UNIT PLAN ORGANIZER

Teacher: Laura Richards Grade: 7

SUBJECT/STRAND Language

OVERALL Oral Communication:

EXPECTATIONS
- listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
- use speaking skills and strategies appropriately to communicate with different
audiences for a variety of purposes;

Reading

- read and demonstrate an understanding of a variety of literary, graphic, and

informational texts, using a range of strategies to construct meaning;
- recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning;
- identify the point of view presented in texts, including increasingly complex or
difficult texts; give evidence of any biases they may contain; and suggest other possible
perspectives (e.g., determine whether an author’s choice of voices to include seems
justified and suggest how the meaning would change if different voices were chosen)

Writing

- generate, gather, and organize ideas and information to write for an intended purpose
and audience;
- draft and revise their writing, using a variety of informational, literary, and graphic
forms and stylistic elements appropriate for the purpose and audience;
- establish a distinctive voice in their writing appropriate to the subject and audience
(e.g., use language that communicates their “stance” or point of view on an issue and
identify the words and/or phrases that help them achieve this goal)
- identify their point of view and other possible points of view, evaluate other points of
view, and find ways to acknowledge other points of view, if appropriate

LEARNING We are learning to create thought-provoking questions that encourages conversations;

GOALS rich questions vs. surface level questions
Unit Plan Organizer #1 1
 We are learning to adapt our writing to a character’s point of view, style, and voice
We are learning to have a conversation that deepens our understanding of the book we
are reading
We are learning to infer information based on evidence found in the story
We are learning to deepen our understanding of what we read by making connections to
other books, our lives, or the world around us
We will be prepared for every Book Club discussion with our questions and wonderings
prepared
We are going to be respectful, attentive, and fully participate in small group discussions

SUCCESS I am respectful, attentive and fully participate in each book club discussion
CRITERIA I am prepared for my Book Club Discussions
I am able to make connections to my life, other books I’ve read, or the world around me
I am able to understand and create rich questions
I am able to use the evidence in the book to adapt to a character’s point of view, style,
and voice for my diary entries
I am able to actively engage and participate in Book Club discussions
I am able to support my thinking using evidence from the story

Thoughts in the Head – Diary Entries via Goggle Docs

CULMINATING
TASK This Unit is in a format of a “Book Club” where, through various installments, students
will participate and facilitate discussions unpacking and analyzing various aspects of the
book. There will be 3 installments where the student will write an entry based on a
character from that character’s point of view through the student’s
predictions/interpretations/own understanding of the character from their chosen book.
The Culminating Task is in a form of a Character Portfolio that is ongoing throughout
the unit.

Students should have an understanding of various literary terms/devices to be

PRIOR implemented in discussions. They should have experience using their knowledge of
KNOWLEDGE form and style in writing to convey various ideas to various audiences, and adjusting
their writing accordingly. Students should have an understanding and experience in
making inferences and interpreting texts. They will need to extend their understanding
of the texts by connecting, comparing, and contrasting the ideas in them.

Unit Plan Organizer #1 2

 EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT
LESSON 1 – 2 periods – Beginning Nov. 25th
read and demonstrate an Introduction to the Book Club
understanding of a Assessment for
variety of literary, Book Tasting: Learning:
graphic, and Book Tasting Form
informational texts, using Students will participate in a “Book Tasting” where they will
a range of strategies to visit various restaurants with accompanying books. At each
construct meaning; “restaurant” students will read the front cover and back cover
and first 2-4 pages of each novel/graphic novel. They will
visit each restaurant (rotate clockwise) until each restaurant
has been visited.
ACCOMMODATIONS Students will fill out a Book Tasting menu card where they RESOURCES
will be asked to write on the following: Genre/Book Type,
- Book Tasting may Write the book title, What do you think of the front cover?
be done After reading a few pages – what did they think of the book?, Book Tasting Form
independently at What did the author do to hook or interest you in the book? Place Mats
their own desk Would you read this book? Red Maple Books
(circle table) Students will return to their home restaurants where they be
- Use technology – asked to independently rate each book based on their
reading synopsis “tastings” and rate them from highest to lowest which will be
– technological collected by the teacher to try to accommodate all students to
assistive their more preferred book
technology ie.
IPad
- ELLs –
recommended
novels/graphic
novels may be
encouraged that
suits the reading
level of the
student
- Use of a graphic
organizer
- Arjun –
audiobook,
modified for
reading

