1. UNIT STRUCTURE Meeting the needs of struggling and succeeding students Book pgs. 21-25

2. Logical progression of lesson plan objectives that increase in critical thinking levels Lessons that help students acquire & integrate new core knowledge Traditional Test Lessons that help students extend, refine & use knowledge Holistic Performance Assessment

3.  A logical progression of lesson objectives focused on the Unit Goal that facilitates organized, meaningful learning  2-4 day lesson plans that “chunk” lesson ideas together, which helps students remember new knowledge  Regular end-of-lesson assessments support all students, but in particular struggling students  Based on the ideas of Jay McTighe and Grant Wiggins (Understanding by Design) coupled with those of Robert J. Marzano (A Different Kind of Classroom).

4. The Big Picture Standards that can be accomplished in a lesson plan Standards that take 2-4 weeks to accomplish Standards that take more than 1 unit to accomplish Standards that take more than 1 year to accomplish Team/Dep t. Outcomes Course Outcomes Unit Goal LP

6. PhaseDescription Acquiring & Integrating LPs 3-5 lessons that help students acquire and integrate new knowledge and build toward at least basic achievement of the Unit Goal Traditional TestAssesses the core concepts and skills and Unit Goal achievement at least at an unsophisticated level Extending & Refining LPs 1-3 lessons that help students extend and refine knowledge Using Knowledge Meaningfully LP 1 lesson that helps students use knowledge in a new, meaningful way Performance Assessment Holistically assesses student achievement of the Unit Goal and Unit Concept attainment

7. Unit Structure: Unit Concept and its Components 3 rd Grade Language Arts Unit Concept: Who Am I? – The Autobiography Unit Goal: SWBAT use effective writing to tell an autobiographical story. CCELAS 3.RL.6, 3.W.3 Components: Definition of autobiography Describe events in a short story Third person versus First Person Write autobiography Biography versus Autobiography Compare writing styles

8. Unit Structure: Unit Concept and its Components 3 rd Grade Language Arts Unit Concept: Who am I? – The Autobiography LP1: Definition of Autobiography LP2: Biography versus Autobiography LP3: Describe events and stages of life Traditional Test LP5: Third Person versus First Person LP6: Compare writing styles LP7: Write an autobiography Performance Assessment

9. 8 th Grade Language Arts Unit Concept: Short Story Unit Goal: SWBAT infer a valid theme for a short story through the relationship between literary elements. CCELAS 8.RL.2-3 Components: Point of view, characters, setting, situation Meaning of Symbols Mood Theme Relationship between plot and conflict Characterization of key figures Comparing themes

10. 8 th Grade Language Arts Unit Concept: Short Story Unit Goal: SWBAT infer a valid theme for a short story through the relationship between literary elements LP1: Point of view, characters, setting, and situation LP2: Relationship between plot and conflict LP3: Characterization of key figures in a short story LP4: Point of view on interpretation of plot events LP5: Infer theme from a short story TRADITIONAL TEST LP7: Mood of a Short Story LP8: Multiple meanings of symbols within a story LP9: Compare theme in multiple short stories PERFORMANCE ASSESSMENT

11. Unit Structure: Your Turn Course Title Unit Concept: Choose the 2 nd Unit Concept from your grade/course. List the smaller concepts that make up the Unit Concept. Underline sophisticated concepts. Sequence them appropriately.

12. PhaseDescription Acquiring & Integrating LPs The first 3-5 lessons help all students acquire and integrate new knowledge focus clearly and without distraction on the Unit Goal and Unit Concept build toward at least a basic achievement of the Unit Goal and Unit Concept Traditional TestAssesses core concepts and skills and Unit Goal achievement and Unit Concept attainment at least at an unsophisticated level

13. Unit Concept: Short Story Unit Goal: SWBAT infer a valid theme for a short story through the relationship between literary elements. Acquiring & Integrating Lesson Plans LP1 (2 days): SWBAT describe point of view, characters, setting, and situation in a short story. LP2 (3 days): SWBAT analyze the relationship between plot and conflict within a short story. LP3 (2 days): SWBAT compare the characterization of key figures in a short story as foils. LP4 (3 days): SWBAT examine the impact of point of view on the interpretation of plot events. LP5 (2 days): SWBAT infer a valid theme from a short story based on specific literary elements. Traditional Test (1 day)

14. PhaseDescription Extending & Refining LPS UKM LP 1-3 LPs after the Traditional Test challenge all students to deepen or broaden their thinking about the Unit Concept often use tiered assignments with Basic, Proficient, and Advanced questions offer failing students additional chances to show Unit Goal achievement academic or real world use of Concept Performance Assessment Assesses Unit Concept attainment in a holistic manner, often requiring student decision- making

15. Unit Concept: Short Story Unit Goal: SWBAT infer a valid theme for a short story through the relationship between literary elements. Extending & Refining Lesson Plans LP7 (3 days): SWBAT analyze the mood of a short story using setting, characters, and plot. LP8 (3 days: SWBAT distinguish the multiple meanings of symbols within a story. LP9 (2 days): SWBAT extract a theme shared by two short stories addressing similar topics. Using Knowledge Meaningfully Lesson Plan LP10 (2 days): SWBAT infer a valid theme for a new short story through the relationship between literary elements. Performance Assessment Using the story “Stop the Sun” by Gary Paulsen, students will write an essay in which they deduce a theme for the story referencing specific literary elements including plot, characterization, conflict, symbolism, and mood.

