading: Students will read with their partners and use
the dice.

Activity: Once students finish reading, I will give each

person a discussion question and they will answer it.
While we wait for everyone to finish, they can start on
the comprehension and vocab stuff. Once everyone is
finished, we will have a sharing time where everyone
will present their answer to the question.

Resources:
12 Chapter 7 and 8 Review: We will review what we read Observations
continued Conversations:
Activity: Students will complete a journal entry. Once Products:
they finish, they can work on the comprehension and
vocab.

Exit Slip

Resources:
13 Chapter 9 Reading: I will read the chapter and students can draw Observations
Conversations:
Activity: We will go over what synonyms and root Products:
words are. Students will have the rest of the time to
work on the discussion questions, comprehension and
vocab stuff.

14 Chapter 10 and Read: Students will read with a partner and use the dice. Observations
11 Conversations:
Activity: While we wait for everyone to be finished
reading, students can work on the discussion questions. Products:
Once everyone is done, we will play charades to
demonstrate how difficult it might be to communicate
with someone who didn’t speak the same language. I
will have the words printed and ask students to come up
and act, the rest will guess what they are trying to act
out.

Activity: We will then write a letter from the perspective

of Sam to one of the cousins back in Iowa. Students will
write their letter and self- edit. If they finish early, they
can work on the discussion and vocab activities.

Resources:`
15 Letter Activity: Students will have the first bit to finish their Observations
letters. They will then do a peer evaluation using a Conversations:
checklist. They will have the remaining time to work on Products:
the good copy of the letter.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

16 Chapter 12 Reading: I will read to the students and they can draw.

Activity: Students will work on a Venn diagram to

compart their lives to Sam’s. This will be for a mark.
Students can work on the discussion questions,
comprehension and vocab.
17 Chapter 12 and Activity: Students will have the first bit to finish the
13 activities from chapter 12

Read: Students can read chapter 13 using the dice

Activity: Students can work on the discussion questions

until everyone is done reading. Once we are all together,
we will do a celebration comparison as a group. Once
we have finished that, students can finish the
comprehension and vocab activities
18 Chapter 14 Reading: Students can read the chapter with a partner or
on their own.

Activity: Once they are finished, they can work on the

discussion questions for the chapter. Once everyone is
done reading, we will do a sharing circle to talk about
special celebrations and how we celebrate them. What
kinds of food we eat, games how you decorate etc.

For the remainder of the period, students can work on

the comprehension or vocab.
19 Chapter 15 Reading: I will read to the students and they can draw

Activity: We will have a whole class discussion about

the discussion questions. Students will then have the
remaining time to work on the comprehension and
vocab activities
20 Chapter 16 Reading: Students will read to each other using the dice.

Activity: We will discuss what a compound word is and

what a noun is. Students will have the rest of the period
to work on the comprehension and vocab. Students will
also start the school then vs school now organizer
21 Chapter 17 Reading: Students will read with a partner or on their
own.

Activity: Once students are done, they can work on the

comprehension questions. Once everyone is done, we
will do a family heritage sharing circle where students
can tell us about where they are from. We will then do a
debrief of the discussion questions.

Students will have the rest of the time to finish up the

comprehension and vocab activities

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

22 Chapter 18 Reading: I will read the final chapter to the students.

Activity: Students will be asked to write an alternate

ending to the book. They can pick a chapter or two back
to start from and they will write how they think it will
end. We will do a self- edit and students can write a
good copy as well.
23 Alternate Activity: Students will have the remaining time to work
ending on their story ending.

24 Final project Activity: Students will begin their final project. They
will need to find 5-10 objects that have significance to
the book and they will need to include a card telling me
why they chose it and why its significant. They will also
need to draw me their favorite scene from the book and
they will need to write a summary of the book. Some of
this may be homework as they will need to find some
objects form home. They will have 6-8 classes to finish
this.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Assessments
Comp., Learnin
Exit Discussi Venn Journal Final
Title Vocab and g
Slips ons Diagrams Responses Project
Learning Questions Projects
Outcomes Type
(Formative/
Summative)
Weighting
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Subject Area
Grade Level
Topic
Length of Unit (days)
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Grade Level
Topic
Length of Unit (days)

Assessment Tool Overview

Assessment
Assessment Assessment OF
Assessment Tool Brief Description FOR
AS Learning Learning
Learning
The graffiti wall is being used as a pre-assessment tool in
order to determine what the students remember from
grade 7 statistics. Each sheet of paper will have a heading
that relates back to what they learned in statistics the
previous year. Some headings that would be included are:
mean, median, mode, range, circle graphs, probability,
Graffiti Wall and independent events. The information that the students
provide under each heading, will help aid in the guidance
of following lessons. If there is a lack of prior knowledge
in one area, then that topic may need a more extensive
review. This assessment tool is assessment FOR learning
as it will determine what the students already know and it
will inform us on what the students need to know.
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The Build Your Own Board Game project is the final

assessment for this unit. This is where the students will
pull together all of the concepts that they have learned
throughout the unit in order to create a probability game.
This is assessment FOR learning since there will be
check-ins along the way that will inform us where the
students are at. It is also assessment AS learning as a
checklist will be provided to the students to complete
along the way. Finally, it is assessment OF learning since
the project as a whole will be graded after completion.
Note that the presentations will not be assessed as it will
be a celebration of learning. See Learning Plan day 13 for
more detail.
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Subject Area
Grade Level
Topic
Length of Unit (days)
Differentiation, Accommodations, & Modifications
Unit
Accommodations:

Modifications:

Assessment
Differentiation:

Accommodations:
-
Modifications:
-

References
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