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 2 – 1 period – Nov. 26th

Unit Plan Organizer #1 3

read and demonstrate an What Makes a good Discussion: Assessment As
understanding of a Learning:
variety of literary, Read a picture book aloud and brainstorm with the class What did I learn?
graphic, and what constitutes as a good question and bad question on the Self-Reflection
informational texts, using chalkboard, which is divided in two columns – rich questions
a range of strategies to vs. surface level questions
construct meaning;
Students will read another picture book aloud in their table
recognize a variety of groups. Students will brainstorm some good questions
text forms, text features, independently using the good questions list that we
and stylistic elements and developed earlier before the exercise – they will then share
demonstrate their questions to their table groups and will explain why
understanding of how their questions is a good one – does it lead to an interesting
they help communicate conversation? Class Discussion – What did you find?
meaning

Asking Rich Questions:

Rich Questions – Characteristics
ACCOMMODATIONS RESOURCES

Unit Plan Organizer #1 4

 Ie. more than one right answer – leads to theories and what
you think will happen – makes you talk about other things
- Master list of the that happened in the book – no one’s opinion is wrong so no Mini-Lessons for
characteristics of one gets made fun of Literature Circles
Good Questions Surface Level Questions Characteristics Harvey Daniels and
vs. Bad Questions - Some of these questions get answered in the next Nancy Steineke
for the students to paragraph – questions just require short answers, not
reference in future much to discuss, require no opinions or details,
prep for their there’s only one right answer
Book Club
discussions - Make a master list – to be distributed to the class
- Collaborative
learning – pre- - Stickie notes Lesson – how to utilize stickie notes to
organized groups remind the students of important moments/evidence
– table groups to be used for an assignment/activity such as the
- Instructions will Book Club discussion – this will include tips/ideas by
be posted for the modelling with a picture book and allowing other
students to follow students to try in their table groups with their own
picture book – we will discuss in a teacher-guided
discussion what the students did/didn’t do

*if time,

To be followed up with,

Lead Question vs. Follow-Up Questions

Using the same picture book – students will work in their

table groups – Teacher will predetermine who asks the starter
question based on their inferences/interpretations of the short
story – it will move clockwise once 3 follow-up questions
have been written down by the entire group – the other group
members must ask a follow-up question based on the
question posed – - 3 follow-up questions and then the entire
group discuss their answers to the leading and follow-up
questions – repeat the process
- Students will be reminded practice thinking before
answering – three second rule

Self-Reflection

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 3 – 2 periods – Nov. 27th

Unit Plan Organizer #1 5

read and demonstrate an Introduce the Culminating Activity
understanding of a
variety of literary, Thoughts in the Head – Diary Entries via Goggle Docs –
graphic, and explain to students the objective before beginning our Book
informational texts, using Club – Rubric – model with a picture book for the students-
a range of strategies to ie. speaking in first person based on the text Assessment For
construct meaning; Learning:
After modelling what makes a good diary entry, will co- Observations
- recognize a variety of create a Rubric for the diary entries together as a class so that Anecdotal Notes
text forms, text features, the students are aware/take initiative in their own learning to
and stylistic elements and establish what would make a good diary entry
demonstrate
understanding of how Then start to move into an introductory Book Club
they help communicate Discussion by:
meaning
Setting Ground Rules before we enter our Book Club groups
- identify the point of as a collective; What rules are important for success – to be
view presented in texts, collectively discussed and written/recorded to be given to the
including increasingly students next class as a reminder during each Book Club
complex or difficult texts; discussion (in a form of a Tent Card that will be placed with
give evidence of any every group that will have prompts/questions for the
biases they may contain; discussion on the other side) – chalkboard and go over
and suggest other graphic organizers/journal notes of their findings while
possible perspectives reading
(e.g., determine whether
an author’s choice of Dealing with the First Chapter:
voices to include seems
justified and suggest how
the meaning would After reading the first chapter as a group – front cover
change if different voices visuals and back cover – table of contents - Students will
were chosen) work in their Book Club groups on chart paper – they will
divide it into two columns

