Académique Documents
Professionnel Documents
Culture Documents
CCSS: RL.6.2- Determine a theme or central idea of a text and how it is conveyed through particular details
CCSS: RL.6.5- Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text
CCSS: RL.6.9- Compare and contrast texts in different forms or genres
CCSS: W.6.9- Draw evidence from literary or informational texts to support analysis, reflection, and research
CCSS: SL.6.4 & CCSS: SL.6.5- Present claims and findings and details to accentuate main ideas or themes & Include multimedia components
and visual displays in presentations to clarify information
KNOW
(people, places, dates, vocabulary,
definitions, facts, etc.)
UNDERSTAND THAT
(big ideas, essential understandings,
principles, generalization, etc.)
BE ABLE TO DO
(skills, outcomes, behavioral objectives, etc.)
Discoveries:
- I will be able to determine what
level books I should choose for my
students to pick form for reading
during the survival unit.
-I will also be able to figure out
which students will need graphic
organizers or advanced work for
during this unit.
Interest
Interest Profile Needed:
Yes
No
Learning Profile
Learning Profile Needed:
Yes
No
Possible Questions/Sources:
-What kind of TV shows do you like
to watch?
-Whats your favorite subject in
school?
- Do you like to work in a group or
on your own?
Possible Questions/Sources:
- Do you like to work in a group or
on your own?
Discoveries:
- I will be able to understand what genres
I should choose for this unit that still
relate to the concept of survival.
.
Discoveries:
-I will be able to differentiate the types
of performance-based assessment I will
use for students whether they like to
work with others or not
Step 3 (Differentiating Product): Determine and Create Summative, Formative, and Pre-Assessments as
Needed
Summative Assessments
Assessment
Students will choose between
three options for a project to
present in class.
Option 1) Work in a group to
present on book about the plot
and the theme
Option 2) Work in a pair to
present to class a comparison on
a real life survival situation to the
book
Option 3) Work alone to present
about the point of view of the
story and an alternative plot to
the story
Students write a reflection about
the story theyve read and a nonfiction article comparing and
contrasting the structure of both
types of writings
Yes
No
Readiness
Interest
Learning Profile
Yes
No
Readiness
Interest
Learning Profile
Strategy
Tiered Assignment
Think-Tac-Toe
Student Choice
Learning Menu
Think Dots
R.A.F.T.s
Quiz
Test
Project
Other ______________
Tiered Assignment
Think-Tac-Toe
Student Choice
Learning Menu
Think Dots
R.A.F.T.s
Quiz
Test
Project
Other Reflection
Tiered Assignment
Think-Tac-Toe
Student Choice
Learning Menu
Rubric Necessary?
Yes
No
Yes
No
Yes
No
Think Dots
R.A.F.T.s
Quiz
Test
Project
Other Reflection
** Review KNOW, UNDERSTAND and BE ABLE TO DO chart to assure all areas are covered in summative assessments.
Formative Assessments
Assessment
Format of Assessment
Have students label
Informal Observation
the plot of a short
Practice Work
story
Conference
Exit Card
In-Class Practice
Class Discussion
Lab
Journal Writing
Tiered assignment
Other ____________
As students read their
Informal Observation
books they will
Practice Work
complete journal
Conference
writing based off
Exit Card
topics from cube and
In-Class Practice
other prompts that will
Class Discussion
guide them through
Lab
reading strategies, the
Journal Writing
journals will be
Tiered assignment
Differentiated?
Yes
No
Yes
No
Data Gathered
Readiness
Interest
Learning Profile
Other ____________
** Review KNOW, UNDERSTAND and BE ABLE TO DO chart to assure all areas are covered in formative assessments.
** For strategy ideas, see Summative Assessment above
Pre-Assessment
Necessary?
Yes
No
Format
Ungraded test/quiz
Conference with student
KWL chart
Exit/Entrance Card
Journal
Observation
Other ____________________
Pre-assessment
- Have students label the plot of a short story
-Have students complete a compare and contrast chart about
traits of fiction and non-fiction texts
** Review KNOW, UNDERSTAND and BE ABLE TO DO chart to assure all necessary areas are covered in pre-assessments.
Step 4: Design learning experiences (Differentiation of process, content, and learning environment)
Learning Experience
Create a book group to
work read the same book
with. Books for students
choices will be based off
readiness levels and
interests; there must be at
Differentiated?