17. Unit # 2 Chaucer's Canterbury Tales: Values at Risk 17 Unit Rationale Unit Goal SWBAT analyze Chaucer's Canterbury Tales in order to identify evidence of hypocrisy throughout Medieval British society so that they may then detect similar forms of hypocrisy in contemporary society. Unit Prior Knowledge Unit Assessment Lesson # # of days Lesson Objective Lesson Assessment Standards LP12 Objective: different classes of Medieval British society based on the General Prologue ELA 1-H2, ELA 1-H3 Assessment:. LP22 Objective: characterization of the Wife of Bath ELA 1-H2, ELA 2-H1 Assessment: LP32 Objective: Chaucer's Knight's Tale for evidence of chivalrous values ELA 1-H2 Assessment: LP42 Objective: Chaucer's Miller's Tale ELA 2-H1 Assessment: LP51 Objective: Teacher Test Assessment: LP62 Objective: E&R: Pearl Poet's statement on values in Sir Gawain and the Green Knight with Chaucer's statement on values in Canterbury Tales. ELA 1-H2, ELA 2-H1 Assessment: LP72 Objective: effectiveness of Chaucer's decision to position his tales within a larger framing narrative. ELA 1-H2, ELA 1-H3, ELA 2- H1 Assessment: LP84 Objective: UKM: contemporary society and evidence of religious hypocrisy similar to that demonstrated in Chaucer's Canterbury Tales. ELA 1-H2, ELA 1-H3, ELA 2- H1, ELA 1-H4, ELA 2-H5 Assessment: Performance Assessment

18. Unit # 2 Chaucer's Canterbury Tales: Values at Risk 17 Unit Rationale Unit Goal SWBAT analyze Chaucer's Canterbury Tales in order to identify evidence of hypocrisy throughout Medieval British society so that they may then detect similar forms of hypocrisy in contemporary society. Unit Prior Knowledge SWBAT perform close textual analysis, read for general plot understanding, and compose a 5 paragraph essay. Unit Assessment SWBAT detect hypocrisy in religious dimensions of contemporary society, comparing this hypocrisy with that outlined in The Pardoner's Tale. Lesson # # of days Lesson Objective Lesson Assessment Standards LP12 Objective: SWBAT describe the different classes of Medieval British society based on the General Prologue, which functions as an "estates satire." ELA 1-H2, ELA 1-H3 Assessment: SWBAT identify the proper class for three characters from the Prologue and cite textual evidence that reveals characteristics about that particular class. Students will submit this information in the form of a graphic organizer. LP22 Objective: SWBAT analyze Chaucer's characterization of the Wife of Bath based on the Prologue to the tale and the tale itself. ELA 1-H2, ELA 2-H1 Assessment: SWBAT compare/contrast the Wife of Bath with the "damsel in distress" typical of Arthurian romance in 2 paragraphs. LP32 Objective:SWBAT analyze Chaucer's Knight's Tale for evidence of chivalrous values. ELA 1-H2 Assessment: SWBAT sketch a shield for the Knight in the Canterbury Tales that illustrates the values evident in the tale, citing specific passages to support each component of the shield. LP42 Objective:SWBAT analyze Chaucer's Miller's Tale to detect elements of "fabliau." ELA 2-H1 Assessment: SWBAT complete a graphic organizer of the Knight's Tale that asks them to break the tale into sections and consider the alterations each section would undergo if they were to apply the elements of the fabliau to each section. LP51 Objective:Teacher Test Assessment: LP62 Objective: E&R: SWBAT compare and contrast the Pearl Poet's statement on values in Sir Gawain and the Green Knight with Chaucer's statement on values in Canterbury Tales. ELA 1-H2, ELA 2-H1 Assessment: SWBAT compare and contrast Sir Gawain with the Knight in Chaucer's Canterbury Tales. LP72 Objective:SWBAT analyze the effectiveness of Chaucer's decision to position his tales within a larger framing narrative. ELA 1-H2, ELA 1-H3, ELA 2- H1 Assessment: SWBAT write a paragraph analyzing how a created "link" between tales further develops two characters introduced in the General Prologue. LP84 Objective: UKM: SWBAT analyze contemporary society for evidence of religious hypocrisy similar to that demonstrated in Chaucer's Canterbury Tales. ELA 1-H2, ELA 1-H3, ELA 2- H1, ELA 1-H4, ELA 2-H5 Assessment: Performance Assessment