- Predictions in the first column

- Second column – note why they have these
ACCOMMODATIONS predictions – ex. “When you look at the cover – use RESOURCES

Unit Plan Organizer #1 6

 your imagination. We want you to look carefully at
the cover art, and plot information, but predict some Mini-Lessons for
- Ground Rules story details that aren’t specifically mentioned. Your Literature Circles
Reminders to use prediction should bring up something new yet Harvey Daniels and
as a reference plausible” – have the students share in their group Nancy Steineke
- Tent cards with after and see how they are similar and how they are
the ground rules different – record this
that will have
prompt questions Students will be advised to use stickie notes when reading
on the other side the first chapter – setting details – the introduction of new
for each Book characters – places where they are confused
Club discussion
- Audiobook – Begin their 1st chapter – Diary Entry
Arjun, modified
for reading
- Graphic
Organizers
- Outlining the
lessons
- Adjusted rubric to
reduce amount of
expectations for
those students
who need it

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 4 – 1 period – Nov. 28th

- read and demonstrate Reading Period

an understanding of a
variety of literary, - Students will be encouraged to use stickie notes as
graphic, and they read
informational texts, using
a range of strategies to
construct meaning;
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning;

ACCOMMODATIONS RESOURCES

Unit Plan Organizer #1 7

 Mini-Lessons for
- Audio books Literature Circles
- Reading in the Harvey Daniels and
S.P.I.R.I.T. room Nancy Steineke
- Arjun - audiobook
- Dictionary
available
- Assistive
Technology
- Instead of reading
logs/journals –
oral interviews
- Graphic
organizers for
new
concepts/ideas
from the book
- Instead of reading
logs/journals –
oral interviews

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

- read and demonstrate
an understanding of a
variety of literary,
graphic, and
informational texts, using
a range of strategies to
construct meaning;
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning;
LESSON 5 – 1 period – Nov. 29th
Assessment As/Of
st
1 Diary Entry is due- for Assessment As Learning Learning:
Rubric and
Reading Period Descriptive
Feedback – marks
- Students will be encouraged to use stickie notes as will be withheld
they read from students but
recorded in Google
forms – teacher will
provide detailed
descriptive
feedback to make
the students aware
of their learning and
where to go next

ACCOMMODATIONS RESOURCES

Unit Plan Organizer #1 8

 Mini-Lessons for
- Audio books Literature Circles
- Reading in the Harvey Daniels and
S.P.I.R.I.T. room Nancy Steineke
- Arjun - audiobook
- Dictionary
available
- Assistive
Technology
- Instead of reading
logs/journals –
oral interviews
- Graphic
organizers for
new
concepts/ideas
from the book
- Instead of reading
logs/journals –
oral interviews

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 6 – 1 period – Dec. 2nd

Unit Plan Organizer #1 9

- read and demonstrate
an understanding of a
variety of literary,
graphic, and
informational texts, using
a range of strategies to
construct meaning;
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning;
- generate, gather, and
organize ideas and
information to write for
an intended purpose and
audience;
Book Club Discussion Prep
Assessment for
Minds On: Learning:
I will read a newspaper article and explain why I chose the Observations
passage – Why did I think it was significant with reasoning? Anecdotal Notes
And then ask students what they thought – I will explain how
difficult it is for others to contribute when I already stated
my reasoning for picking the passage
Students will be asked:
Read a passage from chapter 1 aloud in their table groups –
the other students in the group will explain their
ideas/opinions on the passage with the originator being the
last to contribute – What does the passage make you think
about? – everyone should be ready to say something about it
- Talk about your notes, confusion, ideas, notes, etc.
- Ask students to make a list of things they wish to talk
about

- draft and revise their

writing, using a variety of
informational, literary,
and graphic forms and
stylistic elements
appropriate for the
purpose and audience;

