UNIT SELF-TEST QUESTIONS A brief fictional text with fully developed literary elements; it makes a powerful impact NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT /Experience CURRENT UNIT NEXT UNIT UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS UNIT SCHEDULE Short Stories UNIT MAP 1 3 2 4 5 6 7 8 Great literature is like an unforgettable journey Course Organizer A Long Walk To Water UO/ Lit Terms “Fall of Freddie” D.Q.A flocabulary characters theme “Seventh Grade” D.Q.A “Death by Scrabble” setting D.Q.A conflict “Thank you Ma’am” D.Q.A point of view plot Unit assessment 1. How does an author develop the characters? 2. How does the setting influence the plot and the conflict? 3. From what point of view is the story told? 4. How do the different points of view of he characters contribute to the story? 5. What effect do these differences in P.O.V. create? 6. What is the main conflict? Is it internal or external and why? 7. What is the theme of the story? How did you arrive at this analysis? describe infer analyze Compare/contrast

Short stories The Unit Organizer NAME DATE The Unit Organizer Expanded Unit Map Short stories is about... 9 A brief fictional text with fully developed literary elements; it makes a powerful impact University of Kansas Center for Research on Learning 2006

C R A F T Implementing the Unit Organizer Routine Launching the Unit GOAL Launching the Unit Floating the Unit Tying Up the Unit Status of task progress, completion, and student satisfaction with learning is checked. UNIT QUESTIONS are answered and answers to previously answered questions are improved. UNIT RELATIONSHIPS are confirmed and highlighted on the EXPANDED UNIT MAP. Key information is added to the EXPANDED UNIT MAP as part of section review or introduction. Each unit section is reviewed and in conjunction with the UNIT MAP. Attention is drawn to unit ideas as each unit section is completed or introduced. Class discusses how unit tasks promoted learning and how learning could have been Students answer the UNIT QUESTIONS and generate new self-test questions. Students explain, edit, and revise personal content maps with others. Students construct personal unit maps without looking at the Unit Organizer and then check accuracy. The UNIT MAP, the EXPANDED UNIT MAP, and relationships to other units and ideas are reviewed. The Unit Organizer is used to review unit content and promote student confidence. The UNIT SCHEDULE is constructed and explained. UNIT QUESTIONS reflecting central ideas of the unit are constructed. The UNIT MAP is explored and UNIT RELATIONSHIPS are identified. The UNIT MAP is revealed through a Unit Paraphrase and a Content Map. The CURRENT UNIT is related to the LAST UNIT, the NEXT UNIT, and to a BIGGER IDEA in the course. The new unit is introduced to students using the Unit Organizer Routine. University of Kansas Center for Research on Learning 2006