1. 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

2. 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

3. 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