ACCOMMODATIONS RESOURCES

- Students may Mini-Lessons for

write down their Literature Circles
confusion, notes, Harvey Daniels and
ideas rather than Nancy Steineke
discussing
- Pre-organized - Journals
groups - Graphic
- Graphic Organizer
organizers
- Collaborative
learning
- Pre-organized
groups
- Instead of reading
logs/journals –
oral interviews

Unit Plan Organizer #1 10

 EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT
LESSON 7 – 1 period – Dec. 3rd

Unit Plan Organizer #1 11

- read and demonstrate
an understanding of a
variety of literary,
graphic, and
informational texts, using
a range of strategies to
construct meaning;
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning;
- generate, gather, and
organize ideas and
information to write for
an intended purpose and
audience;
Assessment For
Book Club Discussion Learning:
Self-Assessment:
Teacher-guided – outlining what is needed to be discussed students will assess
and monitoring the discussion in each group their learning after
this work period
Self-Assessment/Group Reflection as a consolidation
Assessment As
Learning:
Group Reflection:
Each student in the
group will reflect on
each other’s
performance, what
they learned, and
what questions they
still have

- draft and revise their

writing, using a variety of
informational, literary,
and graphic forms and
stylistic elements
appropriate for the
purpose and audience;

- identify the point of

view presented in texts,
including increasingly
complex or difficult texts;
give evidence of any
biases they may contain;
and suggest other
possible perspectives
(e.g., determine whether
an author’s choice of
voices to include seems
justified and suggest how
the meaning would
change if different voices
were chosen)

- establish a distinctive
voice in their writing
appropriate to the subject
and audience (e.g., use
language that
communicates their
“stance”or point#1of view
Unit Plan Organizer 12
ACCOMMODATIONS
- Written responses
vs. oral responses
- Pre-organized
groups
- Adjusted number
of responsibilities
to reduce amount
of expectations of
a particular
student, ie. Jordan
- Graphic
organizers
- Assistive
Technology – ie.
Ipads
EXPECTATIONS
read and demonstrate an
understanding of a
variety of literary,
graphic, and
informational texts, using
a range of strategies to
construct meaning;
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning
ACCOMMODATIONS
Unit Plan Organizer #1
RESOURCES
Mini-Lessons for
Literature Circles
Harvey Daniels and
Nancy Steineke
TEACHING-LEARNING STRATEGIES ASSESSMENT
LESSON 8 – 1 period – Dec. 4th
Reading Period Assessment For
Learning:
Minds On: Observations
PowerPoint Presentation outlining possible examples the Anecdotal Notes
author may utilize to build/create that character in the book –
outline possible strategies and tools that the students may Assessment As
find useful – What evidence are we looking for? Descriptive Learning:
words? How do they talk? Tips for really getting to know Feedback –
your character reflecting on the
Book Club – in a
- Remind students of the culminating activity – collect form of a class
notes, be aware of how the author describes the discussion
character, how do they speak, what are their
behavioral tendencies, what do they like? What do
they not like?
RESOURCES
13
 - Graphic
organizers for
new - Books
concepts/ideas - Journals
from the book - Graphic
- Audio books for Organizer
Arjun – modified
for reading
- Reading in the
S.P.I.R.I.T. room
- Dictionary
available
- Assistive
Technology
- Instead of reading
logs/journals –
oral interviews
- Students may
situate themselves
where they feel
most comfortable
reading

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 9 – 1 period – Dec. 5th

- read and demonstrate Assessment For

an understanding of a Reading Period Learning:
variety of literary, Observations
graphic, and - Students will be encouraged to use stickie notes as Anecdotal Notes
informational texts, using they read
a range of strategies to
construct meaning;
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning;

ACCOMMODATIONS RESOURCES

Unit Plan Organizer #1 14

 Mini-Lessons for
- Audio books Literature Circles
- Reading in the Harvey Daniels and
S.P.I.R.I.T. room Nancy Steineke
- Arjun - audiobook
- Dictionary
available
- Assistive
Technology
- Instead of reading
logs/journals –
oral interviews
- Graphic
organizers for
new
concepts/ideas
from the book
- Instead of reading
logs/journals –
oral interviews

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 10 – 1 period – Dec. 9th
Assessment As
nd
Diary Entry Work Period – 2 Diary Entry is due by next Learning:
class Feedback –
reflecting on the
Minds On: Book Club – in a
Class Discussion on the Book Club Discussion: How did it form of a class
go? Where is there room for improvement? What was discussion
missing? Did you have rich questions? Why or why not?