Yes
No
DI Strategy Used
Flexible Grouping
Curriculum Compacting
Using varied texts
Learning Contract
Varied Graphic
Organizers
Reason for DI
Readiness
Interest
Learning Profile
Data Used
Pre-assessment
Formative assessment
Important Info:
Yes
No
Yes
No
Yes
No
Multiple Intelligences
Independent Study
Jigsaw
Anchor Activity
Scaffolding
Other _______________
Flexible Grouping
Curriculum Compacting
Using varied texts
Learning Contract
Varied Graphic
Organizers
Multiple Intelligences
Independent Study
Jigsaw
Anchor Activity
Scaffolding
Other _______________
Flexible Grouping
Curriculum Compacting
Using varied texts
Learning Contract
Varied Graphic
Organizers
Multiple Intelligences
Independent Study
Jigsaw
Anchor Activity
Scaffolding
Other _______________
Flexible Grouping
Curriculum Compacting
Using varied texts
Readiness
Interest
Learning Profile
Pre-assessment
Formative assessment
Important Info:
Readiness
Interest
Learning Profile
Pre-assessment
Formative assessment
Important Info:
Readiness
Interest
Learning Profile
Pre-assessment
Formative assessment
textual) of a non-fiction
article, short story, and
book.
-Some students can create
a timeline using drawings
Learning Contract
Varied Graphic
Organizers
Multiple Intelligences
Independent Study
Jigsaw
Anchor Activity
Scaffolding
Other _______________
Important Info:
When to Use
Any time
Beginning of the unit
Whole-Class Activities
-Entrance slip: What does it mean to survive?
-Introduce new unit about survival
-Start unit with game about how to survive where
students will list out objects needed for survival
-Break class into five groups, have groups work on
survival activity and bring one group at a time over
to classroom library area so they can look at book
options for unit
-Give each student list of book options for them
and have them choose the top three theyd like to
read after looking at books
-Monitor groups throughout activity and help
-Have students write reflection on activity when
complete
-If groups finish early have them work on common
vocabulary for unit
-Have students sit with their book group partners
-TIPS: Why did you choose this book to read?
-Model how to create reading schedule for the unit
-Have groups create reading schedule for their book
-Read aloud of short story to model predicting start
off by looking over story and making predictions,
Read story with think aloud using reading strategies
-Have book groups look over their books to make
predictions about what will happen, walk through
groups giving guided instruction
Differentiated Activities
-Give groups different types of graphic organizers for
survival activity
-Each student will choose what book they want to read
out of a selection based on their readiness level
-Vocabulary activity will be differentiated for
readiness and learner profile
and reflecting.
-Although every books reading per night will differ
the ultimate goal is to only have them reading between
10-15 pages per night or in class a day for 15 days.
12
homework
-Day 6 reading and answer to cube question
-Give students 15 minutes of silent reading of their
group book
-Have book groups sit together and talk about their
cube question together
-Using book groups as teams have contest
organizing traits of fiction and non-fiction structure
to compare and contrast them as a whole class
-After game explain to students the final project for
when they finish reading their books
-Give each group project sign-up sheet and have
them sign up for their project
-Hand out assignment sheets per person for the type
of presentation theyve chosen
-Model examples of each type of project
-Homework: Day 7 reading, reflect on why you
chose a certain project and what are your plans for
your presentation
-Have students sit in their book groups, add to their
timeline, character lists, and have short discussion
about their predictions
-A pre-selected chunk of text from each book will
be given to the groups
-Have students individually reread the passage
highlighting areas that they have questions, or
predictions, etc.
-In pairs students will discuss what they have
highlighted (I will monitor students helping to
discuss and aid)
-After pairs have looked over the passage again
have the book groups come back together to talk
about the overall meaning of the passage and what
13
10
11
14
12
13
14
15
16
16
17
18
17
19
20
students
-Give students non-fiction articles related to their
books
Homework: Read the non-fiction article and
compare and contrast it to the book youve been
reading. Concentrate on structure.
- Have half of class present
-Students who are not presenting will write
questions to ask the group as they present
-Exit slip: Reflect on the books you learned about
today. Would you want to read any of these books?
Why or Why not? In what way was one of these
books similar and different to the book you read?
-Homework: Final Reflection on book; What did
you learn from your book? If you were in the same
position as the character from your book would you
have responded the same way? Why or why not?
- Have half of class present
-Students who are not presenting will write
questions to ask the group as they present
-Preassessment for next unit
-Exit slip: Reflect on the books you learned about
today. Would you want to read any of these books?
Why or Why not? In what way was one of these
books similar and different to the book you read?
-Homework: Reflect on book, non-fiction source,
and make connection to yourself to redefine what it
means to survive
18
19