Remind the students of the success criteria and expectations

that was created alongside the students before they begin
working on their diary entries.
ACCOMMODATIONS RESOURCES

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 11 – 1 period

Unit Plan Organizer #1 15

- read and demonstrate 2ND Diary Entry is due.
an understanding of a
variety of literary, Reading Period
graphic, and
informational texts, using - Students will be encouraged to use stickie notes as
a range of strategies to they read
construct meaning;
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning;

ACCOMMODATIONS RESOURCES

Mini-Lessons for
- Audio books Literature Circles
- Reading in the Harvey Daniels and
S.P.I.R.I.T. room Nancy Steineke
- Arjun - audiobook
- Dictionary
available
- Assistive
Technology
- Instead of reading
logs/journals –
oral interviews
- Graphic
organizers for
new
concepts/ideas
from the book
- Instead of reading
logs/journals –
oral interviews

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 12 – 1 period

Unit Plan Organizer #1 16

- read and demonstrate
an understanding of a
variety of literary,
graphic, and
informational texts, using
a range of strategies to
construct meaning;
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning;
Book Discussion Prep Assessment As
Learning:
- Talk about your notes, confusion, ideas, notes, etc. Descriptive
- Ask students to make a list of things they wish to talk Feedback – How
about did the last
- Guide the students by outlining what was essential discussion go?
from the previous Book Club discussion Where are there
- Remind the students what is needed to be successful room for
– refer back to past lessons, ie. Rich Questions vs. improvements when
Surface Level Questions prepping for the
next discussion?

- generate, gather, and

organize ideas and
information to write for
an intended purpose and
audience;

- draft and revise their

writing, using a variety of
informational, literary,
and graphic forms and
stylistic elements
appropriate for the
purpose and audience;

ACCOMMODATIONS RESOURCES

Unit Plan Organizer #1 17

 - Graphic
organizers Mini-Lessons for
- Adjusted number Literature Circles
of responsibilities Harvey Daniels and
to reduce amount Nancy Steineke
of expectations of
a particular
student, ie. Jordan
- Pre-organized
groups
- Students may
write down their
confusion, notes,
ideas rather than
discussing
- Pre-organized
groups
- Collaborative
learning

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 13 – 1 period

Unit Plan Organizer #1 18

- read and demonstrate
an understanding of a
variety of literary,
graphic, and
informational texts, using
a range of strategies to
construct meaning;
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning;
- generate, gather, and
organize ideas and
information to write for
an intended purpose and
audience;
- draft and revise their
writing, using a variety of
informational, literary,
and graphic forms and
stylistic elements
appropriate for the
purpose and audience;
Assessment As/Of
Book Discussion Learning:
Rubric
Students will meet in their designated Book Club groups -
Teacher-guided instruction – outlining what is needed to be Assessment For
discussed and monitoring the discussion in each group Learning:
Self-Assessment:
students will assess
their learning after
Consolidation: this work period
What did we learn? Group Reflection/Self-Reflection Assessment As
Learning:
Group Reflection:
Each student in the
group will reflect on
each other’s
performance, what
they learned, and
what questions they
still have

- identify the point of

view presented in texts,
including increasingly
complex or difficult texts;
give evidence of any
biases they may contain;
and suggest other
possible perspectives
(e.g., determine whether
an author’s choice of
voices to include seems
justified and suggest how
the meaning would
change if different voices
were chosen)

- establish a distinctive
voice in their writing
appropriate to the subject
and audience (e.g., use
language that
communicates their
“stance”or point#1of view
Unit Plan Organizer 19
ACCOMMODATIONS RESOURCES

- Pre-organized
groups Mini-Lessons for
- Students may Literature Circles
write down their Harvey Daniels and
confusion, notes, Nancy Steineke
ideas rather than
discussing
- Collaborative
learning
- Written responses
vs. oral responses
- Graphic
organizers
- Assistive
Technology – ie.
Ipads

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 14 – 1 period

- read and demonstrate Minds On: Assessment For

an understanding of a Class Discussion on the Book Club Discussion: How did it Learning:
variety of literary, go? Where is there room for improvement? What was Observations
graphic, and missing? Did you have rich questions? Why or why not? Anecdotal Notes
informational texts, using
a range of strategies to Assessment As
construct meaning; Reading Period Learning:
- recognize a variety of Feedback –
text forms, text features, - Students will be encouraged to use stickie notes as reflecting on the
and stylistic elements and they read Book Club – in a
demonstrate form of a class
understanding of how discussion
they help communicate
meaning;

ACCOMMODATIONS RESOURCES

Unit Plan Organizer #1 20

 Mini-Lessons for
- Audio books Literature Circles
- Reading in the Harvey Daniels and
S.P.I.R.I.T. room Nancy Steineke
- Arjun - audiobook
- Dictionary
available
- Assistive
Technology
- Instead of reading
logs/journals –
oral interviews
- Graphic
organizers for
new
concepts/ideas
from the book
- Instead of reading
logs/journals –
oral interviews

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 15 – 1 period

- read and demonstrate Assessment For

an understanding of a Reading Period Learning:
variety of literary, Observations
graphic, and - Students will be encouraged to use stickie notes as Anecdotal Notes
informational texts, using they read
a range of strategies to
construct meaning;
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning;

ACCOMMODATIONS RESOURCES

Unit Plan Organizer #1 21

 Mini-Lessons for
- Audio books Literature Circles
- Reading in the Harvey Daniels and
S.P.I.R.I.T. room Nancy Steineke
- Arjun - audiobook
- Dictionary
available
- Assistive
Technology
- Instead of reading
logs/journals –
oral interviews
- Graphic
organizers for
new
concepts/ideas
from the book
- Instead of reading
logs/journals –
oral interviews

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

LESSON 16 – 1 period
- read and demonstrate
an understanding of a Assessment For
variety of literary, 3rd Diary Entry Work Period – end of the book Learning:
graphic, and Observations
informational texts, using Remind the students of the success criteria and expectations Anecdotal Notes
a range of strategies to that was created alongside the students before they begin
construct meaning; working on their diary entries.
- recognize a variety of
text forms, text features,
and stylistic elements and
demonstrate
understanding of how
they help communicate
meaning;

ACCOMMODATIONS RESOURCES

EXPECTATIONS TEACHING-LEARNING STRATEGIES ASSESSMENT

Unit Plan Organizer #1 22
 LESSON 17 – 1 period

All Specific Expectations Consolidation Lesson: Closing our Book Club for the Year  Assessment As
Learning:
3rd Diary Entry is due Descriptive
Feedback –
Minds On: reflecting on the
Class Discussion on the Book Club Discussion: How did it Book Club
go? Where is there room for improvement? What was Discussion
missing? Did you have good questions? Why or why not?

Consolidation lesson: Assessment As

Learning:
Graphic Organizer: how did their diary entries vary over Self-Reflection
time? What changed? Why did it change? What surprised Group Reflection
you? What left you wondering? Students will complete a
graphic organizer answering these questions as a group but
ACCOMMODATIONS will be submitted individually RESOURCES

What did we learn? We will have table group discussions

- Graphic where students will be given prompt questions that I will
organizers for outline on PowerPoint slides. Students will write their
new thoughts and ideas on chart paper. We participate in a class
concepts/ideas discussion where each group will go through their learning
from the book to and take-aways. We will discuss and share/brainstorm what
be completed as a we thought
group but handed-
in individually Consolidating
- Oral Reflections
vs. Written Students will go in their Book Club groups and will be given
Reflections a group reflection that will ask the group to reflect on their
learning journey with the Book Club unit.

Unit Plan Organizer #1 23